Rights Of Workers Essay Example | Topics and Well Written Essays - 1500 words

Privileges Of Workers - Essay Example Gonos, in his article entitled â€Å"Never a Fee!† clarified the authentic experience of the impacts and results of the staffing business to the genuine government assistance of laborers, expressing that the couple of laws existing and the deregulation of the staffing industry has additionally subverted the â€Å"workers’ capacity to increase self-sufficiency† (Gonos, 2000-01). A further investigation of mystery expenses charged ought to in this way be made all together that proper approach changes for the security of laborers. The association sorting out arrangement introduced in the article entitled â€Å"Never a Fee!† composed by George Gonos, which I think ought to be changed is their dependence on building up a â€Å"national code of conduct† which bids on all the staffing offices worried to make accessible to laborers the data with respect to the rate which customer businesses pay laborers (Ziegler, 1999). This strategy only empowers and desires the staffing organizations and don't generally oblige or command that the â€Å"hidden fees† or rates in business contracts be uncovered. Rather than campaigning for an enactment that would really look at and dig into the expenses that are charged particularly on impermanent and provisional laborers by either the customer firms or staffing businesses or both, they have just chosen having such a national set of accepted rules (Gonos, 2000-01). The gathering pushing for this implicit rules comprises of gatherings speaking to unexpected speci alists and speak to other different interests, for example, laborers in the development business, laborers having a place with worker's guilds, experts having a place with the cutting edge ventures, graduate aides from different colleges, and some undocumented outsiders (Community Partners, 2009).â There is an appearing absence of finish or irregularity with respect to workers’ gathering to hall and bolster such an enactment, that would uncover the purported â€Å"hidden fees† in business contracts which has been a

Epistemology of Naive Realism and Representative Theory of Perception

Question: Examine about theEpistemology of Naive Realism and Representative Theory of Perception. Answer: Presentation Discernment is the manner in which we perceive and decipher tactile data and how we react to that data to have the option to cooperate with the earth. All observations include flags in the sensory system that later outcome from incitement of physical or concoction of the tactile organs. Observation isn't the reflexive receipt of these signs, however it is framed by learning, memory, expectation and fixation (Thursfold, 2000). The exact information depends on how one sees, hears, contact and taste the encompassing. The distinction that is drawn between recognitions that include idea and the discernment that doesn't and particular epistemic relations are between our perceptual convictions and perceptual information. The specific hypotheses to be tended to in the paper are the hypothesis of Nave authenticity and delegate hypothesis of observation. Examination of the two hypotheses will be appeared; be that as it may, the hypothesis of Nave Realism stays to be the most better than the de legate hypothesis of discernment. Examination With regards to immediate and backhanded observation, Nave Realism considers discernment to be a procedure of a solitary state as being immediate and quick while Representative hypothesis considers recognition to be a multistage with procedures of meditational winning among incitement and percept and its observation isn't immediate. On depending on data that is put away, Nave Realism sees no capacity for memory and associated marvels in observation. Then again, Representative hypothesis, there is a job for memory and encounters of the past assume a huge job in discernment. Moreover, with regards to process versus incitement, Nave Realism exceeds expectations at the incitement assessment of the onlooker while Representative exceeds expectations at inspects the procedures and component basic the discernment. Besides, On the Object of mindfulness, Nave Realism offers a moment response on the topic of mindfulness and that it is nothing yet physical existing that exists independently of the attention to it. Then again, delegate hypothesis shows that questions that are physical are not indistinguishable with objects that are quick, rather they are very not quite the same as, and can exist freely of these articles that are prompt. Nave Realism This authenticity is additionally called direct authenticity or nave since it keeps up itself that observations by giving us undeviating information on the outer world as opposed to the interceded information on something different like an interior delegate, for example, sense-datum (Audi, 2010). It acknowledges that all sort procedures of physiological get include in our coming to see the outside world. These techniques empower one to know about the outside world legitimately, and it doesn't deny that it creates a middle person that permits one to know about the world in a roundabout way. Putnam (1968, 1975) questions in the condition of mental can have extraordinary, differing acknowledge of physical or organic in different sorts and structures. For example, the two people and mollusks do experience torment, however that torment is mediated by a specific neural instrument along these lines no condition of mental can be perceived by any condition of physical or natural (Genone, 2016). On turning the contention the other way, there is little to be said about the neurophysiological that associates our old torment, if at all the torment experienced can possibly be actualized in various manners. This obviously acquits the logician not to stress at all and permits us to treat the remarkable of physiological as two unmistakable areas. Properties of mental or subjective are unmistakable regions and are to be researched freely in their understandings of physical or organic since he attests that, psychological structures and assets are intentional sorts of more significant level of development than the physiochemical or regular kind (Tarr, 2016). In spite of the fact that properties of mental are perceived and applied in physical properties, he perseveres that they are neither indistinct nor reducible to them. The law of isomorphism advocates that It must be a spatial system of three spatial measurements, since its spatial nature is unmistakably obvious phenomenological (Popper, 2013) in spite of the spatial view of the neurophysiologic instrument. There are numerous plausible worries of a spatial representation, thus the fact of the exceptional experience of spatiality can't itself pick between different spatial acknowledge. All things considered, there can be the prohibition of non-spatial portrayals by phenomenolo gy in order to represent the view of spatial nature. This contention gets widely recognized on account of shading discernment regardless of it being seen dubious when in the use of spatial recognition. In the experience of shading, it has appeared to encode a three component of shading esteem for example shade, force, and dispersal. Despite the fact that one can't definitely perceive the instrument of neurophysiological responsible for programming the experience of shading, it tends to be said with affirmation that the system must encode in any event three elements of data of shading (Gram, 2012). Different perceptions of experience of shading in particular phyla and species may well match to a few qualia of experience of shading, and the outrageous side of those encounters in different species may be obscure to us (Pinder, Davids, Renshaw Araujo, 2011). Then again, tests of psychophysical in people and creatures have been utilized to determine the elements of the experience of shad ing, and thusly, they have given data about the portrayal of shading in the cerebrum. Along these lines, there is no motivation behind why this debate ought not additionally hold for spatial experience. Delegate Theory of Perception This hypothesis attests that when one sees an item, the moment object of one's mindfulness is a tactile encounter which implies the article. One isn't quickly or straightforwardly mindful of the item itself. The essential inspiration for the agent hypothesis of observation is the contention from fantasy. Notwithstanding, it doesn't intrigue by the way that when one daydreams the moment object of one's awareness is a tangible encounter which connotes the article, and not simply the item (Massaro, Simpson, 2014). They continue that when one sees an article, the moment object of one's mindfulness is the item, and not only a tactile encounter as of it. So when one appears to see a knife, the immediate object of one's mindfulness is either the blade which one is seeing or a tangible encounter starting at a knife which one is only daydreaming. This Theory of recognition is fundamentally associated with the seventeenth century English savant, characteristic researcher, and political dissident John Locke (1632 1704). Locke who was conceived in England and instructed at Oxford University guessed that when we enter the world as angels, the brain is a clear piece of paper' (De May 2012). He immovably dismisses the idea that we are naturally introduced to the world with certain considerations that we secure prenatally or before we were conceived. Locke was directed to make a basic qualification between what he called the essential attributes of articles and the auxiliary qualities of items; he demonstrated that there are two absolutely various sorts of property, coordinating to this divergence. One, there are essential characteristics, which items have sovereign of any watcher. The article should be square or awkward, whether or not anyone sees it to be such. The essential characteristics are the shape and weight. Next, there ar e optional characteristics, which questions just have since they are affirmed. Characteristics of optional, similar to shading, are foreseen onto encompassing by perceivers (Gomes, 2013). The Apple isn't normally the shade of red, it just appears that approach to me; I conspire redness onto the apple in the activity of seeing it. At that point, the optional quality is shading and us adept to utilize assortments of auxiliary to mean characteristics of the essential. Along these lines the red indication of the apple, which is a nature of optional that I conspire onto it, means the way that it reproduces certain frequencies of light, which is a nature of essential that it has whether or not I am taking a gander at it or not. Many guess that the delegate hypothesis of observation must be bogus, in such a case that it were valid, at that point we would be stuck behind a shroud of appearances, failing to have direct contact with objects in the outside world. Since one could straightforwar dly see protests in the external world, one could always be unable to watch that the world is as it is by all accounts (Jansen, 2014). Locke's hypothesis is that when we see an outside item, we ascribe to that object what he called essential and optional characteristics. Our view of that outside article is brought about by what Locke calls forces' in the item which is the exact idea of which was not yet known to cause certain impressions in us. It is these abstract impressions of which we are straightforwardly mindful. Together they make up our portrayal of the item (Smythies, 2013). A portion of the components inside that portrayal exist just in us, in particular the entirety of our portrayals of auxiliary characteristics, for example, hues and aromas. Different parts in the depiction do relate to target states of the outside article. They are the item's size, shape, and relative position. About the outside article itself, Locke's answer is that it is a mysterious fairly' foundation to which the essential characteristics are joined. Additionally, in which they inhere the different powers in the item whereby it follows up on our sense organs to deliver the sense impressions of which we are legitimately mindful. As indicated by him, we are it might be said caught behind the cloak of our discernments. The item itself is obscure, a thing I know not what' - on the grounds that we have no chance to get of finding what it resembles in itself when it is unperceived. To

QA for EA Deferred and Regular Action students

QA for EA Deferred and Regular Action students *Update as of 2015: Early action is available to both domestic and international students. Hi everyone, The Office of Admissions is mostly closed for the holidays and not accepting emails or answering phone calls. Many of us who read applications are taking a little break and resting up in preparation for all of your RA applications! We will be back on Monday, January 6. However, I know that those of you who were deferred or those of you still finishing up your RA applications in time for the January 1 deadline may still have a few questions. So lets see if I can answer some of the most common questions we get every year. For Deferred Students I was deferred. I will never get in RA, right? We will look at your application again and consider it in the context of the Regular Action period. In previous years, anywhere from 150-300 students were admitted in RA. It could be more or less this year; it depends on how the pool looks. But if youve been deferred you are now officially a member of the RA pool. Should I send in extra materials? You only need to send in your February Updates and Notes report, which will be available on MyMIT in January. On this report, you can provide us with your updated grades (your semester grades are very important, so keep working hard!) We will also include a text box for any other updates youd like to provide (new awards, changes to your activities, etc) We will accept updates in other formats, including mail and email, but the Admissions Committee will primarily look to this report for your updates. Should I send in a whole new version of my application, or all new essays? No. You do not need to improve your application, or redo/edit/modify part or all of your application. You were deferred because your application was already strong enough to make you a contender in the Regular Action round. Let your application stand. What about new test scores? If you are taking additional tests in December or January, you can include MIT as a score recipient and we will consider any new scores. Can I call admissions to find out why I was deferred? If you call in, we will not be able to tell you the reason why you were deferred, or what needs to be improved, simply because things are much more complex than just one reason why you were deferred. In fact, there will likely be nothing at all missing or needing improvement in your application. For RA students What is the application deadline? The deadline is January 1. This means you can click submit on your application any time on January 1 or before, but try not to wait until the last minute! What happens if some of my school forms come in past the deadline? It is perfectly fine if, through no fault of your own, your school forms (e.g. teacher recommendations, secondary school report, transcript) come in after the January 1 deadline. We are much more understanding of and flexible with late documents from schools than with late documents from the applicant. Im taking tests in January, will these count? January is the last testing date that can be seen by the Admissions Committee (February will not be seen). If you will be taking the January test, just be sure to designate MIT to receive the scores. Please do not rush report your scores. We require either SAT Reasoning Test or ACT Plus Writing (or TOEFL). We also require 2 SAT Subject Tests (one in math, one in science). We only use the scores that make you look best, and we do abide by Score Choice. Is it too late to schedule an interview? The deadline to request an interview was December 10th, and has now passed. While highly recommended, the interview is not a required part of the application (and students whose interviews have been waived are at no disadvantage). You are welcome to request an interview from your Educational Counselor (EC) after the deadline, but do not expect that your request will be granted. If you have already interviewed with your EC, or have scheduled your interview for the near future, you are all set. Dont worry if your interview report has not yet appeared on your MyMIT Tracking. The deadline for ECs to submit their reports has not yet arrived. If you wish, you may now fill out the conducted interview form and we will be sure to get the interview report. I sent things in on time, but I dont see it on MyMIT tracking. What do I do? The Records Office is working hard, but please recognize that processing can take 2 weeks. You do not need to worry at this time about documents that are not showing on MyMIT. Do not send a second copy of any document at this time. Also, you do not need to call MIT Admissions at this time to check on any such documents (there is a time for this later). Will using a fee waiver affect my application? We are happy to accept fee waivers for any student (foreign or domestic) who needs one. Using a fee waiver will not negatively impact your admission. You may use the SAT Fee Waiver, the NACAC Fee Waiver, or a letter from a school official detailing your situation. We will accept other fee waiver forms as well. I forgot something and I want to update my application, how do I do that? If you need to update your application after you submit it, the best way is the February Updates and Notes form. On the last section of both Parts One and Two, there is a link that will allow you to preview your application as a PDF. This PDF is exactly how the admissions committee will see your application. Application tracking is available on MyMIT after you submit your Part 1. For this reason, I recommend submitting your Part 1 sooner rather than later, so that you can track your documents. I hope this is helpful. Best wishes as you finish and submit the application! And happy holidays!

New Years Resolutions for Teachers

As elementary school teachers, we are always striving to improve. Whether our goal is to make our lessons more engaging ​or to get to know our students on a higher level, we are always trying to take our teaching to the next level. The new year is a great time to take a closer look at how we run our classroom and to decide what we would like to improve. Self-reflection is an important part of our job, and this New Year is the perfect time to make some changes. Here are 10 New Years Resolutions for teachers to use as inspiration. 1. Get Your Classroom Organized This is usually on the top of the list for all teachers. While teachers are known for their organizational skills, teaching is a hectic job and its easy to let things get a little out of control. The best way to achieve this goal is to make a list and slowly check off each task as you complete them. Break up your goals into smaller tasks to make them easier to achieve. For example, week one, you might choose to organize all your paperwork, week two,  your desk, and so on.   2. Create a Flexible Classroom Flexible classrooms are all the rage right now, and if you havent yet incorporated this trend into your classroom, the new year is a great time to start. Begin by purchasing a few alternative seats and a bean bag chair. Then, move on to bigger items such as standing desks.   3. Go Paperless With educational technology tools, its really gotten even easier to commit to a  paperless classroom. If youre lucky enough to have access to iPads, you may even choose to have your students complete all of their work digitally. If not, visit Donorschoose.org and ask for donors to purchase them for your classroom. 4. Remember Your Passion for Teaching Sometimes the idea of a fresh new start (like the New Year) can help you remember your passion for teaching. Its easy to lose track of what initially motivated you to teach, especially when youve been at it for a long time. This new year, take some time to jot down some of the reasons why you became a teacher in the first place. Remembering your drive and passion for teaching will help you keep going. 5. Re-Think Your Teaching Style Every teacher has their own style of teaching  and what works for some may not work for others. However, the New Year may give you the opportunity to re-think the way that you teach  and to try something new that you have always wanted to try. You can start by asking yourself some questions, like Do I want a student-centered classroom? or Would I like to be more of a guide or a leader? These questions will help guide you in figuring out which teaching style you want for your classroom. 6. Get To Know Students Better Take some time in the new year to get to know your students on a more personal level. This means taking some time to get to know their passions, interests, and family outside of the classroom. The better connection that you have with each individual student, the stronger the  classroom community you can build. 7. Have Better Time Management Skills This new year, take some time to improve your time management skills. Learn to prioritize your tasks and take advantage of technology to really maximize your students learning time. Tech tools are known to keep students engaged in learning longer, so if you really want to maximize your students learning time use these tools every day.   8. Use More Tech Tools There are some great (and affordable!) educational tech tools that are on the market. This January,  make it your goal to try and utilize as many pieces of technology as you can. You can do this, by going to Donorschoose.org and creating a list of all of the items that your classroom needs along with the reasons why. Donors will read your inquiry and purchase the items for your classroom. Its that easy. 9.To Not Take Work Home with You Your goal is to not take your work home with you so that you can spend more time with your family doing things that you love. You would think that this seems like an impossible task, but by showing up for work thirty minutes early and leaving thirty minutes late, its very possible.   10. Spice Up Classroom Lesson Plans Every now and then, its fun to spice things up. This New Year,  change up your lessons and see how much fun you will have. Instead of writing everything on the chalkboard, use your interactive whiteboard. If your students are used to you always using textbooks for their lessons, turn the lesson into a game. Find a few ways to change up your normal way that you do things and you will see the spark being lit in your classroom once again.

Back Where I Come From Essay - 1107 Words

Back Where I Come From Where someone is born and raised holds a special place in their heart. In the song, â€Å"Back Where I Come From,† written by Kenny Chesney, he speaks from his heart about his hometown and attempts to share those feelings with his audience. He sings about specific experiences growing up, and this is his way of reflecting what the feeling of home means to him. The structure in which he has written this piece focuses a lot of attention on the author himself. His informality invites the audience to share his experiences with him. Chesney appeals to emotion through his anecdotes and creates an impression on the audience. Through the analysis of this song it is easy to identify the type of rhetorical appeal Kenny Chesney†¦show more content†¦The audience is also people that have known him throughout his life, and are listening to support him. It is people from the south who listen to country music. Though, with any artist or performer, the audience is the people who are lo yal because they like what they hear and they can identify the purpose of the music. In this particular song, Chesney’s purpose seems to be the release of his background and to reach out to those who can relate. He wants to be able relate his experiences to his overall feeling of where he is from, and in the same sense, he wants his audience to as well. He uses his artistic expression to provoke emotions in his listeners. Songs like this one recall a wide range of memories for anyone who listens. Although his memories are fond ones, depending on the listener taking a look back on where they come from could be completely different. He wants to bring out the positive memories and show that his listeners they should be proud of their background. Lyrics like, â€Å"I’m proud as anyone, that’s where I come from, â€Å"(â€Å"Kenny Chesney-Back†) explains his purpose for writing. Just as others use literature as an outlet, where some people write in a journal or write poetry, Kenny Chesney uses writing music as an outlet for his thoughts. Thro ugh performing what he has written, he is not just a voice, but he is a heart with a purpose. Chesney’s writing structure begins with a connotative word choice that highlights the words inShow MoreRelatedCinderella - Original Writing Of Cinderella975 Words   |  4 Pagesevery weekend she would go back to hostel to attend college. Cinderella mother and older brother would treat her very nicely as they would take care of her like a princess. 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Expository Essay Sara worst fear Free Essays

I have many fears but my worst fear is the dark. There are many things about the dark that scare me. It feels like all of sudden something is going to pop out of somewhere. We will write a custom essay sample on Expository Essay Sara worst fear or any similar topic only for you Order Now What if there’s a hole or something in front of me and fall. What if can’t see my way out and I’m trapped in the dark forever. One reason that am so afraid of the dark is that sometimes I feel like something is about to jump out somewhere. Don’t know if anything is really there because I can’t see. Something could be hiding behind something and I wouldn’t even know. When it’s dark I begin to wonder if ghosts are really real. If something were to jump out at me it could hurt me or just scare me really bad. I would want to get out of the dark alive. Another reason is that I’m afraid of not knowing where I am going. I would probably fall or bump into something. I might even run into something painful. If something bad happened to me wouldn’t know where to get help unless someone was with me. I am also afraid that I won’t be able to find my out of the darkness. I couldn’t see if I’m near the exit or not. Would probably go the wrong way. I definitely wouldn’t want to stay in the dark forever. I would get scared just sitting there. In conclusion, I can’t stay in the dark for more than 5 seconds. I start thinking about things jumping out from behind things, afraid that I’ll fall or bump into something, and not be able to find my way out. How to cite Expository Essay Sara worst fear, Essays

Prison System Essay Example For Students

Prison System Essay Prison SystemPrison inmates, are some of the most maladjusted people in society. Most of the inmates have had too little discipline or too much, come from broken homes, and have no self-esteem. They are very insecure and are at war with themselves as well as with society (Szumski 20). Most inmates did not learn moral values or learn to follow everyday norms. Also, when most lawbreakers are labeled criminals they enter the phase of secondary deviance. They will admit they are criminals or believe it when they enter the phase of secondary deviance (Doob 171). Next, some believe that if we want to rehabilitate criminals we must do more than just send them to prison. For instance, we could give them a chance to acquire job skills; which will improve the chances that inmates will become productive citizens upon release. The programs must aim to change those who want to change. Those who are taught to produce useful goods and to be productive are likely to develop the self-esteem essential to a normal, integrated personality (Szumski 21). This kind of program would provide skills and habits and replace the sense of hopelessness that many inmates have (Szumski 21). Moreover, another technique used to rehabilitate criminals is counseling. There is two types of counseling in general, individual and group counseling. Individual counseling is much more costly than group counseling. The aim of group counseling is to develop positive peer pressure that will influence its members. One idea in many sociology text is that group problem-solving has definite advantages over individual problem-solving. The idea is that a wider variety of solutions can be derived by drawing from the experience of several people with different backgrounds. Also one individuals problem might have already been solved by another group member and can be suggested. Often if a peer proposes a solution it carries more weight than if the counselor were to suggest it (Bennett 20-24). Further, in sociology, one of the major theories of delinquency is differential association (Cressey 1955). This means some people learned their ways from undesirable people who they were forced to be in association with and that this association warps their thinking and social attitudes. Group counseling, group interaction, and other kinds of group activities can provide a corrective, positive experience that might help to offset the earlier delinquent association (Bennett 25). However, it is said that group counseling can do little to destroy the power of labeling (Bennett 26). The differential-association theory emphasizes that a person is more likely to become a criminal if the people who have the greatest influence upon them are criminals (Doob 169). Most of todays correctional institutions lack the ability and programs to rehabilitate the criminals of America. One can predict that a prisoner held for two, four, eight or ten years, then released , still with no education or vocational skills will likely return to a life of crime. Often their life in crime will resume in weeks after their release. Although the best prisons and programs in the world will not cure the problem totally, improvements still must be made (Szumski 20). Prison inmates, are some of the most maladjusted people in society. Most of the inmates have had too little discipline or too much, come from broken homes, and have no self-esteem. They are very insecure and are at war with themselves as well as with society (Szumski 20). Most inmates did not learn moral values or learn to follow everyday norms. Also, when most lawbreakers are labeled criminals they enter the phase of secondary deviance. They will admit they are criminals or believe it when they enter the p hase of secondary deviance (Doob 171). .ubb45988937dcfb3757e421839c20da2d , .ubb45988937dcfb3757e421839c20da2d .postImageUrl , .ubb45988937dcfb3757e421839c20da2d .centered-text-area { min-height: 80px; position: relative; } .ubb45988937dcfb3757e421839c20da2d , .ubb45988937dcfb3757e421839c20da2d:hover , .ubb45988937dcfb3757e421839c20da2d:visited , .ubb45988937dcfb3757e421839c20da2d:active { border:0!important; } .ubb45988937dcfb3757e421839c20da2d .clearfix:after { content: ""; display: table; clear: both; } .ubb45988937dcfb3757e421839c20da2d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ubb45988937dcfb3757e421839c20da2d:active , .ubb45988937dcfb3757e421839c20da2d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ubb45988937dcfb3757e421839c20da2d .centered-text-area { width: 100%; position: relative ; } .ubb45988937dcfb3757e421839c20da2d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ubb45988937dcfb3757e421839c20da2d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ubb45988937dcfb3757e421839c20da2d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ubb45988937dcfb3757e421839c20da2d:hover .ctaButton { background-color: #34495E!important; } .ubb45988937dcfb3757e421839c20da2d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ubb45988937dcfb3757e421839c20da2d .ubb45988937dcfb3757e421839c20da2d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ubb45988937dcfb3757e421839c20da2d:after { content: ""; display: block; clear: both; } READ: Why It Is Important to Respect an Nco EssayNext, some believe that if we want to rehabilitate criminals we must do more than just send them to prison. For instance, we could give them a chance to acquire job skills; which will improve the chances that inmates will become productive citizens upon release. The programs must aim to change those who want to change. Those who are taught to produce useful goods and to be productive are likely to develop the self-esteem essential to a normal, integrated personality (Szumski 21). This kind of program would provide skills and habits and replace the sense of hopelessness that many inmates have (Szumski 21). Moreover, another technique used to rehabilitate criminals is counseling. There is two types of counseling in general, individual and group counseling. Individual counseling is much more costly than group counseling. The aim of group counseling is to develop positive peer pressure that will influence its members. One idea in many sociology text is that group problem-solving has definite advantages over individual problem-solving. The idea is that a wider variety of solutions can be derived by drawing from the experience of several people with different backgrounds. Also one individuals problem might have already been solved by another group member and can be suggested. Often if a peer proposes a solution it carries more weight than if the counselor were to suggest it (Bennett 20-24). Further, in sociology, one of the major theories of delinquency is differential association (Cressey 1955). This means some people learned their ways from undesirable people who they were forced to be in association with and that this association warps their thinking and social attitudes. Group counseling, group interaction, and other kinds of group activities can provide a corrective, positive experience that might help to offset the earlier delinquent association (Bennett 25). However, it is said that group counseling can do little to destroy the power of labeling (Bennett 26). The differential-association theory emphasizes that a person is more likely to become a criminal if the people who have the greatest influence upon them are criminals (Doob 169). Most of todays correctional institutions lack the ability and programs to rehabilitate the criminals of America. One can predict that a prisoner held for two, four, eight or ten years, then released , still with no educationling, there is disadvantages. For instance, members of the group might not be as open or show emotion because they want to appear tough. Also the members might not express their opinions openly because the others might see it as snitching. For the group to work it takes a dedicated counselor (Bennett 22-23). Another type of correctional center used for rehabilitation is halfway houses. Halfway houses are usually located in residential communities and are aimed to keep offenders in the community. The name comes from the fact that they are halfway between the community and the prison (Fox 60). The rationale behind halfway houses is that criminal activity originates in the community, so the community has a responsibility to try to correct it. Also, sending a person w ho has deviant behavior and who has been associated with criminal influences, to prison would just make the problem worse (Fox 61). The best place for treatment is in the community; this prevents the breaking of all constructive social ties (Fox 61). Programs in halfway houses usually involve work release or study release and group sessions for therapy and counseling. Most programs vary greatly depending on the administrator. Generally, the purpose is to reintegrate members back into the community. There are three systems generally used in programs and in the process: change by compliance, client-centered change, and change by credibility in that it makes sense. (Fox 73). The compliance model is designed to make good work habits. The client-centered model focuses on a high understanding of the person. The credibility model emphasizes making decisions and getting back into the community. These programs are made to avoid institutions as much as possible (Fox 73). On the other hand, many inmates think the government does not want to rehabilitate criminals. The reason behind this thinking is that prisons supply thousands of jobs to the economy. Also the construction of new prisons brings millions of dollars into the economy each year and if there were no new prisons needed it would mean the loss of thousands of jobs (Szumski 24-26). Henry Abernathy and inmate in Texas said just think what a catastrophe it would cause if all cons across the country decided never to commit another crime. Richard Cepulonis, an inmate in Massachusetts said just the title Department of Corrections is a misnomer he said they dont correct anything. In conclusion, things need to be done to improve rehabilitation in America. Improvements in job training, counseling, and halfway houses for rehabilitation must be brought to the forefront by citizens. If we do not get involved and try to make changes, our crime problem could worsen beyond control.

Her Granddaughter free essay sample

Can do. The stuff they let kids get away with nowadays. The email was spare change words for him –in my eyes, they were gold. Immediately, I knew what I had to do. â€Å"Bobbie.† As the receiver crackled, her face flashed. Surprised –â€Å"Bobbie, Joel Stein from Time Magazine agreed to an interview with me† –proud. * As a grandmother, Bobbie meant grammar corrections and public humiliation. At age five my family and I moved into her house for a year, and a streak of courage propelled me under her comforter at bedtime. That streak of courage was a masked streak of luck. Harry Potter and the Sorcerer’s Stone was a nice story –her syllables were magic. * She gazed at the interview questions sprawled before her. Her eyes snapped to mine, and my bated breath snagged. â€Å"These are really very good.† An un-asterisked compliment from her was rare, but when no amendment came, a smile leaked across my face. We will write a custom essay sample on Her Granddaughter or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page â€Å"Thanks, Bob.† She neglected my beam –â€Å"really very good† was expected –and continued, â€Å"When do you get to ask Joel these questions?† * When our family schlepped from Bobbie’s front door, we didn’t go far. An uphill pedal-job got me there in seven minutes, wheezing. As I â€Å"calmed my asthma,† Bobbie bewitched. She read the fifth HP book, and two years and a page flip later we were onto the sixth. Together, we tiptoed hand-in-hand through midnight release parties and pulled one a.m. bed times. We were tired; we were enchanted. Bobbie’s voice grew raspy, but never frail. * Monday, May 16, 7 p.m.: time to dial. I double-checked each digit; the final eleven lit up my eyes, emanating promise with an intimidating digital stare. My thumb hovered above the green button, and I smiled back at Joel Stein’s cell phone number. Call. * I was half-kidding when I â€Å"wanted to go to England† for my 11th birthday, but Bobbie knew that my imagination was hungry to see the places I envisioned from her bed. â€Å"Happy birthday,† she said, as my tears fell onto the pair of plane tickets. A month later, invigoration captivated me as never before. We were soaring, hours from British adventures, and she was deep in a book beside me. * â€Å"Actually, Joel, my grandma’s in the other room waiting for me to tell her how this goes.† I bit my lip. â€Å"She told me not to ask you, but, do you think it’d be okay if she came and listened?† She rolled her eyes, pursed her lips, and sat. When I described her significance to Joel, she turned away. Her eyes sparkled the next time I caught them. * The mandrake-from-Harry-Potter costume needed to be prize-worthy before Book 7’s midnight release. As Bobbie and I discovered, full-body magical plant costumes take time. We stabbed our thumbs with needles and calloused our hands on fake foliage for hours, and on a break she handed me something new to talk about. An article she loved. By Joel Stein.

Arizona vs Grant Essays

Arizona vs Grant Essays Arizona vs Grant Paper Arizona vs Grant Paper Arizona v. Grant Arizona v. Grant The U. S. Supreme Court limits how police searches a vehicle after Arizona v. Grant. April 21, 2009 the U. S. Supreme Court adds new limits on how law enforcement officer can search the passenger compartments of a vehicle. Due to this ruling, police officers require having either evidence of a crime for which the suspect is being arrested for, or the officers are completing a weapons check that could be within reach of the suspect. Arizona v. Grant makes important changes within the Fourth Amendment. After New York v. Belton, the U. S. Supreme Court had allowed officers to search the passenger compartment of any vehicle when the person was being arrested that was driving or was a passenger in without a warrant. Belton’s justification was the fact that a person can constitutionally be search for weapons and any other evidence, and further that any officer can search the immediate area of control for weapons or any other evidence. Since the new ruling with Arizona v. Grant overturns the ruling of New York v. Belton, and sets a new standard for what is allowed during a search in a car related arrested. New Ruling The new ruling in Arizona v. grant adds modifications to the Fourth Amendment in regards to police searches. The changes state, â€Å"Police may search the passenger compartment of a vehicle incident to recent occupant’s arrest only if it is reasonable to believe that the arrestee might access the vehicle at the time of the search or that the vehicle contains evidence of the offense of arrest† (Arizona v. Grant 07-542. ) The U. S. Supreme Court ruled against the fact that officers can justify search a vehicle in traffic violations or any situation where no other evidence of crime had occurred. Example of those would be: failure to appear, driving without a license, failing to pay child support. Arizona v. Grant allows checking for weapons within reach of the suspect, or anywhere reasonable within reach of the suspect. The main changes within Arizona v. Grant is police officer are no longer allowed to pull an individual over for a traffic violation, have the driver exit the vehicle, place them in hand cuff to be able to fully search a vehicle, which was commonly practiced by law enforcement agencies. Surveillance by Police The Fourth Amendment protects U. S. citizens’ rights under the U. S. Constitution â€Å"to be secure in their persons, house, papers, and effects, against unreasonable searches and seizures. † The U. S. Supreme Court looks at surveillance as a form of search and seizure and should require a person’s consent or a have warrant. However, the US Patriot Act, which was signed by Present George Bush in 2001 which states that The â€Å"Patriot Act,† allows law enforcement alone approve searches without oversight by the courts in, performed for national security matters. In regards to Arizona v. Grant that if the traffic stop was at any thought was a national security threat that the vehicle could be searched without a judicial warrant under the Patriot Act. Surveillance by School Officials At one time people did not have to worry about the children while attending school, however with statists stating that 100,000 students a day bring guns to school and 160,000 students skip class a day because of fear or being harmed (Davis. ) Surveillance has been a key part of keeping students staff while attending school. In Commonwealth v. Cass, 709 A. 2d 350, 357 (Pa. 1998), the Supreme Court of Pennsylvania recently listed several reasons that justified the school officials ‘heightened concern’ as to drug activity in the school. These factors include: * Information received from unnamed students; * Observations from teachers of suspicious activity by the students, such as passing small packages amongst themselves in the hallways; * increased use of the student assistance program for counseling students with drug problems; * Calls from concerned parents; Observation of a growing number of students carrying pagers; * Students in possession of large amounts of money; and, * Increased use of pay phones by students. † The conditions might be a little inexplicit, however under any suspicion can lead to weapons and or controlled substance being retrieved. A random locker search should only happen under the circumstance that places the students at amendment risk. Which regard to surveill ance with security cameras, law states that surveillance cameras cannot be placed were it invades person privacy, such as restrooms, or locker rooms. Surveillance by Security Personal After 911, there have been many changes in the Fourth Amendment in regards to the Patriot Act as it allows law enforcement alone approve searches without oversight by the courts in, performed for national security matters. TSA has played an important role in private security in keeping passengers safe while flying, however due the new body scanners, people question if it violates their Fourth Amendment right. TSA is backed by the 9th Circuit Court of the United States, as it ruled in 1973 to search passengers in airports. This ruling suspends limited aspects of the Fourth Amendment while undergoing airport security screening. On the U. S. V. Davis (482 F. 2d 893,908) has a key piece of the wording which gives TSA the searching powers it states, â€Å"â€Å"noting that airport screenings are considered to be administrative searches because they are conducted as part of a general regulatory scheme, where the essential administrative purpose is to prevent the carrying of weapons or explosives aboard aircraft. (482 F. 2d 893,908)† In regard to Arizona V. Grant police have to have probable cause to search, however airport security does not have to follow those rules under U. S v. Davis ruling. Conclusion April 21, 2009, changed the way police officers completed their search of a vehicle and the passenger compartment. After Arizona v. Grant, law enforcement must have probable cause that a crime has occurred or officers are completing a weapon sweep, that only the suspect could have reasonable reach too. When 911 occurred security in the United States changed. The Patriot Act was adopted and it allowed law enforcement alone approve searches without oversight by the courts in, performed for national security matters. U. S v. Davis gave TSA their searching powers, without violating peoples Fourth Amendment rights. Until the U. S. Supreme Court changes the Fourth Amendment, after Arizona v. Grant law enforcement have to probable cause to search a vehicle. References Commonwealth v. Cass, 709 A. 2d 350, 357 (Pa. 1998) Kathy Davis, John Kelsey, Dia Langellier, Misty Mapes, and Jeff Rosendahl Surveillance in Schools: Safety vs. Personal Privacy Locker Searches students. ed. uiuc. edu/jkelsey/surveillance/locker. htm justice. gov/archive/ll/highlights. htm U. S. V. Davis 482 F. 2d 893,908

Family Medical Leave Act Essay Example | Topics and Well Written Essays - 500 words

Family Medical Leave Act - Essay Example It is important to notice that any federal employee or officer, who has been covered under subchapter V of chapter 63 under title 5, would not be eligible for this leave. Moreover if the employee has been working at such a worksite where the total number of employees is less than 50 then also that employee would not be eligible for family and medical leave. There are certain conditions due to which any eligible employees would be entitled to leave. An eligible employee would be entitled to leave in case of birth of son or daughter or in case of taking care of the same. If spouse, parent, son or daughter of an employee is having serious health condition then the employee would be entitled to leave in order to take care of them. If the employee himself/herself is seriously ill and as a result he/she could not perform properly then also he/she would be entitled to such leave. One of the main purposes of FMLA is to create the balance between the need of the families and demand of the workplace. Other important purposes include promoting economic stability and security of families, promoting the importance of family integrity which is a national interest. One of the most important purposes of FMLA is to entitle employees for taking reasonable leave so that they can care their son or daughter, spouse or parent who are having serious health condition. Employees would be entitled to this leave for their own health condition also (United States Department of Labor, n.d.). In case of FMLA employers do not need to pay wages during the leave periods. Total duration of this leave could be at the most 12 weeks. Sometimes health insurance premiums of workers’ are paid by the employers. As per FMLA these employers must continue to pay these premiums for their workers during the leave

Love vs. Lust Essay Example | Topics and Well Written Essays - 1250 words

Love vs. Lust - Essay Example It takes the relationship to the next level and is provides relief to the soul. When a person is in love with someone he or she wants to share their feelings, thoughts and secrets with the other person; thus bringing them closer to one another. Love is a sort of commitment one has with another person, and it provides assurance that the people in love will support each other at all times and will face all conflicts together, instead of just giving up. (What is Love 2012) Love is something which cannot be bought or sold, and is totally independent. You cannot force a person to love you; neither can you force yourself to love another person. Love is spontaneous. It just happens, and we have no control over it. One cannot just stop loving a person, because once he or she is in love, it becomes almost impossible to let go. A person in love is ready to take risks for his or her loved one, and this is one of the finest qualities of love. A mother would risk everything for her child, because she loves her child. When a child is born, a mother lets go of all her enjoyment and other worldly things, in order to tend to her child and take care of the child. Love cannot be used as a bait to lure someone, nor can it be given as a reward. (Love Without Limits, 2012) When there is love between two people, there is a sense of security between them. They know that the other person will protect them and tend to their every need. They are even ready to make all sorts of sacrifices for each other. It is a complete sense of devotion to a person or persons, no matter what comes in their way. Besides, love cannot be measured neither can you measure the time period for which two people love each other. It can be months, years or you can spend your entire life loving someone. It can start or end in a flick. The decision to love someone doesn’t depend on your desires or hormones. (Love vs Lust 2012) Lust, on the other hand, is a short lived feeling of intense sexual desire for som eone. It is completely different from love. Like, a mother loves her child, while a person, on seeing someone attractive, can develop a feeling of lust towards him or her. It is basically being concerned that what the other person can provide us with and fulfills our desires. It is an intense feeling of pleasure and craving for self-satisfaction, which mostly means sexual intercourse. The concentration is mostly on fulfilling one’s desires. It can either be done by giving money or happens when a person sees someone he or she finds attractive. It is generally a feeling of arousal one senses when he or she spot someone appealing. So lust depends on looks and body of a person. One night stands, are also a sign of lust, in which two people engage in sexual intercourse, and leave in the morning without making plans of seeing each other again or having any sort of deep conversation. No real feelings are discussed and it is purely a physically intimate moment. (Lust vs Love: Do You Know the Difference?, 2012) Lust is also regarded as sort of a dangerous feeling, because it is very intense and a person wants to physically bond with the person he or she is attracted to. Lust can hinder with your thinking capability. It does not let one think straight or logically, because strong emotions one is feeling for another person to bond physically. It activates one’s sexual hormones, and the only thing he or she wants to do is to satisfy their sexual needs. This can be very

Why Science is Difficult to Learn

Why Science is Difficult to Learn Johnstone (1991) confirms that science was once easy to learn and teach. This was a time before modern scientific advancements when everything was clearly defined and separated into distinct sections and no learner was asked to apply their knowledge to an abstract situation. But Johnstone asks: Was this science? There seems to be an inherent idea held within society that science is difficult to learn. This essay will highlight some of the barriers to learning science and address why the idea is held that science is difficult to learn; it will then progress to identify some strategies which could be used in order to lower these barriers and make science more accessible. Part One Why can science be difficult to learn? Through classroom observations and wider reading it is apparent that there are many different barriers to learning science. These barriers can be due to many different factors; cognitive development, practical, financial and psycho-social; especially motivation and relevance of the subject material. Appendix 1 shows the 10 hardest GCSEs ranking chemistry, physics and biology as 7, 8 and 9 respectively. The research shows that the sciences are difficult to learn when compared to other subjects studied at the same level; but why is this the case? Cognitive demand In 1956 Benjamin Bloom proposed a hierarchy of educational objectives which ordered cognitive processes from simple to higher order thinking skills (Capel et al, 2009, p.254). The taxonomic pyramid (Appendix 2) shows knowledge retention as the basic foundation for higher order cognitive ability with analysis, synthesis and evaluation shown as high level skills. It should be noted that within science, knowledge retention and understanding, although low on the hierarchy, can involve a great deal of information for learners to process. For example when learners start secondary school at 11 years old they are introduced to scientific equipment they have never seen before and have no idea what it is called. Yet they need to be able to recall the name of apparatus and understand their uses within a practical investigation. Science lessons in many secondary school settings aim to incorporate as much practical as possible in order to meet the requirements of the National Curriculum. This type of investigative learning requires the learners to access and use higher cognitive skills such as analysis and evaluation hence making the requirements of the lesson much more difficult. It is the conclusion and evaluation of investigative work that is the most valuable in assisting pupil progress yet inevitably the most difficult and challenging. From this it is evident that higher order cognitive skills are required and used much more frequently in science than in many other subjects hence making it more difficult. Jean Piagets cognitive development theory (1963) linked a childs maturation with cognitive ability. Capel et al (2009, p.254) states: He saw intellectual and moral development as sequential with the child moving through stages of thinking driven by an internal need to understand the world. In a secondary school science lesson, based on Piagets development theory, it would be appropriate for the teacher to assume that the learners would be in one of the final two stages: concrete operational or formal operational. You can see from the diagram in Appendix 3 that the concrete operational phase covers from 7-11 years old and suggests that learners can think logically; at 11 years old they can then apply their ideas to abstract situations and become concerned about the future. If you were to assume that all learners followed these stages in the rigid format implied, then it would be correct to assume that all learners in a year 7 class would be able to use logical thought processes yet their ability to apply their logic to new abstract situations and make hypothesises would still be quite limited. This causes problems with learning the Key Stage 3 (KS3) science curriculum as it is full of abstract ideas which do not follow the learners logical thought processes. There are more abstract ideas in science than in any other subject and if learners are not yet in the final stages of cognitive development suggested by Piaget, they are going to find the context very difficult indeed. Learners in the concrete operational stage of development are going to experience barriers to their learning when their logical cognitive abilities are challenged by new abstract ideas. This conflict between different thought processes and accepting that their logical reasoning is in fact incorrect can be damaging and prevent further progress in their immediate learning. It takes time to teach abstract ideas and this is even more of a challenge if your learners do not reach the final stage of development. Piagets stages of development are rigid and somewhat flawed when applied to a real classroom setting where you can have 30 year 7 pupils all at varying levels of cognitive ability. Teachers will always have learners in their class who have progressed through the stages very quickly and have their own ideas and thoughts about many different abstract situations. On the other hand there will be pupils in the class who may never fully complete the final stage of development. The use of correct scientific language is difficult as learners may, through their own life experiences, hold different meanings for scientific words. These are known as heteronyms; words that have a different meaning in one context and then another in a scientific context. These alternative meanings make understanding more difficult, especially for learners where English is not their first language. It also means that learners can struggle to accept the scientific meaning hence making their learning more difficult. Research carried out in America by Sruggs and Mastropieri (1993 cited by Sullenger, n.d) indicated that over 750 scientific words were introduced from kindergarten through to sixth grade, and the story is no different in Europe. Science is a subject of high cognitive demand; learners will struggle to be successful in the subject if they are unable to access higher thinking and communication skills. If learners lack the vocabulary to share their scientific observations and explain their ideas they are going to underachieve; not through lack of understanding but through poor literacy. When relating these ideas regarding literacy and language to Piagets theory it can be noted that learners should be able to use language to represent objects during the pre-operational stage which is experienced from 2-7 years old. The abundance of difficult words used in science means that learners need to have well developed language skills and could experience a setback in their cognitive development. They need to do this whilst teachers are also expecting them to think logically and apply ideas to abstract situations. It is a lot to ask of an 11 year old especially one who is already behind in terms of their cognitive development. Osborne (1996, p274 cited by Henderson and Wellington, 1998) says of learning physics that it is: more akin to the learning of a foreign language than it is to the learning of historical facts. This is equally true of the other sciences. Everyone it seems considers science to be a practical subject but fail to realise the complexity of the language which needs to be learnt in the first instance. Orey (2010) discusses the educational implications of Piagets theory. They stress the importance of the consistency between the content of the lesson and the developmental stage of the learner. They also state that opportunities should be provided to allow learners of different developmental stages to work together. I have seen this method used in secondary school; it is called challenge groups and works well to allow learners to scaffold each others learning. This idea is also given strong focus by the work carried out by Vygotsky. Vygotsky (1962) believes in the importance of a Zone of Proximal Development (ZPD) in order to develop higher level thinking skills. The ZPD is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers (Vygotsky, 1978 cited by Chaiklin et al, 2003 p.39). Please see Appendix 4 for a visual representation of Vygotskys theory. The work of Vygotsky highlighted the importance of talking, and research in the UK has highlighted its importance to learning (Capel, 2009). Communication is the essence of the socio-cultural experience when students are learning and problem solving. Through language and culture, teachers and students negotiate meaning (Connell and Charles, n.d). Vygotsky strongly believed that talking and socialisation facilitate higher order thinking skills; however the idea of requiring full social interaction in order to learn can become problematic when trying to apply the ideas in the average secondary school science lesson. Group work can easily take place in small, safe classrooms with small class sizes however when there is only one teacher to over 30 learners in a science lab this can become much more difficult. It can become even less practical during experiments and investigations where health and safety is of upmost importance. It is clear from the analysis of these three different learning theories that the content of the science National Curriculum requires learners to use higher level cognitive skills in order to learn and achieve in the subject. These skills can take a long time to develop and learners need a lot of practice before they become competent high level thinkers and have the language skills necessary to access higher cognitive skills such as analysis and evaluation. In is also clear that social interaction is very important however in practice it can be limited in a laboratory especially when class sizes are large. Practical and financial barriers Based on personal observations, and discussions with staff from various secondary schools, it is clear that some science departments are limited in their delivery of the National Curriculum based on the availability of equipment/ resources and their cost. This can have an impact on the quality of teaching and learning which can take place and therefore support the idea that science is difficult to learn. It is beneficial for learners to experience science within a laboratory not only for safety and practical reasons but also to help pupils put science into a real-life context and help with understanding of the relevance of the subject. It is not a surprise however that fitting laboratories is very costly as is replacing old equipment and replenishing resources for use in practical investigations. Laboratories not only require the usual resources provided in a normal classroom such as interactive whiteboards and a teacher computer, which are very costly, they also require specialist desks and stools, an isolated gas, electricity and water supply, fume cupboards and space; space for the equipment, space for the large class sizes and most of all space so learners can work safely. The question is can learners still experience an outstanding lesson and learn science when not in a laboratory. I would say that a huge amount of appropriate learning can take place outside of the laboratory if good technology is available; however learners need to experience scientific theories in context in order to develop and confirm their own ideas. For example it is very easy to teach the structure of the heart in an ordinary classroom and learners will be able to repeat the knowledge in an exam; but give a learner a heart to dissect and suddenly their understanding is much greater. Another barrier to learning in science can be the availability of specialist staff such as lab technicians. As with everything extra staff comes at a cost but it is essential to have well trained, experienced technicians if the department is going to deliver science in such a way that is conducive to learning. Technicians are of upmost importance when it comes to delivering practical lessons. Teachers would not be able to deliver their lesson effectively if it was not for the vital support offered by the technicians. If there is not enough money available to employ technicians then there would be a massive impact on learning. In these times of financial difficulty there needs to be a balance between where cuts are made in order to have the least impact on learning. A huge barrier to learning can be caused by the teacher themselves. If the teacher lacks confidence in their abilities, has poor subject knowledge and is not effective in their transmission of information then the content of the lesson is going to be even more difficult to learn. Teaching science is a demanding job with most teachers expected to teach across four disciplines at KS3 (biology, chemistry, physics and earth sciences) and at least 2 disciplines at KS4. To be competent in all these areas and to be competent in their delivery requires great cognitive ability and perseverance. Effective teachers in the future will need to deal with a climate of continual change (McBer, 2000, p.4). Research carried out by McBer (2000) on behalf of the DfEE found that there were 3 main factors linked to the effectiveness of the teacher which influenced learning and progress: teaching skills, professional characteristics and classroom climate. The research identified that effective teachers use their professional knowledge in order to use appropriate and effective teaching skills effectively and consistently, successfully apply subject knowledge and incorporate the use of the national numeracy and literacy strategies. It is again made clear from the research that science is a very difficult subject to teach consistently to an outstanding level; made more difficult than other subjects by its diverse nature and large content across the 4 disciplines. This raises the question: is science difficult to learn because of poor teaching, or because the teachers have so much content to cover with potentially little resources at their disposal? Psycho-social barriers Due to the continuous variation of social context within a classroom environment learners are frequently involved in unfamiliar learning situations (Boekaerts, 2002). In some learners this creates a sense of challenge; for others it causes uncertainty and some level of distress. Boekaerts (2002, p.8) states that: Students try to make sense of novel learning situations by referring to their motivational beliefs. Motivational beliefs refer to the opinions, judgements and values that students hold about objects, events or subject-matter domains. The research she carried out found that motivational beliefs can result from a range of different experiences: direct learning, observation, verbal statements by teacher, parents of peers and social comparisons. As a teacher you can have a vast range of different abilities within your class; ability can have a direct impact on the motivation of the learner. It is quite often found that higher ability students show greater self-motivation to learn than their peers who have special educational needs or struggle with certain subjects. It is important that as a teacher to know the motivational level of your students and encourage those who lack motivation to be more engaged in the lesson. It is important to know which learners have developed unfavourable motivational beliefs about a topic as this can greatly impact on their learning. Another barrier which contributes to a lack of motivation is the learners perception that the science topic is not of relevance to them. If a learner can see how the topic is of relevance to them or to their future aspirations or even if they just consider it useful they will definitely be more motivated to learn; therefore a teacher must consider the relevance of a topic to their learners and if necessary find an innovative way to make it relevant. Staver (2007, p17) states: Cognitive learning theory emphasizes the importance of learning something new by relating it to things that are already meaningful and familiar. Science teachers must remember that their own intrinsic motivation to learn science is likely not shared by many of their students, whose motivation is more likely activated instrumentally, by connecting science to things that are already familiar and important to them. It is especially important to motivate females in science as they often find it more difficult to find relevance in the topic especially when studying physics. It is important that teachers set high expectations for learning as this will directly influence that learning (Staver, 2007). It is important that expectations are high for all students regardless of their gender, background or cognitive ability; special educational needs or gifted and talented. Part 2: What can Science teachers do to help? Past surveys have found that Some 51% of teenagers think science lessons are boring, confusing or difficult (BBC News Online, 2005). This view has not changed and research is showing that if anything learners are finding science more difficult and do not recognise its importance or relevance to everyday life. Todays teenagers are the scientists of tomorrow so things need to change in order to make science more accessible and enjoyable for all. Lowering the language barrier The correct and appropriate use of language is important across the curriculum regardless of the subject. In Part One literacy and language were highlighted as a barrier to learning due to the complexities of its use in a scientific context. Henderson and Wellington (SSR. 1998 p.35) quote from the science national curriculum: Pupils should be taught to express themselves clearly in both speech and writing and to develop their reading skills. They should be taught to use grammatically correct sentences and to spell and punctuate in order to communicate effectively. This was interpreted and adapted by the QCA to state that pupils should be taught to use appropriate scientific vocabulary to describe and explain the behaviour of living things, materials, and processes. Vygotsky highlights the importance of talking and listening as part of socialisation to facilitate higher order thinking skills. It has been highlighted that it is important to let learners speak not only to the teacher but to each other, and learn through speaking (Henderson and Wellington, 1998). Learners must be provided with opportunities to communicate and collaborate with their peers in order to explore their own ideas on a certain topic (Henderson and Wellington, 1998) as well as develop their language skills. Discussion-based learning is important in developing the learner not only in a science lesson but also socially. This helps to lower the language barrier as learners gain a lot from their peers who can usually word complex scientific concepts in a simple way a teacher never could. Some learners will not like this style of teaching and will find it embarrassing to talk to their peers even if in small groups rather than to the whole class. It is important that the teacher facilitates the discussion and thinks carefully about the groups. It would be useful to group learners based on their abilities as mentioned in Part One using a method observed called challenge groups. A great deal of science teaching involves the teacher telling and there is little opportunity for pupil talk. How can we be sure that the class have understood the science if they are given no chance to discuss, exchange ideas, or interpret? (Henderson and Wellington, 1998 p.36). Grouping pupils of varying abilities in order to discuss different scientific concepts helps to scaffold the learning of weaker pupils and secure the knowledge of the more able pupils. It is important that the teacher ensures the correct terminology and language is used which can sometimes be difficult especially in a laboratory where seating arrangements are not always ideal for group/class discussions. For lower ability groups who struggle with literacy it is important to use other strategies to ensure they are able to fully access the content of the lesson. The teacher could use visual representations of the words in order to assist understanding. They could use diagrams to show methods rather than a list of words if the learners struggle to read and use wordmats and glossaries to help support the learners in their written work and spellings. It is important that the spelling of key terms is addressed consistently and is a cross-curricula responsibility for all staff. Developing thinking skills From reading and applying the learning theories in Part One and based on my observation in school it is apparent that many secondary school learners are behind in their cognitive development and will struggle to access higher cognitive skills in lessons. Focussing on methods to improve critical thinking skills and problem solving skills highlighted by Blooms Taxonomy is important in order for learners to gain confidence and competence in their scientific knowledge and understanding. Ideally these skills need to be written within the scheme of work for each topic and the best way to improve these skills is through investigation and problem solving tasks. This can have an impact on lesson time available to cover all of the content but is a crucial factor which needs to be accounted for. Without developing these crucial thinking skills at KS3 learners are going to struggle to access the more demanding content covered at KS4. It would be ideal if these skills were covered across all subjects however different departments may have different delivery techniques which could cause further confusion. In order to address the development of thinking skills a new initiative emerged in 1995 called Cognitive Acceleration through Science Education (CASE). The intervention was based partly on the theories of Piaget; it was designed to accelerate development so that pupils progress from concrete thinking to formal operational thinking by the end of the two-year programme (Jones and Gott 1998). The programme was aimed at year 7 and 8 pupils who were previously identified as vulnerable in terms of cognitive ability. Please see Appendix 5 which details the five stages of the CASE approach. The stages encourage learners to use discussion to resolve cognitive conflicts and reflect on their own thinking before applying their new ideas to abstract contexts. It is easy to see the influence of Vygotsky as well as Piaget in the application of CASE. A very important part of the intervention is giving learners time to think before they answer. All too often teacher expects an immediate answer therefore not allowing learners time to process any new information. The principles of CASE have also seen success in both English and Maths (Angus Council, 2001). The results clearly show an improvement in the attainment of pupils who received CASE intervention however the results also show that females benefit from an earlier intervention than boys (Shayer 1999); this could have huge implications for policy in mixed gender schools. The fact that this intervention appears to have been used in only the core subjects: science, English and maths, appears to reinforce the view that these subjects are more difficult to learn as they require higher order thinking skills and intervention to achieve them. Over the past 17 years CASE has helped learners to overcome the demands of the content of the science National Curriculum. In schools where CASE was applied up to 25% higher grades were seen in English, maths and science when compared with non-CASE schools (Shayer 2000). Conclusion It is clear that the teaching and learning of science is difficult due to the high cognitive skills which are required in order to understand the subject content and apply knowledge to answer questions on abstract situations. The language skills required in order to access these higher skills in science cause a barrier to learning along with other barriers such as a lack of motivation from learners who cannot see the relevance of science in their everyday lives. Applying the learning theories of Bloom, Piaget and Vygotsky can help schools to employ strategies to try to overcome these barriers. It is important that interventions such as CASE continue to be used as well as other strategies to encourage the uptake of science based subjects in further education especially by females. Science is difficult to learn; however this makes the sense of achievement, both as a teacher and a learner, even greater. Word Count: 3,999 References: Angus Council (2001) Cognitive Acceleration through Science Education. Monifieth High School, Angus. Last accessed on 28th December 2012 from http://www.cognitiveacceleration.co. uk/documents /ca_stories /secondary/developing_science_in_KS3.pdf Atherton, J. S., (2011) Learning and Teaching; Piagets developmental theory [Online] last accessed on 27 December 2012 from http://www.learningandteaching.info /learning/piaget.htm BBC News, 2005. Science dull and hard, pupils say. [Online] (Last updated 16th June 2005). Last accessed on 28 December 2012 from http://news.bbc.co.uk/1/hi/ education/4100936.stm. Boekaerts, M., (2002). Motivation to learn. Educational practices-10. International Bureau of Education. Available at http://www.ibe.unesco.org. Capel, S., Leask, M., and Turner, T., (2009) Learning to Teach in the Secondary School. 5th Ed. Oxon: Routledge Chaiklin, S., (2003) Vygotskys educational theory in cultural context, Chapter 2. Cambridge: Cambridge University Press. Henderson, J., and Wellington, J., (1998) Lowering the language barrier in learning and teaching science. [pdf] School Science Review, 79(288). Last accessed on 28th December 2012 from https://www.ase.org.uk/journals//1998/3//SSR288Mar1998p25.pdf Johnstone, A. H., (1991), Why is science difficult to learn? Things are seldom what they seem. Journal of Computer Assisted Learning 7, 75-83. Jones, M., and Gott, R., (1998): Cognitive acceleration through science education: alternative perspectives. International Journal of Science Education, 20:7, 755-768. McBer, H., (2000) Research into Teacher Effectiveness, A Model of Teacher Effectiveness. DfEE Research Report No216. Last accessed on 27th December 2012 from https://www.education.gov.uk/ publications/ eOrderingDownload/RR216.pdf. Orey, M., (2010). Emerging Perspectives on Learning, Teaching and Technology. Switzerland: The Global Text Project. Retrieved from http://textbookequity.com/oct/Textbooks /Orey_ Emergin_Perspectives_Learning.pdf on 27th December 2012. Richardson, K., (n.d) Cognitive Development and Learning [online]. Last accessed on 27th December 2012 from midnightmelody.pbworks.com. Shayer, M., (1999) Cognitive acceleration through science education II: its effects and scope, International Journal of Science Education, 21:8, 883-902. Shayer, M., (2000) GCSE 1999: Added Value from schools adopting CASE intervention. Centre for the Advancement of Thinking, Kings College, London. Staver, J. R., (2007). Teaching Science. Educational practices-17. International Bureau of Education. Available at http://www.ibe.unesco.org Sullenger, K., (n.d) Fostering Higher Levels of Scientific Literacy: Confronting Potential Barriers to Science Understanding .University of New Brunswick. Appendix 1: Image taken from http://www.belfasttelegraph.co.uk/news/education/languages-are-the-hardest-gcses-research-finds-13423306.html Appendix 2: Image taken from http://www.bio.unc.edu/Courses/2009Summer/Biol202/ Appendix 3: Image taken from http://www.learningandteaching.info/learning/piaget.htm Appendix 4: Image taken from http://cadres.pepperdine.edu/omcadre6/BookProject/vygotsky.htm Appendix 5: Image taken from http://www.cognitiveacceleration.co.uk/documents/ca_stories /secondary/developing_science_in_KS3.pdf Bibliography Anon (1956) Taxonomy of Educational Objectives, Book 1, Cognitive domain [online]. Last accessed on 27th December 2012 from http://centeach.uiowa.Edu/materials/Taxonomy%20of%20 Education%20Objectives.pdf Cimer, A., (2012) What makes biology learning difficult and effective: Students views. Educational Research and Reviews Vol. 7(3), pp. 61-71. Last accessed on 27th December 2012 from http://www.academicjournals.org/ERR Jenkins, E. W., (2000) Changing science teachers work: a question of professionalism. School Science Review 81(297). Last accessed on 27th December 2012 from https://www.ase.org.uk/journals Palmer, A. J., (2001). Fifty Modern Thinkers on Education: From Piaget to the Present. London: Routlledge. Appendix 1 10 hardest GCSEs 1. Latin 2. German 3. Spanish 4. French 5. Statistics 6. Vocational engineering 7. Chemistry 8. Physics 9. Biology 10. IT Appendix 2 Appendix 3 Stages of Cognitive Development Stage Characterised by Sensori-motor (Birth-2 yrs) Differentiates self from objects Recognises self as agent of action and begins to act intentionally: e.g. pulls a string to set mobile in motion or shakes a rattle to make a noise Achieves object permanence: realises that things continue to exist even when no longer present to the sense (pace Bishop Berkeley) Pre-operational (2-7 years) Learns to use language and to represent objects by images and words Thinking is still egocentric: has difficulty taking the viewpoint of others Classifies objects by a single feature: e.g. groups together all the red blocks regardless of shape or all the square blocks regardless of colour Concrete operational (7-11 years) Can think logically about objects and events Achieves conservation of number (age 6), mass (age 7), and weight (age 9) Classifies objects according to several features and can order them in series along a single dimension such as size. Formal operational (11 years and up) Can think logically about abstract propositions and test hypotheses systematically Becomes concerned with the hypothetical, the future, and ideological problems Appendix 4 http://cadres.pepperdine.edu/omcadre6/BookProject/images/vyg1.gif

Macbeth’s Downfall Essay

The tragedy of Macbeth, by William Shakespeare is considered a tragedy due to the downfall of the main character. His downfall causes many deaths throughout the play and causes dramatic events to take place which in the end leads to his death. Many major events take place in this characters life to lead up to his downfall and death. The downfall of Macbeth is due to his greed for power, witches’ self-fulfilling prophesies, and the pressure from Lady Macbeth. The greed for power is a major role in the downfall of Macbeth. Macbeth started out a brave warrior that would have given his life up for the king. The king honored that by making him Thane of Caldor which started him on this downfall to greed of power. This greed for power caused him to want more and more control, which eventually led to do anything even murder in order to rise to the highest position. Even after he became king it wasn’t enough, he had to make sure he held that position by killing everyone who posed a threat to his reign. Over time people start to see these terrible things that were going on, which caused the death of Lady Macbeth because the burden of this knowledge was too much for her to bare. In the end Macbeth’s people turned against him ending in the death of Macbeth. The witches played a major role in the plot and thinking of Macbeth. The witches and there self-fulfilling prophesies played with the mind of Macbeth planting the thought in his head that would lead to his downfall. By planting these prophecies in his head the witches tormented him by making him think that it was fate that he be king and rule over everyone, when in reality they just implanted the thought into his head. â€Å"All hail, Macbeth! hail to thee, thane of Glamis! All hail, Macbeth, hail to thee, thane of Cawdor! All hail, Macbeth, thou shalt be king hereafter† (1.3.50-53). This quote shows us one of the ways the witches play with Macbeths mind by implanting the thought into his head. This causes him to take the actions needed in order to become king. Through there crafty speech is how they helped lead Macbeth to his death. â€Å"My nemesis – my downfall, if you will – was relationships, and trying to  fulfill them.† (Jennifer O’Neill). This quote shows us that Macbeth’s relationship with lady Macbeth was part of his downfall because of his want to fulfill what she wanted. His want to fulfill her desires of him drove him to kill King Duncan. â€Å"We fail? but screw your courage to the sticking-place, and we’ll not fail.† (1.7.59-61). This quote shows us that Lady Macbeth not only encouraged him to kill King Duncan but she is actually the reason Macbeth goes through with the murder. â€Å"make thick my blood; Stop up the access and passage to remorse† (1.5.43-44). This quote shows that Lady Macbeth asks the spirits to harden her heart so she does not feel remorse for what she is going to do. Lady Macbeth also convinces Macbeth to try and calm his conscious from what he has done by saying â€Å"My hands are of your colour; but I shame To wear a heart so white.† (2.2.61-62). Showing that she was a part of the murder but she feels no remorse for it. In conclusion the tragic fall of Macbeth is due to many factors. This is considered a tragic play because throughout Macbeth’s downfall many people are killed in order for him to become king which ultimately leads to his death. That’s why Lady Macbeth, the witches, and his greed for power all led to the downfall. Another reason he fell is because of his ambition that burned inside of him to be great. Those are the main factors for his fall.

Reflective statement for Women At Point Zero Essay

To what extent does the student show how his or her understanding of cultural and contextual elements was developed through the interactive oral ? I think time and place are one of the most important settings in the novel since as we know Cairo have a huge amount of unemployment as women at that time didn’t continou their education so having a secondary school certificate didn’t allow Firadus to find a decent job, after she moved from the village to Cairo which led her to prostitution. On the other some Muslims there misunderstand Islam such that her huspand Sheikh Mahmoud used to go to the mosque for every prayer but in the same time he used to beat her up just because she can eat and he cant or because she lives some food on the plate†¦ Since I come from an Arabic background , it was easy to understand how much she suffered to survive life , but it was a bit difficult to understand her mentality because Firdaus is a Muslim and she became a prostitute which is totally forbidden by Islam , at the same time prostitution is illegal in Egypt but still some police men used to go have sex with her every now and then while their actual job is to put her in prison . A connection that I have found similar to my own culture is that women at the age of 17 or 18 usually get married and stop education and that’s what happened to Firdaus. The most interesting technique used in the novel is flashback since once you start reading the book and you know she has killed a man , you really want to know what happened, why and how she killed a man and why did she spit on the picture of every man in the news paper. What I found also interesting is how she narrated her story with every man she met which led her to loathe the patriarch al society she lives in.

capacity plan - 1513 Words

CAPACITY PLANNING Capacity planning: Capacity planning is the process of determining the production capacity needed by an organization to meet changing demands for its products.[1] In the context of capacity planning, design capacity is the maximum amount of work that an organization is capable of completing in a given period, effective capacity is the maximum amount of work that an organization is capable of completing in a given period due to constraints such as quality problems, delays, material handling, etc. The phrase is also used in business computing as a synonym for Capacity Management. Capacity Planning Classification: Capacity planning based on the timeline is classified into three main categories long range, medium†¦show more content†¦This consideration should extend not just to servers, but to disk arrays, tape equipment, desktop workstations, and network hardware. #4: Share plans with suppliers If you plan to use your capacity-planning products across multiple platforms, it is important to inform your software suppliers of your plans. During these discussions, make sure that add-on expenses — the costs for drivers, agents, installation time and labor, copies of licenses, updated maintenance agreements, and the like — are all identified and agreed upon up front. Reductions in the costs for license renewals and maintenance agreements can often be negotiated based on all of the other additional expenses. #5: Anticipate nonlinear cost ratios One of my esteemed college professors was fond of saying that indeed we live in a nonlinear world. This is certainly the case when it comes to capacity upgrades. Some upgrades will be linear in the sense that doubling the amount of a planned increase in processors, memory, channels, or disk volumes will double the cost of the upgrade. But if the upgrade approaches the maximum number of cards, chips, or slots that a device can hold, a relatively modest increase in capacity may end up costing an immodest amount for additional hardware. This is sometimes referred to as the knee of the curve, where the previous linear relationship between cost and capacityShow MoreRelatedMy Personal Fitness Plan For Aerobic Capacity1755 Words   |  8 Pagesto improve the overall fitness of my students and myself. As this paper goes on, I will discuss my results in aerobic capacity, muscle strength, muscle endurance, flexibility and body mass index. After I have discussed my results, the paper will end with my personal fitness plans. I. 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