African American Athletes Essay

American student athletes have always faced stereotypes in and out of the classroom, being seen as self-segregating or â€Å"dumb jocks† that really wouldn’t be at school if it weren’t for their athletic ability. Although these stereotypes are applied to both white and black athletes, African American students, especially men, feel it more than their white counterparts. African Americans are already, for the most part, seen as intellectually inferior, so when they are seen in an academic environment they are automatically judged. If they didn’t get into school just for being black, they got into school for being a black athlete. Excuses are made as to why African American student athletes and pro athletes dominate in the world of sports in general. From the time the black athlete stepped into the sports arena and began to compete with whites, white people have been looking for an explanation. In his article Sailes looks into the myths and stereotypes surrounding African American athletes, most of which have been created by whites. In loosely replicated the experiment that Sailes conducted with his students and in doing so I found that the stereotypes he discusses do exist and many people strongly believe in some of the myths. I interviewed both male and female athletes and non-athletes alike and surprisingly most of their answers to my questions were the same. I asked them all the same five questions; 1. Do you think African Americans dominate in sports? 2. Which Sports? 3. Are there certain positions they are better at? 4. Why? 5. Is their demeanor on the field or court different than that of a white athlete? and 6. Have you heard any myths about why black athletes are better? Interviewee #1, A white female on the basketball team at Gettysburg College felt that black athletes were better at all sports and in all positions, but particularly in basketball and football. She has learned from experience that black athletes are more loud and aggressive. It was her belief that African Americans are better at sports because of genetics. She also said that it could be because historically they have done hard labor and had menial jobs, so their physical condition has evolved. The one myth she has heard is that African Americans have an extra bone in their leg which makes them capable of jumping higher and running faster. Interviewee # 2, an African American football player stated that blacks are better at all sports, but especially football, in such positions as cornerback, running back, and wide receiver. When asked why he felt that this is true his answer was â€Å"because we’re just nasty like that. † In regards to myths he recalled one of his high school classmates expressing to him that the reason blacks were better was because they still had some monkey left in them. Interviewee # 3, a white college graduate, non-athlete articulated that blacks are better at any sport they try but not in any positions that require brain power or thought. He said that they are not usually good quarterbacks because they aren’t smart enough. When I asked him why, his response was, â€Å"because they are dumb N’s†. He believes that they become athletes because they have no other options to get a job or get rich, unless they can rap. He also stated that the reason they can run so fast is because they are used to running from the cops. Interviewee # 4, A white male who is a former athlete said that he believes that African Americans are superior in all sports except for lacrosse and hockey, and that the reason for this is because they are much more expensive to start up and maintain- as opposed to soccer/football/basketball where all you need is a ball really. He thinks black people on the whole start out life economically feeble compared to whites and believes in the myth that they have been evolved into more muscular and stronger people because of the process of natural selection during slavery where the slave owners bought the biggest and strongest, and they’re offspring are the ones that created the people that are dominating in sports now. My last interviewee was a female African American basketball player who felt that African Americans dominate in football and basketball because it is the only sport they want to play so they strive for it. She also said that blacks are more aggressive because it means more to them. In the majority of my interviews the participants mentioned what Sailes referred to as the Mandingo Theory, in which the physical superiority of African Americans is attributed to the selection and so called breeding process along with the manual labor performed during the days of slavery. The psychological and dumb jock theories were also articulated in the answers I received from the white students for they all said at some point or another during the interview that African Americans are intellectually inferior and all they have going for them is sports, and even in the world of sports there are positions that they are mentally incapable of occupying. The one thing that I believe all the participants agreed on both black and white is that African Americans are somehow genetically different. I was really taken aback by my findings. Even though I have learned throughout this semester that people are more racist than I ever thought they were, I didn’t realize that this racism is existent in literally everything. I’m not really into sports and do not pay attention to them, so I had no idea that people felt this way about African American athletes. So, it seems as though African Americans are battling this war on racism on yet another front.

The Effects of a Teachers Religion in the Classroom

Existing studies on Instructor's spiritual convictions and understanding concerning teaching either has failed to address an educator's alignment of his instructional practices and evaluation or has one it presumably. This paper provides a traditional literature review on the impact of a teacher's religion In the classroom. Keywords: teachers' beliefs, pedagogy, classroom practices Introduction Teachers' religion has been seen as a vital section that requires being tackled in the perspective of most educational modifications.This is particularly so when teachers are to aid students' learning in the classroom because a teacher's beliefs could affect his/her teaching practices. It is vital for teachers to comprehend the intricate association between their epistemic beliefs (beliefs concerning information ND learning), pedagogical beliefs (beliefs concerning teaching), and the manner in which the teaching contexts affect the endorsement of these beliefs. Teachers are not supposed to sup port or disparage some particular religions or not have any spiritual belief.Teachers are expected to be exceedingly perceptive to revere, and not impede, students' religious beliefs and practices by not interpolating personal perspectives or advocating those of some students (Chaw, 2010). The main aim of this study is to establish the degree to which teachers plan their classroom teaching and assessments so that they are geared toward their personal spiritual beliefs. An associated purpose is to establish whether learners perform better on their teachers' perspectives due to belief or on the state assessments if educators are compelled only to pursue a strict curriculum.The research question employed is: To what level are teachers' instructional activities focused on personal belief compared to concentrating on state assessments that are administered? Definition of Terms Pedagogy-for the present study, refers to the activity of training or teaching and the techniques applied to tea ch. Beliefs-in this study denotes the decisions and assessments that we make concerning ourselves, concerning others, and concerning the world surrounding us. They are individual beliefs founded on reasonable ways of thinking.Van Hover (2006) described beliefs to mean a set of perceptions and views that are installed in a person through his experiences and the overlaying of ideas throughout the learning courses. Educators' Beliefs- in the present study denotes the mindsets and ideals regarding training learners, and the learning process those educators bring to classrooms. They are the notions held by the educator in the instruction and learning process, which affect his classroom instructional performance. Classroom Practices-A group of instructional strategies and techniques of training utilized in the classroom.Van Hover (2006) described the interface between the educator and his learners to develop their cognitive and proficient experiences through the proper classroom administr ation, will power to instruct, and constant assessment to attain the preferred instructional goals. Literature Review This research is based on the idea that the individual instructor's spiritual beliefs e regarded as leading beliefs that educators affirm to be right and that function as lenses by which new experiences can be inferred.When people Judge something as right, they recognize information backing that conviction. What educators perform in the classroom is known to be controlled by what they trust, and these convictions habitually operate as sieves through which instructional decisions and choices are formed (Levin & He, 2008). A study has shown that educators have a huge range of complex spiritual convictions about educational matters. Accommodating the nature ND the theoretical function of these spiritual convictions is vital to comprehend the instructional preferences and Judgments that educators make.It has become extensively accepted that the educators' pedagogical con victions play a fundamental role in their instructional practices because these spiritual convictions are demonstrated in the training techniques, in selecting teaching subjects, decision- making, and formulation of class assessments (Levin & He, 2008). From the point of view of Levin and He (2008), the instructors' spiritual beliefs are depicted as being the cost imperative in the psychological constitution of the educator.They suppose that there is an urgent want to delineate the theory of educators' spiritual beliefs, while realizing that there is a complexity in distinguishing a comprehensible description of the spiritual beliefs because of the divergence of investigators' and scholars' opinions. These researchers observe that the convictions are a type of notions that envelop all issues that there is inadequate comprehension about, but that have sufficient faith to practice them.Sadler, Maraschinos, Shoemaker and Allows (2006) scribe spiritual beliefs in the education context a s the educator's spiritual contentions, and their perspectives on instruction and training. Conversely, other researchers perceive that the educators' beliefs are the holistic concept of a number of aspects connected to the beliefs about teaching and learning, the syllabus and the training career generally, and that such convictions outline the â€Å"education culture† that influences pedagogical goals and principles.Van Hover (2006) showed that an educator's spiritual convictions originate from three sources that encompass individual experiences of the educator in ordinary life and teaching, educator's experience as a learner, and the educator's knowledge from his religious affiliations. This experience, as said by Sadler et al. (2006), characterizes the attainment of the teaching career via direct examination because it presents the educators with information associated to the teaching career. It as well assists them in the development of particular theories regarding the w ay training should be.From the point of view of the traditional instructional study, the views and assumptions the educators obtain from this source may be regarded as an extremely strong control in impacting their instructional beliefs (Levin & He, 2008). Early educator spiritual condition studies concentrated on a set of features connected to school with the creation of educators' convictions, the organizational support, the mind-set of workmates, school climate, learners' capabilities and backgrounds, as well as the canons and guidelines that apply in a specific school.Sadler et al. (2006) recapitulated the outcomes of study on educators' religious convictions by mistreating that there is a strong correlation between religious convictions of educators and their design for training, teaching Judgments, and classroom profession play a vital role in the clarification of understanding and instructional behavior when Joining the teaching career. In his view, these religious beliefs ar e the most substantial aspects on which we can forecast the teaching behavior.Sadler et al. (2006), as well, articulates that educators' religious convictions have a strong impact on the teaching practices by changing those convictions into a practical actuality. Similarly, Van Hover (2006) perceives that educators' religious beliefs are a wealthy depot of knowledge that may influence teaching programs and ideas. There is a rising interest in examining the correlation between educators' religious convictions and their classroom instructional practices.Even though some research outcomes (Van Hover, 2006; Levin & He, 2008) have revealed that the educators' instructional practices were incoherent with their religious beliefs, some studies established that the educators' religious convictions played a significant part in the alignment and design of their classroom instruction and assessments. In the teaching profession, there is a rising need to review the traditional literature on the religious beliefs of the educators to recognize the aspects that influence their classroom practices.Beliefs and State Assessments It appears that the degree of epistemic beliefs demonstration relies mainly on what educators envisaged as their priorities with respect to objective attainment and their insight of students' willingness (Iridous & Morton, 2007). In this regard, it appears significant to modify the framework in which educators function if the forms based on state assessments are to begin. On this note, researchers have found out that it is not adequate for teachers to enhance improvement in teachers' beliefs.A favorable setting mutually generated by policy makers and stakeholders, such as the school leadership, has to be instituted for success of state assessments. Devoid of such a favorable environment, educators could opt to embrace traditional methods of teaching that work successfully only for passing of examinations and assessments. It is this optimism that leads to this study demonstrating a complex interplay between the beliefs of teachers and the success of state assessments, from a teacher's perspective.In spite of some considerable challenges with state assessments, the deep-seated mistake in such a move is the presumption that the presence of an excellent progression in the course of observation links to the academic achievement of learners. If the learning of students is the ultimate objective of state assessments, then it ought to be gauged directly and not being interpolated from inadequate observations of classroom teaching and teacher's beliefs.A reasonable advance to teacher assessment would entail an examination of the understanding of instructions, in addition to the outcomes of tutoring (Iridous & Morton, 2010). Nevertheless, the application of classroom reflection to promote teaching enhancement cannot be underestimated. The success of both students and teachers can be evaluated and illustrated by both understanding of instruct ions and The majority of teachers would concur that they are accountable for student learning, but the career as an entirety has avoided assessments anchored in measures of student learning (Ross & Gray, 2006).This at times is explained excellently, given the inequitable advances that have been recommended. Nonetheless, the solution is not to maintain traditional policies merely due to their being benevolent and comfortable, but instead to generate Just and rational ways of assessing teacher achievement with learners. A good number of school structures and teaching plans have discovered inventive means of attaining suitable and consistent information on student learning to inform the educator-assessment progression (Iridous & Winkle, 2010).Generating reasonable advances for the valuation of the success of teachers demands an unwavering glance at both the justifiable considerations that have propelled the prevention of outcomes direction in the past, and the potential capacities that lead to it being more gorgeous in the modern climate of enhanced responsibility for student learning results. Teachers' Instructional Activities To comprehend which prospective educators require learning, it is vitally significant to comprehend their beliefs and their personal characters that could aid in their associating beliefs and teaching.Tsar, Jessie Ho, Liana, and Line (2011) suggested that the beliefs of teachers are the foundation of the Judgments, practices, and activities that they make about in the progression of teaching and assessments because the belief systems of educators, their discernment, and examinations of best practices have a vital function in determining teaching performances. GÃ'Ëœr$m#k (2014) affirmed that learners take up teacher education plans with an array of beliefs concerning education, glasswork, and students emanating from their educational encounters.For example, teachers' beliefs concerning the significance of teaching as transferring a pre-esta blished tenet of knowledge from educator to learner could be n line with affirmations in relation to teachers' beliefs concerning the task of the learner, and the beliefs regarding the function of educators and the effects of a teacher's religion in the class. The beliefs of teachers generate a challenge to their operations aimed at advancing the functions of future teachers. The aforementioned challenge arises because in students' learning it is evident that it is more intricate to unlearn taught beliefs as compared to other beliefs.Educator's education-teaching processes are a monumental source of cognitive, psychological, and ethical advancement of learners. It is distinguished that teaching conducts, teaching techniques, administration policies, and learners' discernment of the learning atmosphere are associated with the learners' learning and generation of beliefs concerning themselves and other people. On this note, educators must adhere to a broad array of concerns and challe nges in the classroom (Tsar et al. , 2011).The outcomes of different studies illustrate that amid others, the greatest concern of educators and starting candidates is the administration of learners' conduct and learners' control. Teaching Method and Leadership Approach The Effect of Studies have shown a link involving the teaching methods of educators, the leadership approaches of school principals, and teachers' directions of student agreement with the general idea in research: teaching methods and custom of a school are closely linked to leadership approach and conduct.In this regard, after assessing the functions and operations linked to school principals and educators, Tsar et al. (2011) affirmed that the leadership approach extends all through the school and has an impact on the teachers' teaching methods. In a study that was carried out, the School Description Inventory (SD') was applied to twenty secondary school principals, 300 teachers, and 7,400 students to seek views of t he teaching methods and leadership approach.With the application of teachers' SAID responses, it was assumed that a positive association would exist between teaching methods of teachers, hierarchical conduct in leadership approach, and tutelary student control directions as recognized in the student management beliefs. The hypothesis of this study was proved as indicated by the Pearson correlation coefficients and with aspect to the different specific characteristics. The study concluded that the Pupil Control Ideology of public secondary school educators is tutelary in schools that are bureaucratic, and humanist in non- bureaucratic schools.In contrary, a transformational leadership approach promotes different attributes linked to humanist school customs. Such customs are in agreement with the Theory Y, where leaders see workers as self-induced, accountability-taking, and dependable. The interpretation of successful leadership with respect to democratic deliberation of teacher's co ncerns as evident in research ND the representation of humanist student control beliefs are consistent with the facilitation of confidence and strengthening dealings between educators and learners.A comprehensive empirical study of the effect of the school principals leadership approach on the learning atmosphere and the success of students was carried out by Tsar et al. (2011). The study used a varied sample of 2,800 students, 500 educators, and 25 school principals in 20 schools, in the United States. In this study, there were statistically significant indications in the learning atmosphere and n the success of students that were seen to be associated with the leadership approach of school principals.Even though studies affirm that the school learning atmosphere relies on the leadership approach, they also find a powerful trend for school principals to employ the supporter approach of leadership that has a sturdy direction in satisfying the requirements individuals and engaging pa rents and the society in the Judgment- making progression. In the present school leadership approaches, school principals are more probable of creating learning societies where the enlightenment of cheers happen in the course of the practices, actions, and associations.GÃ'Ëœr$m#k (2014) established that the perception of school principals as the only instructional directors makes the endowments of educators go underexploited. For schools to be self-governing, all-encompassing, and a successful society, the empowerment of teachers is vital and for this to be attained, the leadership approach has to be transformation. Studies also have affirmed that teachers start becoming causal, developing constituents of the learning setting when they are taken as partners in the progression.School principals who go beyond the hierarchy form of proficiency distinguish the proficiency in other people and guide in the transformation approach both teachers and school principals will be cognition trans missions. Conclusion As it appears, there are only a few teachers who have highly advanced epistemic beliefs. On this note, the teacher educators and other stakeholders should offer a chance for teachers to elucidate their beliefs. Teachers beliefs regarding teaching appeared to differ from knowledge attainment to knowledge creation.Moreover, it appears that the teachers' religion manifestation relies mainly on what their teachers leveled to be their priorities with respect to goal attainment and their knowledge of students' willingness. It thus appears significant to adjust the circumstance in which teachers function if teachers' belief-based efforts are to bear better fruit. A highly favorable learning environment mutually generated by the policy-makers and the school principals has to be established.Devoid of such a school environment, teachers could decide to take up traditional teaching methods that were only directed to passing of examinations and assessment rather than overal l betterment of students. This study has demonstrated the intricate interchange involving teachers' beliefs and their teaching perspectives from a teacher's viewpoint. In sum, it is significant for future studies to aim at discovering teachers who are capable of solving the tension between their beliefs and their teaching perspectives in any given environment and ensure their students' overall triumph.

Amore Pacific International Business Strategy Marketing Essay

Amore Pacific International Business Strategy Marketing Essay With low-barriers to entry, the competitive business environment of the cosmetics industry requires companies to secure stable sales channels, and make great marketing efforts to differentiate its products. However, the cosmetics industry is closely related to the fashion industry which is constantly changing and offer potential growth opportunities. Consequently, cosmetic products typically have short product life-cycles because which require mass-customization capabilities and production agility. Personal Care On the other hand, personal care products business is a relatively a mature industry. Also with a low-barrier to entry, the domestic market is currently saturated with competition. In addition, the emergence of large-scale discount stores and new sales networks has called for rapidly changing marketing and distribution channels. Consequently, the domestic personal care products industry is focusing on developing niche markets by differentiating its product as offering higher quality and value. 1.2. Overview of AMOREPACIFIC AMOREPACIFIC Corporation (â€Å"AMOREPACIFIC† or â€Å"the Company†) aims to become a global beauty company with its core businesses in cosmetics and personal care and health products. Founded in 1945 as a Pacific Chemical Company, AMOREPACIFIC Corporation has been involved in beauty products. With the corporate vision of â€Å"The World will know us as the ‘Asian Beauty Creator’,† AMOREPACIFIC seeks to push the boundaries of traditional beauty with innovative solutions drawn from its rich Asian heritage.   [ 1 ]   The Company also stresses the five values: Openness, Innovation, Proximity, Sincerity, and Challenge to openly communicate with its customers and employees, pursue innovative ideas and new concepts, maintain physically and psychologically close to customers, fulfill obligations to society, and be passionate about overcoming challenges.   [ 2 ]    The Company first began its export sales via OEM and also began to sell cosmetics products under its own brand â€Å"AMORE† in 1964. In 1990, the Company turned to international markets by establishing its first overseas subsidiary in France, followed by establishing its Shanghai and Chartres plants in 2002 and 2004, respectively. In 2010, AMOREPACIFIC’s sales reached KRW 2 trillion, with operating profit of KRW 340 billion and net earnings of KRW 285 billion. The Company maintains its number one player in the domestic market with a 34.9% cosmetics market share in 2010. In terms of its overseas operations, the Company has enhanced its sales in 2010 by approximately 11% to KRW 335.8 billion.   [ 3 ]    With its strong domestic position, the Company is targeting sales and operating profit growth of 10% in 2011 by creation of growth markets. For each business segment, the Company’s Cosmetics Division is focusing on securing competitiveness in the Asian markets through reinforcement of R&D activi ties to provide differentiated products and services. For the personal care products business or â€Å"Mass Cosmetics & Sulloc Division,† the Company is intent on strengthening domestic market competency by expansion into high-functional products in major personal care categories. 2. International Business Strategy of AMOREPACIFIC’s Cosmetic Products AMOREPACIFIC aims to be a Global Top 10 cosmetics company.   [ 4 ]   While tapping on matured and developed markets such as North America and Western Europe, AMOREPACIFIC is more focusing on developing countries such as China and other Southeast Asian countries. To overcome the limitations of the market size and increasing level of competition in the domestic market and accomplish economies of scale through market expansion with its own line of competitive products, AMOREPACIFIC, utilizing its number one position in the domestic market, has been looking to develop overseas market with in its efforts to gain presence an d become a successful international player in a very competitive global cosmetics industry environment.

The Relationship between Self-Esteem and Aggression Dissertation

The Relationship between Self-Esteem and Aggression - Dissertation Example The following review of literatures will identify the findings of twelve research articles along with their originality in terms of research on the area chosen. A study by Baumeister, Bushman and Campbell (2000) bring in the importance of threatened egotism to explain the relation between aggression and self regard. The contemporary works of the authors did not confirm the association between low self-esteem and aggression which was established theoretically by traditional views. In fact the new concepts of narcissism and unstable self-esteem can foresee aggression more efficiently. The article explores the research domain with the help of different literatures, some of which explain why people with low self-esteem were less liable to cause aggression. Normally such people will try to avoid risk and hence would not take the risk of being aggressive towards others. In fact people with fluctuating self-esteem or manic depression are more likely to be aggressive and display violence during the manic phase when the person has high views about himself compared to the phase of depression when self-esteem is at its low. This also explains the aggre ssive orientation caused by alcoholic people during the phase of intoxication when the self-esteem momentarily heightens. The second part of the discussion presented in the research now moves on to explore the newer constructs in order to defend the low self-esteem hypothesis regarding aggression. Studies showed that narcissism or unstable self-esteem was more responsible for violence and aggression than low self-esteem. After studying different literatures the authors have inferred that hidden low self-esteem demonstrating self doubts might bring on aggression rather than obvious low self-esteem. In fact high self-esteem is a characteristic of both aggressive and no aggressive people. Again narcissistic people are aggressive towards specific individuals who insult or criticize them rather than being aggressive socially. The original angle in the research lies in the fact that this study explored the new constructs like threatened egotism or hidden low self-esteem rather than trying to establish he simple and direct link between self-esteem and aggression explored till then. Anderson and Bushman (2002) studied the different theories on aggression showed by human beings and the original angle of the research lies in the use of general aggression model (GAM) to incorporate different variables which reflect cognition effect, apart from situational and personological parameters. The use of this model also helps this study to identify the required research which can fill in the gaps in theoretical frameworks and this can help in testing the interventions in bringing down aggression. The study begins with definitions of aggression and related terms and then discusses the particular theories of aggressive behaviour before embarking on the General Aggression Model. The model considers three categories of inputs – person factors (values, goals, beliefs) and circumstances (drugs, pain, frustration etc) related inputs, cognitive (hostile thoughts, scripts etc), af fective (mood and emotion etc) and arousal paths along which the inputs have their final impact and lastly, the results of the implied process of appraisal and decision making. Certain means of interventions are also suggested with the help of this model and these include multisystemic therapy like family oriented methods etc, prison treatments etc and the model also predicts that with age and experience aggression might decrease. The literatures studied in the research also show the relation between high self-esteem and a

Wage Setting Assignment Example | Topics and Well Written Essays - 1500 words

Wage Setting - Assignment Example The hijackers might be impersonating as accident victims and when truck drivers help them, in return they hijack the trucks. Truck hijackers might even gain unauthorized entrance into areas where trucks are parked; they might kill the person responsible for the security of the trucks and then hijack the truck and escape with them. Ans. 12 The act of checking or going through the file of the victim is one of the activities that are considered necessary while an officer of a robbery case conducts a follow-up of the case. This action is considered as necessary to cheek whether the same victim has been a victim of the case of robbery before or whether he has reported such crimes against him in the past. This action is considered necessary to match the previous crimes of robbery to the current crime of robbery in which the victim is same. This is done to find similarities between old and new cases and whether a new robber has committed the crime or the victim has been robbed for more than once by the same criminal. The act of checking past records can even help figure out whether the victim himself is connected in the crime as individuals report such crimes to conduct various frauds such as insurance frauds. Chapter 14 Ans. 1 There are various dimensions of the crime of burglary, this crime is mostly witnessed in residences and this crime is witnessed or experienced after every 15 seconds in different areas. The average loss experienced by a residence due to this crime is calculated at $1,381 and the average loss experienced by nonresidential or commercial settings is calculated at $1,615 (Swanson, 2012). Out of all the cases of burglaries, 64% of the criminals conduct a forced entry; this means that the criminal uses forceful ways of entering into the target settings. Investigations have figured out that when the crime is committed in residential setting, the criminal makes an entry from the front, where as in the case of commercial settings, the criminal makes a b ack door entry. These crimes are mostly conducted when the setting or the property is not in use by the property owners or the people who live or work over there. It is even witnessed that residential settings are mostly subjected to this crime during day time and commercial settings mostly experience this crime during late hours. The rate of this crime does not vary according to different months and seasons, and the cases of this criminal act are very difficult to solve. Ans. 8 There are various signs at the crime scene that differentiate a crime of burglary conducted by a professional burglar and the same crime committed by an armature or a juvenile. In case of juvenile burglars, juvenile burglars do not conduct ample amount of planning before they make their move, they are easily arrested as compared to professional burglars, they mostly conduct crimes in shape of groups and teams and do not strike in areas or setting where they can obtain high amount of return, they might end up making mistakes such as killing members in the residence if they are confronted by household members as they are quite confused and afraid and have a quite heavy arrest history. Juvenile burglars mostly steal portable assets and assets that are easy to move such as radio, mobile phones, gaming consoles and cash. Ans. 11 Information and leads about a particular residential or a commercial setting and what can be found in these settings is obtained by burglars through various sources.

Collaboration in Business Essay Example | Topics and Well Written Essays - 1000 words

Collaboration in Business - Essay Example Effective leadership steers the community towards achieving the set objectives of which can be customer satisfaction, profit maximization, market dominance among other business objectives. The goals and objectives of the business community will provide a frame work for laying out the policies and guidelines that will be used for running the community. Collaborative business communities employ collaborative problem-solving techniques to enhance their performance. The individual business goals and objectives of each member have to be put into consideration when formulating the overall goals of the business community (Welborn & Kasten, 2003). In order for a business to successfully collaborate with external partners it should have the ability to successfully collaborate internally. A business firm should develop strategies and practices that enable the culture of collaboration internally (Welborn & Kasten, 2003).This may be done in various ways such as inter departmental collaboration w here each department has mechanisms for dealing with their other counterpart departments effectively. Collaborations can also be exercised within the firm’s management structure whereby at each level of management there are effective methods of collaboration that ensure the smooth running of activities within the business. Barriers that may be encountered in collaborations such institutional, legal and psychological barriers should be anticipated and preventive measures taken in advance. Institutional barriers involve the internal activities of the individual potential member. These barriers may arise due to the internal policies of the potential member of the community such as their policies on expansion whereby they might not be interested in expanding to the level that will result from the collaboration. When it comes to legal barriers, these are barriers that may arise due to the legal framework of the country that the company is. For instance in for the multi – na tional firms, the firms intending to form the collaboration might be located in different countries with different set of laws regarding the activities they intend to engage in as a collaboration. The psychological barriers are related to the mindsets of the potential customers of the collaboration, the present customers of the individual members, their employees and other stakeholders. Some might have a negative attitude towards the company that is being brought into the collaboration and these might have an impact on issues to do with sales, worker motivation incase of the employees. The legal framework of the countries intending to form the collaboration should be studied especially concerning the practice of business collaborations and measures should be put in place to ensure that the potential collaborators do not contravene the law. For institutional barriers between the members intending to form the collaboration, they should be both prepared to cede some ground regarding th eir internal policies so as to successfully build the collaboration. Finally, the potential collaborators can carry out consumer and employee education in order to inform them of the potential impact that the collaboration will have (either directly or indirectly) on their lives in order for them to make informed decisions (Welborn & Kasten, 2003). The collaborative communities should deliver tangible value to each member, to ensure engagement and commitment to the common goals, and

Kant's Fundamental Principles of the Metaphysic of Morals Essay

Kant's Fundamental Principles of the Metaphysic of Morals - Essay Example attributes concerning this proposition, he specifically delineates immaturity as the initial stage at which an unenlightened man is to be found then only by finding courage with reason can an individual attain to the state of competence and abolish ignorance. Kant argues that â€Å"our will is good when it is determined by reason† and the courage serves as a fuel toward the execution of reason. On this ground, humans are summoned to acknowledge responsibility by way of paying courage worth on initiating to acquire the pertinent means to discern oneself and create appropriate ethical response to the world. The power of reason is crucial and Kant promotes it for the sake of enlightenment much as he adheres to the power of reason for the purpose of obeying the dictates of universal law. Reflecting after this regard, I believe that the philosopher in his time desires to bring across resolution to the chaotic nature of man under the governance of reasoning so that a man discovers the potential advantage of being rational. For one to realize the value attached with duty, Kant likely conveys the requirement to appreciate reason. Moreover, he seems to try to make sense of reason in the light of distinguishing an action that comes from the pure intention to perform duty from an action that emerges out of self-interest or inclination. Here, Kant calls for the need to understand how reason manages to sustain enlightenment in human and in turn, the enlightened condition naturally opts for a deed with moral quality. A man whose well-being has reached such an extent of intellect or thought can be expected to act based on the so-called ‘maxim’ with the basic principle that â€Å"the moral action is to do one’s duty†. This I suppose is equivalent to claiming that a morally conscious person is one who has been refined in the process of enlightenment out of which proceeds the imperative of goodwill. Practically speaking, our experience of the world reveals that it is

Their Eyes Were Watching God Essay Example | Topics and Well Written Essays - 500 words - 1

Their Eyes Were Watching God - Essay Example The movie was adapted and reproduced by Oprah Winfrey's Harpo Studio, and directed by Darnell Martin. Winfrey was the main host for the show. Its teleplay was done by Janie Crawford (Halle Berry), Teacake (Michael Ealy), Jody Starks (Logan Killicks), along with Mayor Joe Starks (Ruben Santiago-Hudson). Oprah Winfrey is immensely admirable, owing to her encouraging rise to fame due to her determined pursuit of quality and because of her wish to leave something optimistic for the world. However, her description of this most thoughtful and uplifting novel fell short of grasping Ms. Hurston’s brilliance (Hagopian 1). The film focused almost totally on the love story between transformed playboy, Tea Cake, and Janie Crawford. She missed the fact that there were other layers to the book such as the studies in developmental cultural anthropology and psychology. Crawford’s life with Tea Cake lasts for only about a year and a half (Hagopian 1). However, the film made it appear as though the companionship lasted much longer. Even though, it was the most noteworthy relationship of Crawford’s life, through it, Janie acquires the identity and voice that she has been denied for past 37 years. Also, through that voice, Janie saves herself from prison. The love story in the movie outshines the character development in the film. In reality, that is what the film is loomed on, a study in personal development and character (Hagopian 1).

Quantum Computing the Future Research Paper Example | Topics and Well Written Essays - 5000 words

Quantum Computing the Future - Research Paper Example This paper presents a detailed analysis of quantum computing. Quantum computing is a significant area of present-day research aimed at establishing computer related tools and machines based on the rules and regulations of quantum theory In this scenario, the quantum theory outlines the environment and performance of material and energy on the quantum, both at the atomic and subatomic level. . In addition, the quantum computing is not a new idea since it was first emerged in the 1970s. Moreover, the quantum computing is basically based on the ideas of quantum physics. For instance, it utilizes the properties of atoms offered by definite quantum physics theories to allow them to get together in form of quantum bits, which can be used for computer's processing (Stewart, 2011; Pawliw, 2010; Webopedia, 2011). This paper discusses the role of quantum computing, its history and future developments. The basic purpose of this research is to explain the role and importance of quantum computing in modern day information technology. Introduction The large volume of computing processing capabilities has been produced by high speed processing machines; however makers of these machines have not so far been capable to satisfy our desires for speed as well as processing competence. During 1947, American computer engineer Howard Aiken stated that only 6 electronic digital computers would convene the computing requirements of the U.S. Others have prepared comparable bad forecasts regarding the power of computing power that would facilitate their rising hi-tech requirements of processing capabilities (Bonsor & Strickland, 2000), (Spector, 2007) and (Spector, Quantum computing, 2008). Additionally, the developments have evolved since individuals found novel methods of using a variety of substantial resources like that forces, supplies as well as energies. In this scenario, the narration of computer and information processing technology has engaged a series of transformations of phy sical comprehension from mechanism to regulators to transistors to ICs and much more. Additionally, nowadays superior lithographic methodologies are able to compress portion of micron, broad logic gates as well as wires onto the exterior of silicon technology chips. In addition, quickly they will produce even lesser portions as well as certainly arrive at a level where logic gates are very short sized that they are created out of simply a small number of atoms (Bakir, 2011), (Franklin & Chong, 2004) and (Hughes & Williams, 2000). Furthermore, while working at atomic level that follows the policies of quantum mechanics is fairly dissimilar from the traditional policies that decide the characteristics of traditional logic gates. Consequently, if computers are to turn out to be smaller in the upcoming period, quantum technologies have to put back or add-up with what we are using at present. Here, the main idea is that the quantum technology is able to present a great deal more than cra mming increasingly bits to silicon chip as well as increasing the clock-speed of computer technology microprocessors. Moreover, it is as well able to help in latest type of calculations by providing qualitatively novel algorithms foundational upon quantum theory based standards (Bakir, 2011), (Franklin & Chong, 2004) and (Hughes & Williams, 2000). This paper presents a detailed overview of quantum computing. This research will cover the historical background of quantum comput

The three poems Essay Example for Free

The three poems Essay The manipulation of dialogue within a text can impact greatly on the audiences’ perception of character and situation. The module ‘Experience through language’ has revealed the way in which dialogue can be used to portray characters and situations in a variety of contexts. The three poems ‘Enter without so much as knocking’, ‘Weapons training’ and ‘Big Jim’ by Brice Daw support the idea in which dialogue can be used to show values and beliefs. One additional text that further exemplifies dialogue is a short story, ‘The test’ by Angelica Gibbs. Dialogue is conversation between people in which language is used to show the interaction of characters in a social context. Sometimes language can involve a dramatic monologue in which one person may represent their inner most feelings and desires. A composer can use dialogue to highlight feelings and emotions in a more dramatic way than simply describing them. Bruce Dawe is a social satirist who deals with conte mporary problems. He brings his poems to life by giving them a realistic vernacular voice that allows him to highlight peoples’ attitudes in certain situations. ‘Enter without so much as knocking’ is a sarcastic look at the negative features of modern life, particularly materialism. Dawe explores such themes as dehumanisation and social conformity and uses a range of language and structural techniques to help support these themes. Daw makes use of techniques such as exaggeration, sarcasm and caricature to ridicule the materialism that infects modern society; â€Å"NO BREATHING EXCEPT BY ORDER†, this deliberate exaggeration and the use of capitol letters convey the congestion and stress that is present in our society. Dawe also uses an irregular structure to emphasise the chaotic environment, which is present day society. The use of dialogue helps set the scene of this situation. Materialism is expressed through a ceaseless literary of advertising slogans, rules, instructions and cliches. Advertising jargon, for example, â€Å"one economy sized mum† and, â€Å"Anthony Squires coolstream summerweight dad† is deliberately used to characterise the people as having no individuality or identity. Figurative language such as similes, â€Å"like kids at the circus† and alliteration, â€Å"faces snarled screamed† is manipulated so that the responders get a vivid picture of what is being described, which impacts strongly on the audience’s perception of character and situation. ‘Weapons Training’ is a poem written in the form of an address being given to a group of raw recruits by an experienced, roughly spoken, gruff mannered sergeant. His manner is intimidating and derogatory and his authoritative tone emphasises his control over them. Control, debasement and danger are all themes that are present in this poem. Daw uses stereotypes to help depict the image of a ranting army sergeant. The emotive language creates techniques of fear, anger and frustration and personalised attacks such as â€Å"are you queer? † increases the sense of menace and vulgarity. These techniques are effective in characterising the sergeant and making the audience feel uneasy. Word choice is a particularly valuable technique in this poem. The terminology while simple is packed with double meaning that helps develop a pervading negative atmosphere. Monosyllabic words such as â€Å"click†, â€Å"queer† and â€Å"tit† give the poem a blunt and direct feel while polysyllabic words including â€Å"bloody† add layers of meaning.

Information Systems In Banking Industry

Information Systems In Banking Industry INFORMATION SYSTEMS IN BANKING INDUSTRY Executive Summary: Information systems are extremely vital for the growth and survival of business organizations in todays world. All sectors of the industry are entirely dependent on these for the management of important information and data. Small organizations to large, powerful businesses such as high street banks and central and local government are taking the help of information systems to regulate their data. In this paper, we will discuss the various advantages of the use of information systems in the banking industry. We will thoroughly analyze the requirements of information systems at the various different levels and review the security needs for these purposes. Use and Benefits of Information Systems in the Banking Industry: The advent of computers has given rise to information systems being used as a business tool on a large scale. Computers and more specifically information systems are being used on a large scale by almost all businesses. The application of the capabilities of Information systems and technologies brings out improvement in business processes (Davenport and Short, 1990). One of the major sectors to reap the benefits of computers and information systems is the banks. The nature of the banking industry along with other financial industries involves information and trust. Being in the service industry, banks are in the most need of information. Technologies like cloud computing and other internet based information storage systems have allowed banks to deliver state of the art customer services to its customers while maintain the market competitiveness required for gaining business. The following paper analyzes the information needs of the banks at various departmental levels and compares th e security levels used by banks with those in other sectors. At the end of the paper, one should be able to understand the most commonly used technologies in banks, the security measures currently used in banks and whether or not there is scope for further improvement. Information Needs in Banks: The need of information was first realized in the banking industry. Being in the service sector, banks needed to store information to better their services and gain a competitive edge over their competitors. Basic services include the book keeping records of the customers while the luxurious ones include the facility of an IVR (Interactive Voice Recording) through which customers can get answers to their F.A.Qs. However, developing an information system needs huge investments, responsibility of non-leakage of information (robustness of the system), and various other security measures. Banks therefore need information at every stage possible. The benefits of information are many. Today, decision making systems are also used by banks for purposes of marketing newer loan schemes. Typically, banks might need information at the following levels. Basic or Level 1: This is the most basic level. Information at this level might be used purely for administrative purposes. Tasks include book keeping, account handling of customers etc. The revolution of internet banking has made the basic level much more attractive to customers than it used to be. Moreover the concept of phone banking through IVRs has further proved to be a major technological step towards the progress of banks and IT systems. Advanced or Level 2: At this level, information is crucial and is used at the managerial level. Managers use certain information like stock listings, annual general meetings etc in databases that is to be kept secure. This information is supposed to be secret and cannot be distributed without consent and proper authoritative power. Information at this level is hardly for customer use. However, in cases of fraud and cheating, banks can use this as a safety measure to ensure their reputation does not lose. Evaluation of Information Systems: Majority of the banks in the western countries and more recently in Asian countries to use the advent of information systems to bolster their business. Decision making tools, account management systems, and internet based systems are widely used by banks to lure customers in the quest to attract them. Since the sector they operate is the service sector, banks need to realize that they can ill afford to let their customer service affect due to the technological advances. To evaluate the information systems used by banks, one needs to realize the general nature of information systems used by banks currently. Nature of Information systems currently used by banks: A variety of information systems are being used by banks. Currently, most banks operate with multiple legacy systems that operate on a single mainframe computer (Lenard ML, Ferran C 1997). With times, this basic concept has not changed much. The concept of object oriented programming has given rise to the use of multiple servers thereby reducing the load on a single PC. Moreover, the internet has evolved as a complete source of secure technology that acts as a useful resource to the banks. The advent of internet based systems (popularly known as web based systems) has allowed banks to be more precise and keep a hassle free record system. However, the internet based systems have led to many security issues. The next section describes them. Security: The main problem of internet based applications is the level of security provided. There have been a number of cases with the most famous ones being the ATM card duplication and credit card faults have all arisen due to information system vulnerability. Therefore, banks need to provide a level of security that cannot be breached. It is tough to say that the system is â€Å"foolproof† since programming involves coding and decoding. Therefore what can be coded can also be decoded. However, many security measures have been taken by bank authorities in accordance with the IT professionals to allow smooth hassle free banking through the use of computers and information systems. Some of the common security features include the secure server technology (SSL technology), Enforcement of laws like the Data protection act enables for more careful banking by the banks. The law enables anyone the use the information provided over the internet with due care and only with the consent of the provider of that information. This law has worked wonders in that it has made the owners of websites more responsible to such mishaps. Information flooded over the internet can only be used for purposes said and described prior to collection of it. Law thus acts as one of the barriers to those who want to breach it. Apart from law, security levels include password remembrance systems, additional information provision and providing passwords to specific phone numbers only. By doing this, the internet has taken help of other acquisitions of humans into consideration. The logic is that a human cannot lose all at a time and hence is a good measure to reduce the security threats. Cloud Computing? Cloud computing is the term given to applications which operate over the web and are accessible to everyone who has an access to the internet. Intranet, knowledge based systems and websites are all examples of cloud computing. Cloud computing takes help of a third party service provider to rent the applications. With cloud computing, users need to have little expertise over the computer and its working. This calls for major security threats since it can be accessible by anyone who has access to a computer. Computer literacy is also little required. However, for our chosen organization cloud computing is not suitable. Although in other service sectors, cloud computing has worked wonders to attract customer base, banks cannot afford to use such systems. In fact, banks can operate with secure systems and yet gain an advantage by stating their expertise and care they take for their customers. To conclude, the use and benefits of information systems in banks are many. Along with these come many challenges which the banks need to take care of. However, with the wonderful invention, banks have certainly been revolutionized. References: C. Ferran and M.L Lenard, â€Å"An Object Oriented Approach to Banking Information Systems†, 1997, pp. 1-7. D.E. Avison and V. Taylor, â€Å"Information systems development methodologies: a classification according to problem situation†, Journal of Information technology, 1997, pp. 73-81. T.H. Davenport and J.E. Short, â€Å"Information technology and business process design†, Operations Management, 1990, Vol.3, pp.11-27.

Overcoming Physical Challenges :: Personal Narrative Essays

Overcoming Physical Challenges    I'm 17-years-old and I feel like I'm about twice my age. I have had a strange childhood and have gone through a lot. The reason is due to several medical conditions I have. I prefer calling them physical challenges rather than handicaps or anything like that.    I would have to say this all started when I was 11-years-old. My legs just started giving me trouble. I was having a lot of trouble doing my dancing and baton classes because my knees kept feeling like they were popping out. I ignored it for a while, but eventually it came to be too much so I had to go see a doctor. After my exam, my doctor diagnosed me with sublexing patellas, which means my kneecaps pop out of place. This was just the beginning of my trouble.    About a year later, my muscles started to atrophy in my legs and I lost all muscle tone. I was devastated emotionally and physically. I could no longer walk, so I was put in a wheelchair. With this I lost not only my physical mobility but also my dreams of being a professional dancer. My mom stood strong and took me to see the best doctors she could find and this led me to the Shriners' Hospital in Montreal, Canada. Here is where I received my first ray of hope. By the time I left I was walking with a walker and then just a cane. They were like miracle workers. I slowly gained back my muscle tone, but it was a long process and sometimes I just felt like giving up. I had many supporters who helped me and gave me the strength and courage I needed.    I thought this would be an end to my medical problems, but then one summer I stopped breathing for no understandable reason. My mom revived me and then I was taken to the doctors to find out I had acquired costochronditis, which is the inflammation of the muscles near your sternum. My breathing troubles continued and they also decided to try some medications on me, but none worked, so we let things go.    Then just when I thought my life was floating back to normal for the average 13-year-old, I again encountered a new medical diagnosis. This time I was diagnosed with fibromyalgia, which affects all the muscles and bones in my body and explains some of my earlier trouble.

Allen Ginsbergs Poetry and Psychiatry Essay -- Ginsberg Mental Health

Allen Ginsberg's Poetry and Psychiatry Introduction From the 1930's to the 1960's, early attempts to combine the psychiatric goals of restoring mental health with new advances in medical science would produce tragic results for many of those who trusted modern psychiatry to provide comfort and healing. During this time, science, psychiatry, ambition, power, and politics came together to leave behind a controversial history of events that destroyed the trust and hope placed by many upon modern science and left behind a trail of scarred minds and ruined lives. When Allen Ginsberg, the famous Beat poet, attacked the American mental health care system of the 1950's in his poem, "Howl", he knew the subject well. These experiences, which he described as "memories and anecdotes and eyeballs kicks and shock of hospitals", were vivid, yet accurate descriptions of psychiatric practices of the time (Ginsberg 50). Both Ginsberg and his mother, Naomi Ginsberg, had been committed to mental hospitals. Tragically, his mother would spend her most of her final years as a resident of New Jersey's Greystone and New York's Pilgrim State mental hospitals, often heavily sedated with medication, then finally lobotomized (Asher). Lobotomies In 1936, Egas Moniz, a Portuguese neurologist, introduced the world to a radical new procedure to treat the mental illness of schizophrenia. This procedure was a surgical operation performed on the brain, called a prefrontal leucotomy and would become more commonly known as the lobotomy. The operation consisted of the insertion of a needle to perform incisions that destroyed connections between the prefrontal region and other parts of the brain. This helped to reduce incidents of the negative behavior, b... ...berg: Selected Poems, 1947-1955. Harper Collins Publishers, New York. 1996. Jansson, Bengt. Controversial Psychosurgery Resulted in a Nobel Prize. Nobel e-Museum. < http://www.nobel.se/medicine/articles/moniz/> KKMP: Ken Kesey and the Merry Pranksters (Author Unknown). University of Virginia, Charlottesville, Virginia. 1999. Nobel E-Museum (Author Unknown). Biography of Egas Moniz. Rodgers, Joann Ellison. Psychosurgery: Damaging the brain to save the mind (excerpt). Psychology Today, March-April 1992 v25 n2. Sabbatini, Renato, M. E. The History of Psychosurgery. Shorter, Edward. A History of Psychiatry. John Wiley and Sons, New York. 1997. TDTS: The Doctors Trials Summary. United States Holocaust Museum Archives. Weinstein, Harvey M., M.D. Psychiatry and the CIA: Victims of Mind Control. American Psychiatric Press, Washington, D.C. 1990.

Trail Of Tears :: essays research papers

Trail of Tears Trial of Tears and the Five Civilized Tribes During the early years of 1800s, valuable gold deposits were discovered in tribal lands, which by previous cessions had been reduced to about seven million acres in northwest Georgia, eastern Tennessee, and southwest North Carolina. In 1819 Georgia appealed to the U.S. government to remove the Cherokee from Georgia lands. When the appeal failed, attempts were made to purchase the territory. Meanwhile, in 1820 the Cherokee established a governmental system modeled on that of the United States, with an elected principal chief, a senate, and a house of representatives. Because of this system, the Cherokee were included as one of the so-called Five Civilized Tribes. The other four tribes were the Chickasaw, Choctaw, Creek, and the Seminoles. In 1832 the Supreme Court of the United States ruled that the Georgia legislation was unconstitutional; federal authorities, following Jackson’s policy of Native American removal, ignored the decision. About five hundred leading Cherokee agreed in 1835 to cede the tribal territory in exchange for $5,700,000 and land in Indian Territory (now Oklahoma). Their action was repudiated by more than nine-tenths of the tribe, and several members of the group were later assassinated. In 1838 federal troops began forcible evicting the Cherokee. Approximately one thousand escaped to the North Carolina Mountains, purchased land, and incorporated in that state; they were the ancestors of the present-day Eastern Band. Most of the tribe, including the Western Band, was driven west about eight hundred miles in a forced march, known as the Trail of Tears. The march west included 18,000 to 20,000 people, of whom about 4000 perished through hunger, disease, and exposure. The Cherokee are of the Iroquoian linguistic family. Their economy, like that of the other southeastern tribes, was based on intensive agriculture, mainly of corn, beans, and squash. Deer, bear, and elk were hunted. The tribe was divided into seven matrilineal clans that were dispersed in war and peace moieties (half-tribes). The people lived in numerous permanent villages, some of which belonged to the war moiety, the rest to the peace moiety. In the early 19th century, the Cherokee demonstrated unusual adaptability to Western institutions, both in their governmental changes and in their adoption of Western method of animal harvesting and farming. Public schools were established and in the 1820s, a tribal member invented an 85-character syllable script for the Cherokee language. Widespread literacy followed almost immediately. In 1828 the first Native American newspaper, the Cherokee Phoenix, began publication. Today in Oklahoma, much of the culture has remained the same. Their traditional crafts are most strongly preserved by the Eastern Band where their basketry is considered to be

Epistolary Novel Essay

The word epistolary is derived through Latin from the Greek word á ¼ Ãâ‚¬ÃŽ ¹ÃÆ'Ï„Î ¿ÃŽ »ÃŽ ® epistolÄ“, meaning a letter. An epistolary novel is a novel written as a series of documents. The usual form is letters. The epistolary form can add greater realism to a story, because it mimics the workings of real life The founder of the epistolary novel in English is said by many to be James Howell (1594–1666) with â€Å"Familiar Letters†, who writes of prison, foreign adventure, and the love of women. There are two theories on the genesis of the epistolary novel. The first claims that the genre originated from novels with inserted letters, in which the portion containing the third person narrative in between the letters was gradually reduced.[1] The other theory claims that the epistolary novel arose from miscellanies of letters and poetry: some of the letters were tied together into a (mostly amorous) plot. The first truly epistolary novel, the Spanish â€Å"Prison of Love† (Cà ¡rcel de amor) (c.1485) by Diego de San Pedro, belongs to a tradition of novels in which a large number of inserted letters already dominated the narrative The epistolary novel as a genre became popular in the 18th century in the works of such authors as Samuel Richardson, with his immensely successful novels Pamela (1740) and Clarissa (1749). In the novel Pamela, the female narrator can be found wielding a pen and scribbling her diary entries under the most dramatic and unlikely of circumstances. The first North American novel, The History of Emily Montague (1769) by Frances Brooke was written in epistolary form. There are three types of epistolary novels: monologic (giving the letters of only one character, like Letters of a Portuguese Nun and The Sorrow Of Young Werther), dialogic (giving the letters of two characters, like Mme Marie Jeanne Riccoboni’s Letters of Fanni Butlerd (1757), and polylogic (with three or more letter-writing characters, such as in Bram Stoker’s Dracula)

Math Observations

Kindergarten Math Observations Mrs. Miller, Antelope Elementary, Kindergarten Observed: Wednesday (9:00am-10:30am) 3/27/13 Classroom rotation- children went from one room to the next for separate subjects, also each group of kids had been evaluated and put into advanced, moderate, and standard levels. This was also known as 3rd level, 2nd level, and 1st level kids. Advanced Group- 3rd level kids Classroom was set up into three separate group tables. Kids would move from work table to work table to complete different math activities.Before starting their groups the teacher first went thru math skills they had learned the previous week (adding the dots on a two sided domino). Then the teacher went on to this week’s concept (adding objects). She then read a story about a girl and a boy that wanted to see how many magnets they had together. The girl had 3 black magnets and the boy had 2 hand magnets. She then had the children add up (count) the total amount of magnets on the board . She then asked what they thought the math problem would be. They repeated 3+2= 5.She then asked if all students had understood why it was that and all answered with either the sign language symbol for I understand or yes. Group #1- Played a version of math bingo. Used math problems to find what number to put there chip on. The answer to that answer was where there chip was then placed. This game continued until all squares were filled. This group was assisted by Mrs. Joyce (a. k. a teacher’s assistant). When kids began to struggle with problems for example like: 3+4, the assistant slowed down the game and made sure each student recognized that 3+4 was 7 and then to place their chip on seven.Group #2- This group was with the teacher. This group worked through a worksheet paper with their teacher. The first side of the worksheet was about counting coins. Mrs. Miller first asked them the name of the coin (ex. Nickel). The children answered nickel. She then asked what the value of the coin was (ex. Nickel= 5cents). The children answered 5. She then asked the children to count by fives for each coin. She then asked the children if the answer was 15 cents or $15. They answered 15 cents.Example problem : (three nickels) 5†¦10†¦15 = 15 cents The second side of the work sheet was drawing what the story was saying as first a picture, or a visual, and then as an equation. Mrs. Miller first read the story. Then the students went thru drawing the picture with the teacher. Example problem: Tanya has 2 red balloons and 1 yellow balloon draw the picture. Mrs. Miller then asked the students what the problem would look like. The students answered 2+1= 3. She then made sure that each student understood and had the correct answer before proceeding to the next problem.Example problem: Jamal has 3 blue squares and 2 green squares, draw the picture. Mrs. Miller then asked the students what the problem would look like. The students answered 3+2= 5. She then made su re once again that each student comprehended the problem and why it was 3+2= 5. After about 15-20 minutes the groups switched and rotated to the other table. At 10:30 the children lined up at the door and went back to their homerooms for snack. (end of observations) Summary/ Reactions – Mrs. Miller, Antelope Elementary, Kindergarten I enjoyed observing this classroom over all.I really liked the way her classroom had been set up with not just desks in a row but the students were assigned tables and then they also had an assigned seat on the carpet. I was pleasantly surprised at the level of math the students were able to complete and comprehend. I considered in the back of my head what I had originally thought kindergarten was and remembered only learning my alphabet and finger painting. I really liked that the students had been assessed into different levels of comprehension and was glad to see that most of them succeeded more in the segregated math environments.I also liked that their math time had been split into two subgroups. I noticed that this helped the students get a break from the monotony of doing the same math problems over and over by also allowing them to improve on some of their other math skills simultaneously. There were a few differences within each group level that I would like to consider also. First I would like to talk about my reactions to the level three students. My initial reaction to the students was that they were all very focused mildly behaved kids for kindergarteners.The students had no problem and truly looked like they enjoyed playing the Math Bingo. I noticed Mrs. Joyce did not have to help them as much with adding the numbers together and seemed to compute the answers quite quickly. When the students were in the second group with Mrs. Miller they were asked more difficult questions such as the three factor problem (mentioned in observations). I was surprised to see that most of the students had no problem drawing and wr iting out the problem even though an additional factor had been added.Then when they moved on to counting the coins I liked that majority of the students could recognize the coin, the value of the coin, and then by using its amount counting up to find how much money they had. Over all, this group definitely showed they were advanced. Next I would like to talk about my reactions to the level two students. My initial reaction to the students was that they were a little less focused but comprehension wise were still fairly up there. I liked that the group activity had changed for group number one from math bingo to a more practice oriented group. I did notice that Mrs.Joyce had to help a few students in setting up their number in rows and would have liked to see her maybe show the students first how to put the numbers in rows. In Mrs. Miller’s group, or group number two, I noticed she didn’t really focus on the writing of the problems to match the stories. I noticed that the kids didn’t understand as much as the previous level why they got there answer as much as what their picture looked like. And then when the students went thru the coin side of the work sheet I thought that a few students answered more frequently first and then the other students would copy there answer.Over all, this group was slightly less advanced but also above the average kindergartener. Finally I would like to talk about my reactions to the level one students. My initial reaction to the students was that they were definitely a lot more easily distracted by the set up of the room and each other. I did like that Mrs. Miller went through the numbers 1-30 on flashcards with this group and that when they began to struggle she slowed down and went thru them again before starting the groups. I will definitely consider this strategy in my classroom. I appreciated when Mrs.Joyce took the time to show the students what their numbers should look like when in order by writing th em on the board. This was a great reference and I noticed majority of the students used it as such. I noticed though with this group, more than the last group, Mrs. Joyce helped he students find each number instead of letting them find them on their own. I assumed that maybe she was just trying to save time. In group number one with Mrs. Miller I noticed the students would lose focus much easier and found coming up the answer much more difficult.I especially noticed that at one point on the front of the work sheet students were mostly blurting out guesses not actual thoughts. I would have liked to have scene maybe a break at this time to go back and explain why the answers were what they were, but I understand at the same time that the groups were on a time schedule. On the back of the work sheet I noticed majority of the students struggled when asked what the coins were even though examples of the same coins had been placed on the board. I would have probably reminded them of the p ictures on the board.Over all, this group was definitely willing to learn, but lost focus the most often. In conclusion, observing this kindergarten class has really changed my outlook on what I used to think kindergarten was. I am now more willing to consider this grade level as a possible career. I saw a few things I would have maybe done differently, but over all my observations of Mrs. Miller’s kindergarten class were mostly positive and rewarding experience wise as well. Third Grade Math Observations Mrs. Shaffer, Metteer Elementary, Third Grade Observed: Thursday ( 10:00am- 11:00am) 3/28/13 Classroom setup:The desks were set up in groups of two. Each group had been strategically placed there because of their willingness to volunteer or the lack there of. For instance a student that answered questions a lot would be placed with another student that didn’t volunteer so much so as to make that student more willing to raise their hand and participate in discussion. T he classroom was covered in inspiring posters and excellent art work made from each student. There was also a wall dedicated to the highest scored English tests. There were a set of classroom Do’s and Don’ts on the wall.Examples: Make good choices, Make the teacher happy, and Fallow direction quickly. Each rule had a hand signal. For example make good choices is taking your pointer finger and pointing to the side of your head. After the teacher went through each rule she then had each student teach it to their neighbor. There was a wall with small pouches on it with each students desk number on each and in each pouch was a green, yellow, and red card. When a student talked out of turn or was not fallowing directions the student was then instructed by the teacher to go â€Å"turn their card† or switch their card from green to yellow or from yellow to red.On the board there was a tally system set for when the class as a group were not on task or not fallowing dire ctions. If the students were too loud they got a tally mark on the frowny face side, and if they quieted down and got focused again they received a tally mark on the smiley side. At the end of the day the tally marks were added up and if they had more smileys then frownys they got extra recess that week. Math: The teacher began by going back over 8ths. She drew a square on the board and asked the class how many individual squares made a whole square.The students replied by saying â€Å"16 squares†. She then cut the whole square in half and asked the students how many squares made up one half of the whole square. The students answered by saying â€Å"8 squares†. The teacher then cut one half the whole square in half and asked the students how many squares equaled one fourth of a whole square. The students answered by saying â€Å"4 squares†. The teacher then cut one fourth of the whole square in half and asked the students how many squares make up one eighth of t he whole square. The students answered by saying â€Å"2 squares†.Then the teacher asked how many eighths would fit in the whole square. The students replied by saying â€Å"8†. The students were then told to get out there small square eighth work sheets. The work sheets were about eight square grids on a piece of paper. On each grid the students were instructed to creatively shop up the grid into sections so that it had eight equal parts, or eight eighths. Then after they had finished their mini squares they were instructed to trade them with their neighbor and grade each other on if they completed the assignment correct as it had been assigned.Then when their squares had been approved, they were then supposed to choose one square they thought looked the best and make draw that mini square pattern onto a bigger square grid. The teacher then made sure that each student understood that the squares needed to all be colored a different color so they would over lap and tha t they wrote one eighth on their pages as well. Summaries/Reactions – Mrs. Shaffer, Metteer Elementary, third grade. When I first arrived at the classroom, the students were already starting the day out to a rough start. Mrs.Shaffer was apparently not content in the way they had walked to the classroom after recess and had the students walk all the way back to the line up on the play ground and walk back to the classroom again. Although the students slipped up a bit the first time when they had to actually go back and walk it again, I noticed a significant change in their attitudes and their level of focus. Once in the classroom, the students level of attentiveness went down again but it was mostly because they had a new distraction in the room, me. The teacher started going through the class rules and the hand signals with the students.I noticed that they really enjoyed sharing with their neighbors what they knew and I feel like this simple activity helped them to better kno w their class mates and grow as group partners. Then the teacher began asking the students their fractions for eighths and writing the answers on the board. I noticed that not every student was completely paying attention or answering the questions as much as other students. I would have liked to have seen the teacher maybe redirect the focus of the whole class as she had done previously in the day, just to continue with consistency.Then the teacher had the students break off into their groups and finish their mini grid papers. I noticed with some of the groups the students were really excited to show their neighbors their squares and had excellent creativity in their designs. The only thing that I noticed did happen with a few of the groups was that they started to act as though the appraisal of whose square was the best was more important than actually completing the assignment. But when the students reached too loud of a level of noise, the teacher put a tally on the board on the frowny side and the students refocused.Then the students that were finished with the mini squares were then instructed to redraw their favorite design on the larger grid square that would be shown at their open house. I really liked that the students made it a point to make their fractions very personal and neat. I then made it a point for myself to ask each student why they chose the colors they did. Most students replied that the colors they chose were their favorite colors. One boy said that he chose the colors brown, green, grey, and black because it made his fraction look like camo print. All in all I had a really great experience while observing in Mrs.Shaffer’s classroom. Her techniques and her instruction were very unique and different. I hope to visit and or observe her class again someday. Sixth Grade Math Observations Mr. Smith, Metteer Elementary, Sixth Grade. Observed: Tuesday (9:30am-10:30am) 3/26/13 Classroom setup: The classroom had its own computers, two wip e boards, and a job board. The Job Board included little pouches with each child’s name on them and included job such as Lunch Helpers, Paper Gatherer, Desk Straitener, Mad Minute Man, Computer Monitor, Clean up Foreman, and Phone Person. On the walls there were several posters.The first one was a poster titled â€Å"How to write a good paper. † It had four colored circles on it. There was one green forgo write your topic, one yellow for slow down and give reason, one red for stop and explain, and finally another green for go back and restate your topic. The next poster was a transition poster that had lots of helpful transitions sentences for the students to use as a reference. The next poster was an Editors Marks Poster. It had signs such as the paragraph sign,  ¶. The student’s desks were all together in a hollow box shape with two desk partners in the center.Math: That day Mr. Gappa was having the students build a mummy tomb out of Banana and Apple boxes. He first asked the students’ how they should start. They started by finding the area of the Banana Boxes (Banana: 10† ? 20† = 200 inches squared). Then he asked them what they should do next. They replied that they should find out how many boxes and fit in their tomb space. Mr. Gappa then measured each dimension of the corner of the room where the tomb would be placed. Wall one was 100in long and 110in tall. Wall two was 160in long and 110in tall.He then asked the students what they noticed about the dimensions of the banana and apple boxes compared to the dimensions of the walls. They replied that the banana boxes and the apple boxes dimensions were factors of the wall dimensions. Then he asked what they should consider next. They replied that they didn’t know how many columns they still needed. Mr. Gappa told them that they would need two columns, but then asked how many boxes it would take to make the columns using the apple boxes (Apple: 20† tall) . The students then started to write down all the data on the board. Then Mr.Gappa went around the room making sure each student understood their data for the tomb building. For their final blue prints they were to use graph paper, making sure that there boxes were equal to at least two squares on the graph paper. Mr. Gappa then made it clear that he wants all the blue prints to be neat and colorful because they were going to be submitted to the Pharaoh contractor. For each wall the students then went about figuring out how many boxes they would need using the formula, area= length? width. When they had finished with their walls, they all gathered at the front of the classroom and went back over the data with Mr.Gappa. Mr. Gappa then went around the room making sure that each student was using lots of color on their blue prints and were making sure they were very neat. He then mentioned a real life situational fact to the kids that they were going to be like little construction work ers when they begin building the tomb. Summaries/Reactions First of all I would like to begin by saying how much I really liked the set up of the room. The kids were close enough together for quiet discussion during tasks but also when out of their seats had plenty of room to move throughout the classroom.This class was also the quietest sixth grade class I’ve ever seen. Even Mr. Gappa spoke quietly when giving direction to make sure that each student had to listen very closely just to hear what he said, I almost didn’t even hear what he said. Next I would like to discuss the math. I really liked that Mr. Gappa had taken the time to create a math project for all the kids that used all the math skills they had learned during the year to help in the making of a mummy tomb which was also a part of their history lesson that week.I liked that when going over the data Mr. Gappa didn’t just give the students the answers but made them figure them out on their own. This to me showed the true attentiveness and memorization skills that the students had obtained that year. The last thing I liked was the student teacher relationship that Mr. Gappa had with all his students. He was serious when he needed to and the students switched modes as well and truly respected him as an authority. Yet at other times he could laugh and joke with the students about how the music that he played was really old.He also reminded me of the High School teacher Mr. Null in the sense that he called all the pretty girls fat and ugly, as to not let them get an ego in his class. All in all, I truly enjoyed observing this class. Their attentiveness to direction and the bond that they had with their teacher was to me very insightful. I will definitely consider using some of his teacher technics in my own classroom someday and hope to go back and observe his classroom someday as well.

Legalizing Medical Marijuana

Marijuana has been one of the many abused substances in the world especially in the United States of America. It has been argued as one of the many existing substances which has caused lives to go astray and even to the point of taking away innocent lives. There have been heinous crimes committed which have been linked by the authorities to the abuse of marijuana by the suspects. But even with these apparent ‘hindrances’ to the acceptance of marijuana as a substance which also has its uses, it has been observed in the scientific community that there are medical benefits with the use of marijuana (Sydney, Stephen, et al., p. 722). Apparently, it can be said that there is a tension between the democratic ethos that permeates popular American thought and the republican constitutional foundations that impede the realization of the medical use of marijuana. As far as the democratic ethos is concerned, it can be seen that there is the acceptance of marijuana in the medical field precisely because marijuana can be used as a drug which has the â€Å"potential for use in decreasing the rejection of organ transplants or in slowing the growth of tumors (Dell and Snyder, p. 630).† It has also been found that marijuana can stimulate the appetite of individuals who do not eat well, can serve as an analgesic and an anesthesia among many others (Dell and Snyder, p. 630). With these things, there is the argument that, indeed, marijuana has its own positive effects on the body of the individual and that it can greatly help in the development of a medicine out of marijuana. However, the republican constitutional foundations would argue that the use of marijuana can open the way to substance abuse. Since marijuana is classified as an addictive substance which is prohibited by the laws of the land, the republican constitutional foundations would very well block any efforts in legalizing marijuana purely out of its medical purposes and benefits. That is because the republican constitutional foundations are inclined to promote the laws as they are written or as they have been conceived. The arguments that can be proposed by the republican constitutional foundations can be summarized into the idea that anything that is against the law or anything that is proscribed by the law should not be justified before the law. Doing so would defeat the very purpose in which these laws have been conceived and institutionalized in the first place. Indeed, it should be noted that certain laws have been created in order to promote the interest of the public inasmuch as the welfare of the public is not harmed in the process. With marijuana, it can be argued from the republican standpoint that marijuana use is basically prohibited by the law. Any efforts to circumvent the law should be stopped, which goes without saying that any efforts to turn the prohibited substance, marijuana, into a substance which is accepted by the society if not by the law would very well undermine the spirit and the letter of the law. The tension between the democratic ethos and the republican constitutional foundations, then, rests on the part where marijuana has its perceived medical uses. From the perspective of the democratic ethos, it can be said that marijuana, as discovered by the scientific community, as its medical values although to a certain extent the abuse of the substance would also lead to dire consequences to the health of individuals. On the other hand, the followers of the republican constitutional foundation will argue that marijuana is essentially a prohibited substance although they may agree that substances with medicinal value should also be looked into by the government. To mitigate the tension is paramount in order to close the gap between the two contending sides and bring about a favorable result. In order to do so, it can be proposed that regulatory policies should be enforced by the government in terms of the use of marijuana for medical purposes. As for the part where the abuse of the substance is involved, the legal prohibitions against the abuse of marijuana can nevertheless still be retained without compromising the medicinal uses of the substance. By establishing both a regulatory body on the medical facilities which will utilize marijuana and by putting up stringent measures on banning and sanctioning the offenders who abuse marijuana, a compromise can be attained without putting down the guards of both the democratic and republican sides. It should be noted that even from a democratic or a republican standpoint, issues concerning the larger population can still be mitigated to a point where a solution is crafted regardless of one’s political positions. The issue of marijuana being legalized as a substance used for medical reasons can be met if both republican and democratic sides would agree on two things. One is that the medical value of marijuana is there and cannot be discredited. Two is that, though marijuana abuse is present, marijuana can be regulated within the medical facilities which will adopt the substance in the medical practice of treating patients. In general, the viability of marijuana as a medicine is already established. Substance abuse pertaining to marijuana is already determined both by the legal enforcers as well as the medical field. By not withholding the potential use of marijuana in the broader medical field without abandoning the ever present need to proscribe and to sanction the abuse of marijuana, the middle ground can be established. Works Cited Sidney, Stephen, et al. â€Å"Marijuana Use and Cancer Incidence.† Cancer Causes & Control 8.5 (1997): 722. Dell, Deena D., and Judith A. Snyder. â€Å"Marijuana: Pro and Con.† The American Journal of Nursing 77.4 (1977): 630.

Council for Exceptional Children Essay

The Council for Exceptional Children (CEC) is an organization that aims to provide for desirable educational results for people who are categorized as exceptional, gifted, and with disabilities here and abroad. Since these specific areas require specialized educational and professional programs, the purpose of the organization is pushing for the implementation of certain policies and standards by the government, especially in terms of the professional aspect. CEC campaigns for the development of the career paths of people with exceptionalities who are capable of working professionally despite their conditions. The mission and vision of the organization is founded on some key ideas that fuel their drive to realizing their goals and objectives for people all over the world. CEC believes in the right of every individual to be educated, his or her learning aptitude, and the need for people, even with exceptionalities, to self-actualization. Therefore, the organization sponsors the development and improvement of people with exceptionalities by means of suitable educational standards and desirable outcomes that are accessible to all and will be lifelong available to CEC’s constituents. The program continues to bring about the advancement of their professional lives. The mission of CEC stretches out to the prevention of the development of exceptionalities in children by identifying who are at risk and providing for programs that would avert such thing from happening. The organization recognizes the need for the involvement of stakeholders in the process and values the importance of professional educators in the realization of their mission and vision. Moreover, CEC believes that the government is a very significant institution in the fulfillment of their objective because it should be able to provide for suitable and accessible complimentary education to all individuals with exceptionalities. The organization’s efforts are not only paying attention to people with special needs but also to educators who are qualified to provide quality special education to those who are in pressing need. CEC is a way for special education professionals to help in providing for the needs of those people with special needs, and at the same time attain opportunities to improve their professional career. CEC is accountable for this objective. The involvement of special education professionals in the program would also allow them the opportunity to associate with other co-professionals and make it a learning experience that would help them also in the enhancement of their professional practice. The strategic plan of CEC to accomplish their mission and vision is to provide special education teachers and non-educators alike the chance to professional development by being involved in the programs of the organization. The CEC has set professional standards for special education teachers and set requirements for their qualification in the professional setting. The organization is providing professional training for professional advancement of special education teachers. Through this, CEC is able to develop and enhance the quality of education for individuals with special needs and effect desirable educational outcomes and qualify them for professional advancement. As an educator, CEC is providing a means for career development by my involvement in their advocacy program. Community immersion not only allows me to lend a hand and support individuals with exceptionalities and special needs, but to grow professionally as a special needs educator. Participating in training provided by the CEC and communicating with other special needs educator under the program allows me, as an educator, to gain insight and added knowledge that would stimulate growth not only professionally, but also emotionally and mentally as well. References Council for Exceptional Children. (2007). Council for Exceptional Children: The voice and vision of special education. Retrieved, March 3, 2008, from CEC. Website: http://www. cec. sped. org

Cuban Missile crisis and Cold War intelligence Term Paper

Cuban Missile crisis and Cold War intelligence - Term Paper Example The hallmark of the Cold War was that though confrontations occurred between these two super powers in different parts of the world in their attempts to enhance their spheres of influence, they never came into direct conflict with each either. Instead proxies took up the cudgels for the two competing super powers in these conflicts. This characteristic of the Cold War was good for humanity, as both possessed nuclear weapons in enough quantities to destroy each other and the rest of the world. However, the Cuban missile crisis in 1962 brought these two super powers close to direct conflict with each other and the possibility of nuclear destruction. The world watched with bated breath as the moves and counter moves went on for six days. The American ground forces were readied for the invasion of Cuba and the nuclear might of America was al set for delivery onto the Soviet. The order for these actions never came, as in the eleventh hour the Russian Prime Minister Nikita Khrushchev decid ed use the option for defusing the tension provided by President Kennedy of pulling out the troublesome missiles from Cuba in exchange for non-invasion of Cuba pledge by the U.S.A (Divine, 1988). Background. In April 1961 a Cuban exile force armed and sponsored by U.S.A was sent into Cuba to remove Fidel Castro and the threat of communism on the door steps of U.S.A. The result was a disastrous defeat of the Cuban exile force at the Bay of Pigs in Cuba. Almost a year later the Defence minister of Cuba and younger brother of Fidel Castro paid a visit to the Soviet Union. The result of this visit was the despatch of Soviet Union military personnel and weapons to Cuba on the plea that Fidel Castro required the support of the Soviet Union to defend Cuba against any invasion of Cuba by U.S.A. (Garthoff, 1989). Republican protests on the large military build up in Cuba started in the U.S.A., which became even more strident, when photographs taken by a U-2 plane overflying Cuba, revealed ongoing construction work for a surface-to-air missile (SAM) site, which was taken to be defensive posture by the Kennedy administration. The CIA perception of this was that it could be the prelude t o the more ominous introduction of SAM’s with offensive potential. Though the Soviet Union continued to deny any offensive posturing, Republican pressure on the Kennedy administration for a response began to mount. Subsequent CIA U-2 provided even more disquieting news of the Soviet Union building launching sites for their medium-range ballistic missiles and long-range ballistic missiles (Divine, 1988). America needed to respond now. Two options of response were studied. The first involved the use of the American Air Force to bomb the missile sites. The second was a blockade of Cuba by the American Navy to prevent the transportation of any missiles to Cuba. The second option became the chosen response, for it provided the benefit of slow escalation. The Soviet response was to challenge the blockade. However, better sense prevailed and there was no attempt to break the blockade. Instead, the Russians agreed to withdraw the offending missiles, stop the missile site build-up, an d withdraw the Russian bombers capable of delivering nuclear bombs that were stationed in Cuba. In response U.S.A. declared that it would not invade Cuba (Divine, 1988). Cold War Intelligence Evaluation of the American intelligence activities from the start of the Cold