Human Rights Research Paper Iran - 1929 Words

Human Rights Research Paper Introduction Iran has long been known to be opposed to freedom of expression, and in recent years, their negative mentality towards it has been too prevalent. In November 2015, Soheil Arabi, a 30 year old Iranian citizen, posted a negative comment on Facebook, involving the prophet Muhammad. Iran’s strict and brutal laws regulating expression rights quickly came into action and showed their dark side by convicting him, upholding the death penalty, and taking his life.1 Soheil Arabi’s situation provides insight into the brutality and corruption of the Iranian government; they prevent dissidence from their subjects, rule over them with extreme control, and severely punish their citizens. Along with Soheil†¦show more content†¦Many of these people are being brutally tortured and sentenced to death. The government supposedly benefits from this from not having their citizens leak information about their country, but this isn’t the best way of solving that problem, one tha t arguably doesn’t quite exist. Although the Iranian government has tried to keep their country running the same corrupt way, many outside organizations are trying to allay the problem. Independent journalists and social media bloggers are writing about the injustice and corruption in Iran. Also, a show called Parazit, similar to the Daily Show, makes fun of the government and brings hope to the Iranian Nation. The show is produced by the Voices Of America, or VOA. The VOA is supposedly funded by the CIA. The new president, Hassan Rouhani, who has also made it his goal to raise awareness about the issue, said, â€Å"my advice that I give on a daily basis, on a continuous basis, to the Judiciary, is never about a specific individual.† The president of Iran doesn’t necessarily have the power to change the corrupt laws and fix all of the problems with the government, as most of that power lies within the judiciary branch, but he is advocating for a law reform, and he is freeing illegally detained priso ners in Iran. Historical Background What the people in Iran can do has long been an

Democracies And Their Tendency to be More Peaceful Than...

Democracies And Their Tendency to be More Peaceful Than Authoritarian States To answer this question we first need to define and contrast the two different types of state. An authoritarian state is one that enforces a policy of strict obedience, compliance and may use tyrannical and domineering measures to obtain this. A vote system may be in operation but any dissenting section of the population may come under threat from the government in control thus making the vote a mere stage show. Unlike the above a democratic state sees individual freedom as paramount to the success of a capitalist democracy, which has a system of government influenced by the whole population via the use of representatives.†¦show more content†¦A fact that needs to be considered is that there hasnt been a major, long running conflict between two democratic states since 1945 but there have been many conflicts between authoritarian states. For example the Iraq-Iran war and the ongoing conflict between Pakistan and India, according to the definition of democracy reveal that d emocracies are not hostile towards other democratic states. This may be due to the fact that they are scared of each others military power or of upsetting vital trade agreements or its allies. Roger masters states that: à ¢Ã¢â€š ¬Ã‚ ¦the circumstances of human evolution suggest that some kinds of political regimes - notably autocratic and totalitarian ones - are unnatural and unjust. Conversely, regimes featuring constitutional government, liberal freedoms, and democratic participation are naturally unjust.[1] Therefore can we assume that as authoritarian states are unjust they are more inclined to be hostile and that democracies being just are less inclined? The international political environment may be a great influence on why hostilities occur between authoritarian states rather than democratic. 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What are the barriers of learning for a learner with autism/Aspergers in Performing Arts and can Performing Arts support the learning of a learner diagnosed with Autism/Aspergers Sample Essay Example For Students

What are the barriers of learning for a learner with autism/Aspergers in Performing Arts and can Performing Arts support the learning of a learner diagnosed with Autism/Aspergers? Sample Essay Q: What are the barriers of larning for a scholar with autism/Aspergers in Performing Humanistic disciplines and can Performing Humanistic disciplines support the acquisition of a scholar diagnosed with Autism/Aspergers? This essay is traveling to try to reply some of the inquiries that arise from learning an person. analyzing Performing Humanistic disciplines. who has been diagnosed with Aspergers or Autism syndrome ( AS ) . First of all the paper will specify autism. discourse the differences between Aspergers and Autism. Looking at behavior. societal communicating differences in and out of the schoolroom before diging in to the natural barriers the syndrome creates for the acquisition of the single scholar. The essay will look at theories behind the Performing Humanistic disciplines as a topic and what the subject affair can make for the single scholar take parting. Finally the essay will try to traverse mention the accomplishments Performing Humanistic disciplines offers and how the topic could help in get the better ofing the barriers for a scholar with Autism. To understand what Autism/Aspergers ( AS ) /High working Autism ( HFA ) is and how it affects larning this paper will discourse precisely how the syndrome has been defined. The definition will be constructed by assorted psychologists. theoreticians and from an faculty member who has been diagnosed with Aspergers. There isn’t a simple definition of Autism or Asperger that can be literally written in one sentence. The Collins online dictionary efforts a brief definition with the undermentioned statement: unnatural self-absorption. normally impacting kids. characterized by deficiency of response to people and limited ability to pass on hypertext transfer protocol: //www. collinslanguage. com/results. aspx 17/04/11It is clear from this definition that there are many aspects to Autism. The sweeping statement that claims normally poignant kids is instantly at inquiry as there are many grownups who suffer from this syndrome. Clare Sainsbury ( 2009 ) an writer enduring from Asperger syndrome writes that AS is a developmental upset of neurological beginning which affects really about at least one in every thousand people and which affectscommunicating and societal interaction. Sainsbury. 2009. P. 29 The consistence of pass oning jobs is already evident from Sainsbury’s statement and the definition from the Collins dictionary. Sainsbury high spots societal interaction as an issue which could be an associating issue from the communicating facet of the syndrome. Frank Sansotti ( 2010 ) supports Sainsbury’s categorization when he remarks that HFA/AS is presently understood as a developmental upset characterized by kids who have important troubles in societal interaction and relationships. expose a deficiency of empathy and engage in unusual forms of involvement and alone stereotyped behaviors. Sansotti. 2010. P. 3 The thought of a developmental upset may propose that at some phase the single hasn’t had the raising that is required and hence suffers from Autism. Sainsbury is speedy to disclaim this fact as she remarks that all research workers have agreed that autism is entirely biological in nature. Sainsbury. 2009. P. 29 Sansotti besides remarks on societal interaction as a mistake with autism and that becomes another word picture of the Autistic syndrome that is going consistent. The inability to expose empathy will be revisited shortly. Before this paper begins to run off from the definition it may be a worthwhile clip to recap that autism is developmental upset that causes a defect in communicating. societal and difference to the â€Å"normal† behavior of an single individual. The cause isn’t down to foster so the essay will non look any longer in to this issue. Empathy is another cardinal facet mentioned by both Sainsbury and Sansotti. The fact that persons with Autistic inclinations struggle to read other’s behaviors can take to debatable societal state of affairss and Sansotti remarks that a cardinal determination was that kids at an early age did non show the ability to take the position of others. Sansotti. 2010. P. 6 The one inquiry that is frequently reoccurring is what are the differences between Asperger. Autism and High operation Autism/Asperger? Sainsbury refers to Asperger as possible mild signifier of Autism yet others arguedifferent. Some argue that the important difference between the two syndromes is merely the absence of hold in linguistic communication and cognitive accomplishments ( Sainsbury. 2009. P. 30 ) Sainsbury continues to divide the two by noticing that it more utile to talk of autism with and without linguistic communication holds and larning troubles. Sainsbury. 2009. P. 30 It can be easy to presume that there is a low IQ for people with autism but that isn’t the instance. That is where high operation Autism/Asperger is measured. Depending on the ability and symptoms of the person in inquiry will find whether they are referred to as autistic or high operation autistic. Those at the low terminal or less impaired are deemed to be high operation. Sansotti remarks that these less impaired kids may show uneven societal idiosyncrasies. a long blown. academic. communicating manner and rare or alone particular involvement ( such as deep Fry cookers etc. ) such kids are under the diagnosing high operation autism. Sansotti. 2010. P. 2 So autism has staple traits that Sainsbury describes in a really similar manner to Sansotti but the fact that we have high operation. Asperger and Autism suggests that non all sick persons are the same and that the really title high operation offers that there may be different degrees of Autism. Sansotti describes this by noticing that: The grade of damage among kids with AS is extremely variable and features of the disablement may show themselves assorted combinations. from really terrible to really mild. Sansotti. 2010. P. 2 The really fact that Autism is so varied from instance to instance has lead research workers over the last 30 old ages to mention to this spread as a spectrum. Sansotti reflects that bookmans have termed Autism as the autism spectrum upset. Christopher D. Webster ( 1980 ) a taking Autistic research worker claims there are 14 facets to naming Autism. Although this essay will non analyze all 14 it certifies that they possibly of import to name as they are still argued today as early and regular marks of Autism that are displayed at different degrees. Webster defines each one in his 1980 book â€Å"Autism† but here they are listed as: Affect Isolation Webster admits that it is possible to cut down this list due to similarities but he believed to specify Autism or recognize it’s item all 14 should be taken in to consideration. It is easy to see how complex the autistic spectrum is and how many factors are built-in to developing an apprehension to how it affects larning. Webster finishes his first chapter with a statement that this essay will utilize a span between specifying Autism and constructing a comprehension of how it creates larning barriers. Webster stated that â€Å"for the minute it’s necessary to see our proposition that autism is a terrible upset of communicating. † Webster. 1980. P. 11 The existent definition continues to construct and it may be utile to get down associating the definition with the facets that create barriers to larning. Writing in Sainsbury’s Martian in the Playground. Lorna Wing ( 1981 ) explains her â€Å"Triad of Impairments† theory that offers the chief specifying countries of the autistic spectrum. They are: Problems with Social InteractionProblems with CommunicationProblems with Imagination The Triad can be perceived cut downing the 14 constituents of Webster’s earlier categorization but it is built-in to this essay’s apprehension of larning barriers that are associated with AS. Drama in peculiar is concerned with the communicating. societal and imagination facets. The Triad supports this documents discovery that autism creates an issue with constructs of communicating and societal interaction jobs with AS it may be a good topographic point to get down as it non merely clearly offers where the definition lies within a individual but besides links to larning barriers that this paper will finally discourse and analyze. Wing’s list provinces societal communicating foremost but it may be wise to look at the 3rd remark. Imagination. The imaginativeness is the fastness to the other two factors. Flying provinces that the term imaginativeness isn’t a â€Å"Lack of Imagination† but more of an single developing an elaborate phantasy universe. Sainsbury. 2009. P. 33 Flying describes the imaginativeness facet as a job with flexible thought. Therefore doing it hard for an single agony with AS to get by with alteration and trouble in understanding how others are experiencing or believing. She remarks ( AS ) leads to jobs with alteration and a demand for stiff modus operandis. Sainsbury. 2009. P. 33 Fighting to get by with flexible believing leads straight in to communicating issues. The Autistic head finds sarcasm and metaphors a hard anomalousness. The single with AS may take a actual apprehension of inquiries asked. such as â€Å"take that chair† . they will automatically seek and take the chair. frequently looking confused as to why they have been asked to â€Å"Take a chair† when in fact the direction was intended to sit on the chair. Sainsbury supports Wing’s theory that â€Å"We largely have seemingly â€Å"normal† linguistic communication. our communicating troubles are more elusive. our troubles frequently involve facets of linguistic communication that goes beyond the actual significance. such as acknowledging irony or metaphors. † Sainsbury. 2009. P. 33 The metaphor in this instance being. take a chair. This is a simple societal metaphor that the autistic head can fight to construe. This can widen to fighting to understand their equals during category. During Drama sessions a scholar will hold to interact with equals in either brace work. little group activities or as whole category. A simple warm up Drama game can go ambitious if the scholar with AS battles to read what his equals are seeking to state or make. A simple Drama game may necessitate looks. idiosyncrasies and instructions to be passed amongst category members. Sainsbury continues to back up this issue. The indispensable societal job in autistic spectrum conditions is non of turning away or deficiency of involvement but more the inability to read the â€Å"facial look. tone of voice and organic structure linguistic communication of others. Sainsbury. 2009. P. 34 This continues on to the concluding facet of the â€Å"Triad† . the societal facet and is a clear undermentioned issue associating to the other parts of the â€Å"Triad† The societal construct of conversation can go rather a challenge for some one with AS. The actual thought nature of the syndrome initiates them to react different to the socially recognized â€Å"Norm† . Sainsbury commented that many people with Apserger’s syndrome. like me. spontaneously compare themselves to aliens. Sainsbury. 2009. P. 34 Harriet Tubman EssayYou will develop an apprehension of play and theater. analytical and originative accomplishments. and an ability to pass on efficaciously with others 22/04/11 The one consistent fact this thesis has highlighted is the job with person with AS is communication trials. This paper has besides discussed the societal barriers that can impact morale and assurance. So the following inquiry has to be can it interrupt through the defects that hinder the autistic syndrome and really profit their acquisition? The inquiry is an country of research that has still a batch patterned advance to do but many people believe that the humanistic disciplines can really profit people with AS. Dr. Melanie Peter ( 2000 ) is an writer on the affects of Drama on people with AS. She states that ‘Paradoxically †¦ many people with autism find arts activities exciting. and these occasions besides seem to be when they are able to do most meaningful contact with other people’ W orld Wide Web. researchautism. net/interventionitem. ikml? print A ; ra=58 A ; infolevel=4/ 22/04/11 Dr. Peter. a womb-to-tomb research worker in to AS suggests that at times people with AS can do meaningful contact with others. This would be in a fake state of affairs or during an act of drama. Can this be transferred across their acquisition? Peter continues to develop her theory by explicating that ‘Over clip. as boundaries are extended. so they may develop an ability to believe more laterally in state of affairss. and with greater flexibleness. and get a greater sense of resourcefulness. 22/04/11 If the scholar with AS becomes more confident with in their acquisition environment so it would do sense that they could develop more flexibleness in responding to their equals and assignments. It must be made clear that the extent to their betterment still has many factors to take in to consideration. such as the badness of their theory of head or cardinal coherency and other facets they may hold symptoms of such lassitude from sleep perturbations. Peter’s statement that Drama has a positive consequence on developing their overall acquisition and societal capablenesss is still of import to see. For case if a individual can’t overcome personal contact so there are Drama resources to try to over draw this sensitive issue. M. Connelly ( 1983 ) offers a practical dramatic solution. he says that If a kid can non digest contact we will put up group games to assist him get the better of it. ’ Such Drama games are normally normal activities within the college environment so games could be implemented without it looking foreign to any of the scholars involved. Such games need to be treated with the normal respect in that they are trust edifice exercisings and good for everyone. Adding to that regulation the exercisings must be promoted to be supportive to all equals. no affair how they react. This reduces the opportunities of badgering to an unusual reaction. Sainsbury believes the thought of promoting scholars to accept people’s different reaction is critical to develop comfort in a scholar with AS within the schoolroom. She remarks that instructors should neer let other childs to do merriment of other childs verbally and particularly speak on a regular basis to other childs about digesting other differences no affair if these are societal. physical. spiritual etc. Sainsbury. 2009. P. 87 If differences are tolerated so an autistic response to a state of affairs should go more openly accepted. Another of import factor in Drama is the way to concentrate on scholars strengths. For an illustration. praising some one’s moving during a musical vocal when their voice isn’t as strong and hence encouraging that scholar to prosecute those countries of quality in more item than weaker countries to construct assurance. Areas of betterment can ever be tackled one time more assurance is attained. Another interviewee from Sainsbury ’s research voiced that my strengths were taken for granted and they rubbed my olfactory organ in to my jobs unrelentingly. Sainsbury. 2009. P. 46 Keith Johnstone ( 1979 ) is a Drama practician who explores improvisation in Drama and finally opening up the head. His work looks to unblock the head of people that have been blocked by societal and educational developments. His work can explicate how Drama can non merely assist people with AS but besides why other learner’s justice people so rapidly. He remarks that people understand their ain insanity ( personality traits ) but when confronted with other people confuse the individual with the function. Johnstone. 1979. P. 83 His work on what he calls the â€Å"Psychotic thought† that opens up the scholar to accepting people’s differences and applications to stimulus response. He encourages scholars to open their heads and to accept anything as â€Å"normal† . This has to be taken within wellness and safety guidelines but does do for an interesting attack to a category of really different immature grownups. With a individual diagnosed with AS added to the group this attack can do people accept this individual. Johnstone’s survey took him to rede that it is when someone’s behavior becomes unpredictable that the community rejects them. Johnstone. 1979. P. 83 Using Johnstone’s political orientation as a model this could help in the Drama room for developing credence to other scholars. Sainsbury reminds us of how the scholar with AS can fight with simple activities. I had problem larning the regulations to the games other kids played and I frequently played the incorrect manner. doing the other childs to avoid me or badger me Sainsbury. 2009. P. 80 The tease can be a monolithic barrier to larning so simple Drama theory can construct staple category aims that ease that possibility. A scholar with AS can be really successful. with single and group acquisition. if the instructor takes in to consideration. the scholars strengths. One illustration could be to use an person with AS to research a undertaking of involvement within a group activity or reading aloud in category when their reading is a peculiar plus. The Autistic head needs stableness and frequently seeks a stiff timetable of events. so a good organised set up sing the programme of acquisition can assist get the better of these barriers. Turning this in to a strength by demanding a strong agenda of promptness from all pupils and outlooks can help the scholar with AS. Chandreyee Ghose ( 2011 ) composing in the Telegraph discussed Willoughby’s ( 2011 ) learning scheme â€Å"We meet the single demands. † Willoughby said. â€Å"We have a really rigorous agenda. The childs thrive on the agenda. and I think that’s the key to their success. † World Wide Web. theautismnews. com/2011/0 2/02/dance-drama-keys-to-life/22/04/11 Returning to Webster’s theories it is an interesting point that many facets of be aftering for an scholar with AS isn’t that different in construction to chief watercourse scholars. Webster deployed headers such as â€Å"make the acquisition relevant and interesting to the child† . â€Å"make the educational experience as gratifying and game-like as possible† . â€Å"Allow the kid to derive direction from the maximal possible of beginnings of information and be prepared to alter programs when advancement ceases† . Webster. 1980. P. 68 A ; 69 So the rules of planning are similar merely more single distinction possibly required depending on the extent of where the scholar is on the AS spectrum. The concluding stage of this essay is to pull on one of the major practitioner’s studied during a performing humanistic disciplines class. Constantine Stanislavski ( 1936 ) was a Russian histrion turned histrion who decided in his last old ages to document his preparation as a performing artist and theories as a Director in to three books. These have become staple encyclopedias for 1000s of histrions. managers and instructors likewise through the 20th century to modern twenty-four hours. Returning to the original issues with AS Stanislavski offered constructs that Teach non merely how to move but how to recognize the difference between moving and feeling emotions. To reproduce feelings. you must be able to place them out of your ain experience. Stanislavski. 1936. P. 24 It is the work that comes out of this political orientation that is of import. The workshop will include working both separately and with others to develop an apprehension of your ain emotions and how they affect others. Through the workshop procedure the scholar will actively notice on how others are moving and how existent their emotions are. The Stanislavski â€Å"what if† attack that develops from the emotion work is detailed around what if you were person else? How would you move if you were King etc? Stanislavski adds that â€Å"if† Acts of the Apostless as a lever to raise us out of the universe and into the kingdom of imaginativeness. Stanislavski. 1936. P. 46 It would be possible to dig in to Johnstone’s and Stanislavski’s theories in even more deepness and associate their systematic beliefs with the schoolroom and helping the scholar with AS. It is of import to retrieve that nevertheless detailed a theory is to help with educating person on the autistic spectrum there is neer a full cogent evidence program that works for all. I return to Webster’s remarks that If behaviour qualifiers think there is one key. they are incorrect. If there is one key-it is that there isn’t. Webster. 1980. P. 16 So from this paper we can safely infer that autism is a complex upset that affects both immature and old scholars. Webster has given a list of 14 factors that need to be considered when naming a individual with autism. His list is extended and screens issues from self destructive behavior to tantrum outburst. Lorna Wing has argued that there is a simpler method called the three of damages. This concentrates on societal. communicating and imaginativeness issues. Webster agreed his list could be reduced and Wing’s political orientation absorbs the Webster list yet still delves in to the mind of a head with AS. The three barriers all interrelate when larning barriers are concerned and can impact a scholar through its instruction. The societal barriers stem from a realization that they feel different to their equals. a feeling that Sainsbury described as â€Å"Alien† . She said many scholars with AS will spontaneously compare themselves to aliens. ( Sainsbury. 2009. P. 34 ) This can develop a deficiency of ego regards and low ego worth that can impede relationships with equals and finally badgering and societal exclusion. Social exclusion and low ego regard non merely reminds us of Maslow’s theory of self realization in order to make one’s full potency but besides basic ego backdown from larning state of affairss. The essay so discussed the Sansotti argument around â€Å"theory of mind† . This linked with Wing’s imaginativeness damage in that both deliberate the issues person with AS has with associating to others.

Luis Valdezs Los Vendidos free essay sample

The purpose of this paper is to introduce and discuss the play Los Vendidos, by Luis Valdez and to also discuss Chicano literature. The paper discusses the theme of the play and various critics thoughts on the theme and meaning of the work. Luis Valdez writes about Chicano issues. He uses the play to point out the inhumanity of the people who hire Mexicans and how the administration ignores their problems. Critics have called it one of the most important Chicano plays ever to be written. Los Vendidos` (the Sellouts) takes place on Honest Sanchos Used Mexican Lot, a used car lot that supplies Mexicans to government workers who need token brown-skinned people to fill various roles. Miss JIM-enez is a secretary looking for a Mexican for Governor Regans office. Someone who will not stand out too much, but will show the Governor has a `brown-skinned` person on his staff. We will write a custom essay sample on Luis Valdezs Los Vendidos or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Dark, but not too dark, and suave. `Beige, just the tone` (Valdez). He will be beige in his politics too, a `yes` man to the white politicians who keep him around so they look good.`

Boeing 700 Essays - Boeing 747, Airliners, Boeing 707, Boeing

Boeing 700 Essays - Boeing 747, Airliners, Boeing 707, Boeing Boeing 700 The Boeing 700s are very capable of handling duties in the commercial and military world. The Boeing 700s are capable of handling many tasks in the commercial and military world. With the introduction of the 707 in the late fifties to the most recent 777 in the early nineties the, 700s have dominated the commercial world for five decades. They are a line of aircraft that are capable of handling many roles from basic civilian transport to various military needs. They are the people movers of the 20th century. Each with a large carrying capacity combined with the range of a jet aircraft they have moved more people longer distances than what was once thought possible. Boeing has truly produced some of the greatest aircraft in history. The various duties that the 700s perform are quite extraordinary. It all started in the fifties. There was a growing demand for a commercial airliner that could move a greater number of people farther and faster. The age of the jet engine still had not reached to civilian transportation. There was still a fear of the jet because of lack of reliability, but with the advancement of technology the jet engine now had become more even reliable than the piston engine. The need for a jet engine powered plane was growing. Airlines still were looking for a plane that could cross the Atlantic Ocean without a refueling stop. The Lockheed Super Connies, a piston powered plane, were able to cross the Atlantic Ocean with out stopping on the eastbound leg, but they had to stop in Gander, Newfoundland to refuel on the westbound leg. The airlines desired a plane that could easily travel the Atlantic with out a stop. The piston engine just wasnt going to do it, the jet engine was the answer to the question. Boeing realized this and moved to look for a design for a j et powered plane. At first Boeing was looking to modify existing aircraft with jet engines to perform the tasks. They quickly realized that they needed a whole new aircraft. The Boeing 707 was born. The first Boeing 707 was delivered to Pan America airlines in May of 1958 (Bauer, 218). Sales started out slow in fact the 707 almost died many times in its first couple years of existence. It wasnt until Boeing modified the 707 by increasing the overall length, the wing span, and adding more powerful engines did the 707 confirm its place in as a commercial transporter. With the new modifications the 707 became a very capable aircraft, crossing the Atlantic Ocean became a routine affair. With the introduction of the 707 transatlantic travel doubled in two years (Bauer, 195). Airlines profitability soared due to the new capabilities of the 707 presented. The 707 began a new era and improved the way people are flown. The 707 being the first major jet airliner saw many applications and variations in its lifetime. There were thirteen variations of the 707, they varied in capacity, range, and speed (Wright,49). Each variation was designed to meet a specific needs of an individual airline. Some 707s could carry a larger capacity of passengers over a shorter distance, were as another variant could carry fewer passengers over a longer distance. With all of these variations the 707 left little room for the Douglas DC-8 which was once though to be a major treat to Boeing. The 707 could meet any need of an airline; this is one reason that made the 707 such a versatile aircraft and why it dominated the market. The 707 also saw plenty of action in uniform. Its most useful application came in the way of the KC-135 Stratotanker. It was modified to perform in-flight refueling task for the United States Air Force. The 707 saw a healthy lifespan as the KC-135, of the 735 units build in the early sixties 550 still remain in service today (www.Boeing.com). The 707 also had the very privileged role of presidential transport. As Air Force One it started its career in 1962 and served seven Presidents. It was only to be replace by one of its bigger brothers the Boeing 747. Another of one of its more interesting applications

How to Choose Best Writing Services

How to Choose Best Writing Services Students Choose Best Writing Services The end of a term is near and you are in dire need of dozens of assignments to be done on time. Every day you think that 24 hours a day is not enough for you to deal with all the tasks, presentations, essay, etc. You are constantly burning midnight oil, but you are out of energy and ideas, then you need to find another way out. Take a minute and think of a neat solution to this issue. Yes, it can be solved with one click the â€Å"Order Now† button. Submit a request on and get an affordable paper within limited time frames. is a friend in need for thousands of students all around the world. We are a writing service that knows how to do deliver original and non-plagiarized papers on time. Students highly appreciate our team of expert writers. They know how to impress a teacher with an essay. The affordable essay can be ordered on , do not waste your precious time on this, ask an expert for help. Cheap Does Not Mean Bad Quality provides services for a lower price. Still, this is enough for us to pay our professional writers and not to resell the orders. The lower price does not mean that cheap paper writing is bad. Our company employs only holders of Master’s degree or PhD, who have minimum 2 years of experience working as an essay writer and come from the UK, the USA, Canada or Australia. Every candidate who wants to take a position of the writer should be a native speaker. Except for this, we ask the candidates to pass tests in grammar and vocabulary. Being a native speaker is not enough: a person should have perfect writing skills to be able to complete various scholar assignments. Affordable essay writing service gives students a chance to pay more attention to the subjects of their prior interest. You can master skills that are essential for your professional future, let us do the rest. Place An Order Within Minutes provides cheap writing service and lets you place an order really quickly. â€Å"Order Now† is a page where you should fill in your personal information and list all the requirements to the essay. Please do not forget to state the deadline and attach additional materials. This is crucial requirement, as a writer should see the whole picture and write an essay as wanted. The next step is to make a payment. The modes of payment and all the details are stated here. We give students a chance to get an affordable paper in the agreed time frame. Surprise your teacher with profound thoughts and original ideas. We give a 100% guarantee to deliver you a plagiarism free paper. So, if you still cannot make up your mind, take into account that you will get not only affordable essay on , but also a discount on the next order. Make your student’s life a little bit easier with our help. Our experts will do the best for you to get the highest grades for essays. Take chances, nothing is impossible in a modern world. Maybe you will spend some money but save enormous amount of time. In case you have any question, please contact our support team.

1.To what extent do you agree that globalisation has undermined the Essay

1.To what extent do you agree that globalisation has undermined the power of the nation state Give evidence to support your argument - Essay Example se of other countries whereby they hold mutual interests but this has far changed since the affairs of the world have been interrelated in a manner whereby multiple states have common interests on particular issues. To maintain order in the operations of individual states, a new level of rules has been formulated differently from the ones that have jurisdiction within the boundaries of different countries (Hamilton, 2015). For instance, each country has its economic policies and the manner that it governs its domestic and international trade relations. However, with the increased need for expansion into the global market firms are now competing with on the global platform and thus much of the regulatory frameworks that are set out by their native countries will fail to control the operations at the international arena due to the disjoint that might arise from the different policies that are applied by various nations. It is from this premise that a new set of international regulation s are set to control how firms from different countries relate or rather conduct business with each other universally (Okpara, 2008). In that light, globalisation tends to undermine the power that nation states initially held in that for example in the economic perspective a firm has to subscribe to international policies on top of the policies of its native country for it to conduct operations effectively in the international arena. In some instances, the foreign policies override or rather collide with policies of individual countries but the former supersedes the latter since the interests of the world are more than those of individual nations. In such situations the autonomy and power of nation states is substantially undermined since the objective of statehood of coming up with policies that protects its interests seems to be overridden by global concern (Homann, Koslowski, & Luetge, 2007). Notably, the extent to which this system works depends on the superiority of the nations in

Assignment 8 Example | Topics and Well Written Essays - 250 words - 4

8 - Assignment Example For one to know where to draw the line when it comes to such offers, there is a criterion that has to be met for it to amount to corruption. It is important that one makes consideration on whether the action was meant to influence the person whom the offer is being made to. Secondly, that action should compel the officer to use his power to benefit himself or as a way of returning the favor. Corruption is a deviation from the ideal norms in the society. The vice is so deeply rooted in society such that there are those instances where people feel that it is permissible. Corruption permissiveness occurs where the citizens or actors are willing to justify the illegal acts in order to get away without punishment. It is important to draw the line on what amounts to corruption and what is just behavior. It is not corrupt to feel that you should appreciate someone for what they do, like in the case of giving a police officer discounted prices. It will only be corruption when one uses their position carelessly to favor some people or to get their way

Why video games are Good Essay Example for Free

Why video games are Good Essay A kid plops down in front of the television and powers up his video game console. As he reaches for his controller, his mother has one point of view in her mind, more time wasted, another day wasted, video games rot my children’s brain. Or do they? Video games have a horrible stigma of â€Å"rotting our brain’s† because many believe that they are pumping our children’s minds with senseless violence and explicit content. Although many video games do include a substantial amount of violence, it comes second to the fact they can actually make you smarter according to many scientists and academics. They are seen to be good learning devices because of the problem solving and strategic thinking that is utilized to play video games. While there is obviously no substitute for classroom learning, video games can exercise the brain in many different ways. Most kids would rather pick up a joystick than pick up a textbook. Much to they’re unknowing they are exercising their brains. While traveling and discovering this exciting virtual world, they begin to figure out the rules and understand their goals in order beat the game and win. What might seem like a mindless zombie sitting on the couch for hours is actually someone solving a profuse amount of puzzles that are instilled in their video game. Someone playing a video game must solve and complete direct conflicts while keeping their overall goal in perspective. Playing a video game is similar to solving a science problem. Video gamers must come up with a hypothesis while trying to accomplish a goal, much like a student conducting a lab would do. For example: if a gamer is searching for a hidden item and they hypothesize that the item is in a dragon’s belly, they will attack the dragon and discover whether their hypothesis was correct or false. If they don’t find the item they must modify their hypothesis the next time they play. Video games are driven by goals and objectives, which are essential for learning. Scientific studies have shown that the brain can change with practice. If you train yourself to complete a certain objective, the part of you’re brain that you are using can actually growth in size and operation. Another scientific study has shown that those who constantly challenge their brain have almost a 50% less chance of developing dementia. Video games are all about interactive and active exploration, unlike leisurely reading a novel. A video game requires your brain to make immediate decisions. While reading a novel will exercise your creativity and imagination, video games will make your brain weigh circumstances and evidence, examine situations, reflect on your overall goal and forge a decision. It is not about what you’re thinking about when playing a video game, it is the way your thinking that challenges your brain. Video games make learning easier, comfortable, achievable and enjoyable. Any kid would rather learn how to slay a dragon than learn there times tables. This is simply because games offer more immediate and visible rewards. Memorizing and studying terms and theories may get you a good mark on your test, while beating the final boss will end the game. Gamers can also create their own adventure and decide their own unique fate and decided where they want to go and how they want to get there, within the restrictions of the game. It becomes their adventure. This is all played from the safety of their home, which prevents fears of making a mistake in front of others. If they lose, they can simply restart and try again without the feeling of embarrassment. This encourages gamers to take risks and expand their exploration opportunities. Although video games are no substitute for classroom learning, they have beneficial outcomes that can improve our brains activity making it healthier and function more efficiently. So next time you contemplate purchasing a video game, think about it not as endless hours waiting to be wasted, but rather as a large time investment for better of your mind.

Braces: A Pain In The Ass :: essays research papers

Braces: A Pain In The Ass One out of three children or teenagers will have to live through their "rites of passage years" as a prisoner of their own orthodonist. Puberty is burdened enough by zit and acne battles, awkward growth spurts, and raging evil hormones. Braces add additional torture to this already hellish time to both parent and child. A life with braces is far more humilating, painful, and expensive than living with buck teeth, gaps, or a snarled tooth. Mental scars remain long after cuts and bloody sores in the mouth have healed. These platinum-colored shackles come with a factory full of degrading insults and nicknames. All through school one can expect to be called brace-face, tractor teeth, and metal mouth. The orthadontically challenged are always the butt of electricity and lip-locking jokes. The orthodontist's office is also a source of embarrassment. Most offices are open-air, filled with other patients. This means an audience as the nurse stretches and pulls patient's mouths in Jim Carrey-like expressions. If one should forget to brush their teeth before their visit, they will regrettably become immortal as the doctor announces the left- over remains of Taco Bell in-between molars.Braces become a constant source of embarrassment. Braces are three years of physical torture beginning with the very first office visit. The application of the brackets itself is long, tedious, and uncomfortable. First, cold, polydent flavored clay is thrust into the crevices of the mouth, forcing imprints. Jagged metal squares are glued to the enamel, forcing hot, burning, glue to drip down the pink of the gums. Braces also cause everyday aches and pains in the mouth. Metal spokes, guiding teeth to a new shape, stab the inside of the mouth causing cuts, sores,and tearing each time a person's mouth opens. Rubber bands placed on top of brackets pull and stretch teeth until gums are tender and sore. Being born with unperfect teeth can be painful! Braces hurt parents' wallets well after the metal is scraped and chiseled off. Payments while braces are being worn are very overwhelming. The average cost of braces today is around 3,000 dollars, more for specialty kinds. Patients must also pay for damages they ininflic ii inflict upon their orthodontic work. There are also other expenses after the metal inflict upon their orthodontic work. Molar bands that are pryed off can cost as much as

Leaving Belfast

Focused on a conflictive time for Belfast, Andrew Motion tries to express the devastation that Belfast suffered during the economy's decline years and the influence that the political issues had in the society. The narrators sadness for having to leave his beloved city can be felt all over the poem. The poem was published at a very difficult time for Belfast. Conflicts and violence were present in all the streets.On the one hand, manufacturing industries were on a cline and economy was in its worst situation; on the other hand, the city was divided in two parts: the Catholics and the Protestants. The poem introduced us two people going to the airport. One of them has decided to stay In the city, but the other wants to leave It. On the way to the airport, the narrator looks back from the top of the hills of the road and feels nostalgia for leaving the city behind. The author uses lots of descriptions which are representative of the sadness of the narrator, but also of the image that t he city had acquired.As the narrator states, he doesn't leave Belfast because of fear, although the violence of the bombs could make him feel scared; he leave it because he feels like a stranger in his own city and because the political issues are having a tremendous impact in the habitants of the city. In the last part of the poem, the narrators explains what is the thing most annoying for him. His beloved city doesn't seem to be on the way of the change so, unfortunately, he has to leave from Belfast and let it behind. Leaving Belfast Is a 7 stanzas poem consisted of 4 lines In each stanza, what we call a quatrain.The feet analyzed In the poem don't seem to have any relation between them, but we could say that although the position of the stressed syllable doesn't seem to have any concordance, most of them are what we call Rising feet, because in most of the occasions the unstressed syllables happen to appear before the stressed one and not the other way. The poem is a free verse poem; it doesn't respect any regular rhyme scheme as it is written in a narrative way, using the narrative techniques that were widespread in the 20th century, trying to reflect his feelings by he words of a narrator.The first stanza introduces us the main characters, the one staying in Belfast and the one leaving. In the second and the third stanza the narrator, the one staying, tell us about the way they have done leaving Belfast, how he feels doing it and what he see while he Is moving away. In the next stanzas, the narrator builds up a strong feel of devastation referral to Belfast. He shows us a society which Is In decline and under a world of violence. Finally, in the last stanzas, he expresses his feelings in this tuition, feeling like a stranger, and goes ahead with his decision to leave the city.The poem, which at first sight doesn't seem to be very complex, hides lots of stylistic devices that should be mentioned. The devices that appear more regularly are the figurative o nes, which explain something but in an inordinate way. The biggest example could be what we call Imagery. The test is very rich in images of Belfast, as the narrator helps the reader to visualize the way Belfast is decaying and how it is not more a sweet home for him. This can be perceived all along in the poem because he entire poem is highly representative of the Belfast society.There are other type of devices such as Paradox, on the first line of the third stanza, â€Å"geographies of punishment and love†; Personifications, third stanza â€Å"silence deepens under rain† or fifth stanza â€Å"the moon filling rooms with shadow politics†; or also Metaphors, third stanza â€Å"gust of light explains itself as flames† referring to the suns flashes, which are so heavy as flames, or in the last stanza â€Å"until it disappears at last in darkness†¦ † Referring to his Journey, that he has already left Belfast behind.The sound techniques, on the ot her hand, are not so clear. The most representative one could be the use of the stressed words made by the author, which immerse the reader in the Belfast atmosphere. The poem reflects the dramatic situation Belfast was suffering in those days where violence was common in the whole town. The poem has been created by the strong emotions Andrew Motion felt for his country and hometown, because the authors own feelings of the topic are represented everywhere. Those many details allow us to picture the Belfast scene.

Q marginalisation

Through these poems and novel it shall e proven that Normalization is not always limited to an individual, instead it can extend to a social group and even a country itself. In this essay the three types of normalization will be addressed, individual normalization through racism, social normalization through groups such as the ‘hippies' and the normalization of a country itself through economic normalization of 3rd world countries.Normalization can occur anywhere at any time to anyone. Individual normalization is where one person Is singled out from a group or community of people for something like being an overweight. One of the most talked about and, unfortunately common, types of individual normalization is racism. Racism is something that society has struggled with for many generations. It has been around from the early settlers and has been a problem ever since.The poem telephone conversation' by Whole Saying demonstrates the racism and its problems very clearly. It is a p oem about an African man looking for accommodation In either England or America around the time of the sass's. The line â€Å"madam† I warned, â€Å"l hate a wasted journey – I am African†Ã¢â‚¬ ¦ â€Å"HOW an example of how African people were marginal's again because of the color of their skin. In those times, It was hard

Movie Essays

Movie Essays Movie Essay Movie Essay Name: Course: Instructor: Date: Movie Fat, Sick and Nearly Dead is a documentary that entails the health life of Australian filmmaker Joe Cross. His story is about his overweight state, which is later corrected by consistency in fresh juice solely in 60 days. He aborts steroids and pharmaceuticals, which only worsen his health, putting him on the brink of death. Joe manages to toss 100 pounds from 310 pounds in only two months surviving with nothing but fresh juice. Therefore, in the documentary, Joe Cross seeks to advice the audience on how to take control of their health status by choosing the right things to eat, being physically fit and overcoming obesity without dependency on steroids and other drugs. Joe classifies foods into two categories namely, macronutrients and micronutrients. Fruits and vegetables are micronutrients while macronutrients are the other types of foods, which cause unhealthiness. At the beginning, Joe buys green leafy vegetables from the produce vendor. The vegetables are celery, onions and tomatoes. Joe uses these vegetables to make mean green juice that he purposes is vital for a natural cutback in weight. The components of the mean green juice as brewed by Joe are a higher percentage of dark green leafy vegetables with additives of other vegetables and fruits. These vegetables are rich in vitamins and nutrients necessary for the body system. Plant based foods are healthier than animal products or processed foods. Joe traveled to the United States because he wanted to venture into a fruit and vegetable fast for sixty days. The road trip only featured a juicer and a generator in his car. This period was documented by his camera crew, which tagged along and each step he made can be clearly viewed on the film. Joe had a serious autoimmune disease intensified the negative impact. The disease caused an overproduction of histamine in Joe’s body leaving it itchy and irritated with inflammations. For the first 30 days, Joe heads to New York City and travels across America for the rest of the days. He says he had been focusing on his wealth rather than his health before he embarked on the juice fast. Thus, his area of importance then was his affluent lifestyle Histamines protect the body from foreign infections and keep it healthy. When it is overproduced, it causes allergies. After graduating high school became a young Australian businessperson with flourishing businesses and this lavish life made him enjoy his life by exposing himself to an unadvisable diet that saw his health status diminish with a dilated weight. This posed a serious threat to his life. Fasting is the act of going without of few for a period so juice fasting is inclusive of natural juices. He deprived himself of anything other than the natural juice, justifying the term juice fast. The American diet that is processed food is 95%. Joe was required by his doctor to take blood tests every 10 days to ensure he was still healthy. The blood tests show that he is improving gradually. He finds out that he no longer needs his medication. One has to keep in check with the doctor to understand the progress just as Joe’s doctor, Dr.Joel Fruhman advises him. After Joe completes his 60-day, juice fast, his weight loss is 82 pounds and this shows great improvement. While on his adventure, Joe comes across other people with the same problem he had before his realization and one of these obese people is Phil Staples. At the time, Joe was interviewing people concerning their eating habits while at the same time proposing his juice fast. Some of the people approved his health strategy while others, mostly the young ones were reluctant to adopt it. After Joe completes his 60 days juice fast and heads back to Australia, Phil decides to emulate the health icon and gives him a call. Following the call, Joe travels back to the States to help Phil on the Juice fast as a way for his body to heal naturally. Joe first met Phil at a truck stop. In the movie, Phil is overweight with and his poor diet gradually pushes him towards a heart attack as the doctor said. Phil was among those who attempt to follow Joe’s healthy lifestyle. Phil’s situation appears to be identical to Joe’s before he embarked on the juice fast because Phil also suffers from the autoimmune disease. The juice fasting undertaken by Joe Cross proves to be a detoxification therapy as his doctor sees no more use of medication in his life. Inspired by Joe’s story, Phil has the urge to overcome his 429 pounds with the help of his health icon. Phil quits being a truck driver for the juice fasting experience and is able to lose a large amount of weight towards the end of the movie as depicted by him running around and playing with the son. He also cuts down on his medication and this shows the positive effects of the mean green juice on an individual’s body system. He sponsors a community juice fast and is no longer depressed. His work changed towards a direction of healthy living standards. In his family, Phil helps his brother who is in an even worse state of obesity than he is. He is more dedicated to his job at the YMCA. The parts of the movie, which I liked, are the remarkable transformation of Joe to a healthier person and the impact he had on obese people such as Phil Staples who could barely pass through the truck stop. Another interesting aspect is the rare similarity in unhealthy conditions of both persons. However, I did not like the idea of the mean green juice because it seems bitter and it takes a lot of courage to decide on taking it solely for a number of days to lower the calories in the body. Such a transformation would be difficult to fathom if one comes from a background of eating a lot of processed foods and animal products. Nevertheless, the idea holds water towards the end of the movie when we see the lives of two men change dramatically to a better and healthy body system. The advantages to this type of diet are that it does not have bad side effects as those of obese medication, It is also feasible and not life threatening since we can identify Joe Cross as a strong person at the end of the film and his efforts remolding Phil’s health. As proven by Joe and Phil’s chronicle, the medication on obesity and the autoimmune disease was not efficient as compared to the juice fast. On the other hand, the disadvantage with this type of diet is that it takes a long time and one has to be patient and daring to take it. A person may fall into temptation, go back to the unhealthy foods, and consume them with double effect, leading to more calories. Buying too much organic foods can be costly and overdoing the juice fast can lead to diabetic problems. Movie Essays Movie Essay Movie Essay Name: Course: Instructor: Date: Fantasy in Harry potter movies Fantasy is a genre of fiction that consist of magic, imaginary worlds, quests, mythical creatures and great battles over good and evil. This genre uses supernatural occurrences as elements of plot or setting. Elements commonly used in this genre include wizards, elves, dragons and other imaginary creatures (Ledesma, nd).fantasy is anything that has no possibility of existing in the real world. Fantasy is related greatly to Harry potters movies because it is used to describe people, creatures, places, quest battles and many more magical happenings (Hill, 2005). Fantasy is used in the Harry potter movie to describe the Hogwarts School of wizardry and witchcraft where Harry goes to school at the age of eleven years. This magical place does not exist in the real world (Nikki, 2009). The students in these school all posse some magical power. this is revealed to Harry by a giant .fantasy comes out clearl y here when the giant a magical creature reveals to Harry that he is not an ordinary person like his relatives who have raised him up since the death of his parents. In addition, when Harry starts school he interacts with talented children like him. Fantasy relates to Harry potter, since most of the creatures are magical and posses’ extraordinary powers that ordinary creatures do not. In the movie, there is a scene where a gigantic three is the portions class. Another fantasy related to Harry potter is the magical spells cast on creatures and the wizards. The spells are used to disguise a wizard or witch, to wade off danger away or to create a camouflage. A scene from the movie that demonstrates this fantasy is the patronous charm spell that Harry uses against the dementors who are affecting Harry. In the real world, no magic spell exists to cause an effect on anyone or any creature. Another scene is when scabbers, Rons cat turns out to be a wizard in disguise. The wizard dec ided to disguise himself in order to spy on Harry and his friends and report to lord voldemort in the end Harry is able to kill voldemort with a single spell. Fantasy in relation to Harry potter is brought out in the power to see the invisible objects around. It is an extra ordinary thing to see things that are thought to be invisible, example ghosts. In the movie, Harry sees skeletal horses pulling the carriages at school. Another fantasy that relates to this movie is the evidence that one can hide a part of his soul to be retrieved later. This is brought out in the movie when Harry goes on a dangerous mission with Dumbledore to destroy apart of voldemort’s soul that is contained in a horcrux stored in different places. Fantasy is used in the movie to unite people who know each other in death, who in turn have conversations. Some have the power to choose whether to stay dead or to go back to life. From the movie this is shown when Harry dies and meets with Dumbledore who ans wers all his questions and alternatively gives him a choice of staying or going back to life. He chooses to go back and kill voldemort. The other fantasy used in the movie, is the ability for power to vanish from a person and regain it later. From the movie, this is witnessed by Harry when voldemont regains his power in a creepy graveyard. Another fantasy is the ability to speak the language of another creature. A scene in the movie is the ability of Harry to speak to snakes when he discovers he is a parslemouth. Work cited Ledesma, Debbie. Fantasy Fiction. suite101.com. 2011. Web. December 2, 2011 Hill, Joshua. Harry Potter and Fantasy – A Quick Look. sffworld.com. 2005-10-20. Web. December 2, 2011 Nikki. Harry Potter and the Philosopher’s Stone. goodreads.com. Nov 29, 2011 04:01am. Web. December 2, 2011.

Lesson Plan Step #8 Assessment and Follow-Up

Lesson Plan Step #8 Assessment and Follow-Up In this series about lesson plans, were breaking down the 8 steps you need to take to create an effective lesson plan for the elementary classroom. The final step in a successful lesson plan for  teachers is Learning Goals, which coming  after defining the following steps:   ObjectiveAnticipatory SetDirect InstructionGuided Practice  ClosureIndependent PracticeRequired Materials and Equipment An  8-step lesson plan is not complete without the final step of Assessment. This is where you assess the final outcome of the lesson and to what extent the learning objectives were achieved. This is also your chance to adjust the overall lesson plan to overcome any unexpected challenges that may have arisen, preparing you for the next time you teach this lesson. Its also important to make note of the most successful aspects of your lesson plan, to ensure that you continue to capitalize on strengths and continue to push forward in those areas.   How to Assess Learning Goals Learning goals can be assessed in a variety of ways, including through quizzes, tests, independently performed worksheets, cooperative learning activities, hands-on experiments, oral discussion, question-and-answer sessions, writing assignments, presentations, or other concrete means. However, its important to remember that you may have students who better display their mastery of a topic or skill through non-traditional assessment methods, so try to think about creative ways you can assist those students in demonstrating mastery. Most importantly, teachers need to ensure that the Assessment activity is directly and explicitly tied to the stated learning objectives  you developed in step one of the lesson plan. In the learning objective section, you specified what students would accomplish and how well they would have to be able to perform a task in order to consider the lesson satisfactorily accomplished. The goals also had to fit within your district or state educational standards for the grade level. Follow-Up: Using the Results of the Assessment Once the students have completed the given assessment activity, you must take some time to reflect on the results. If the learning objectives were not adequately achieved, you will need to revisit the lesson in a different manner, revising the approach to learning. Either you will need to teach the lesson again or youll need to clear up areas that confused several of the students. Whether or not most students showed understanding of the material, based on the assessment, you should note how well students learned different parts of the lesson. This will allow you to modify the lesson plan in the future, clarifying or spending more time on areas where the assessments showed the students were weakest. Student performance on one lesson tends to inform performance on future lessons, giving you insight into where you should take your students next. If the assessment showed the students fully grasped the topic, you may want to proceed immediately to more advanced lessons. If understanding was moderate, you may want to take it slower and reinforce the takeaways. This may require teaching the entire lesson again, or, just portions of the lesson. Assessing different aspects of the lesson in greater detail can guide this decision.   Examples of Types of Assessments Quiz: a short series of questions with right and wrong answers that may not count towards a grade.Test: a longer or more in-depth series of questions that probes for more understanding of the topic and may count towards a grade.Class discussion: rather than a quiz or test that is scored, a discussion helps identify understanding. Its important to make sure all students are able to demonstrate mastery here, so that no one is lost in the shuffle.  Hands-on experiment: Where the subject matter is appropriate, the students apply the lesson to an experiment and record the outcomes.Worksheet: Students fill out a worksheet, especially for math or vocabulary lessons, but it also could be developed for many topics.Cooperative Learning activities: Students work in a group to solve a problem or have a structured discussion.Illustrations or Graphic Organizers: These can include Venn diagrams, K-W-L (Know, Want to Know, Learned) charts, flow charts, pie charts, concept maps, character traits, c ause/effect diagrams, spider web, cloud chart,T-chart, Y-chart, semantic feature analysis,fact/opinion chart, star chart, cycle chart, and other appropriate graphic  organizers. Often the subject will determine which works best as an assessment tool. Edited by Stacy Jagodowski

Research Paper Critique and Summaries Essay Example | Topics and Well Written Essays - 1000 words

Research Paper Critique and Summaries - Essay Example The research study proceeds from the assumption that "countries with a higher score on the collectivism index are more likely to favour the personal selling promotion tool than will countries with a lower score" (248). While this assumption is solidly grounded in the study's literature review, the authors subject it to further empirical examination. Utilizing an experimental design, Fam and Merrilees (1998) distributed a survey questionnaire amongst retail managers in both Australia and Hong Kong. Receiving a 40.2% in Australia and a 16% response in Hong Kong, Fam and Merrillees' (1998) seven-point Likert-scale questionnaire focused on the correlation between collectivist and non-collectivist cultures' marketing approach preferences. The data results validated the assumption, indicating that collectivist cultures betrayed a market preference for personal promotion selling tools. The research exploited both dependant and independent variables. Within the context of this research the independent variable was culture. ... Validity and Reliability Irrespective of the importance of the issue which a research sets out to investigate, the study would be worthless were its unreliable and its validity suspect. A study is valid if it actually investigates and studies the phenomenon which it identified and defined at the outset and reliable if it is replicable. With regards to this study, it does investigate that which it defined and while no mention is made of its being replicated by other researchers, Fam and Merrilees (1998) attempted to establish validity through the re-examination of their data and the replication of the results using a different method. Added to that, the researchers establish a chain of evidence throughout the study, verify the information collected and, accordingly establish construct validity. The study emerged as reliable and valid from that perspective. Evaluation When evaluated in terms of the criterion of utility, this article emerges as highly valuable because, in an era of globalisation and the internationalisation of business, this article provides marketers with the information they need to effectively address cultures. They identify the marketing tools and techniques which specific cultures are most responsive and susceptible to. In terns of the criteria of replication, the article is only partially satisfactory. In brief, even though the researchers make an effort to replicate their study for the purposes of validating their results, they do so to a very limited degree. They re-analyse the data using an alternate method and this does not fully satisfy the criterion of replication. Lastly, with regards to the criterion of

What role does equality play in socialist ideology Essay - 1

What role does equality play in socialist ideology - Essay Example Under this ideology, social and economic surplus achieved through socialist philosophy is allocated to labourers in the working class equitably and where political and corporate systems become decentralised. Thus, under this practical definition of socialism, equality not only plays a powerful role in socialist doctrine, it is the foundational imperative of the ideology. Equality, both socially and economically, underpins the foundation of socialist thought. Under most socialist models, the philosophy is an evolution from attempts to block or otherwise emerge from capitalist ideology which, during the 19th Century, began to dominate many international economies experiencing economic growth born of the Industrial Revolution. Capitalism, by design, applauds the emergence of the profit-seeking corporation in which capital assets, including industrial machinery and factories, are controlled by either private citizens or private businesses (Degen 2008). Gains on capital assets and paid labour are then allowed to accrue to serve the utility of private ownership supported by various pricing mechanisms as the foundation of allocation of capital goods (products and services) which is unequal depending on economic resources of the consuming public. Socialist ideology, on the other hand, especially with the more revolutionary Marxist school of thought, considers capitalism to be extravagant and utterly inefficient as allocation of capital goods produced is disproportionate to satisfying the needs of a broader society and labourers are deemed to be exploited to ensure surplus of production is available for private owners. Socialists reject disparate allocation of produced and natural resources and prefer social ownership of capital assets to maximise the utility of majority society (Degen 2008). This is akin to a form of act utilitarianism in which maximising majority utility, even when requiring some self-sacrifice, are mandates (Hooker 2001; Kagan 1991). Thus,

Assignment 3 Essay Example | Topics and Well Written Essays - 1750 words

Assignment 3 - Essay Example The point of view being taken from the individual is purely through a profit or money-making mindset. Concerns such as data security and data storage are literally thrown out the window, as social media is purely seen as a selling point for companies and individuals alike. Using social media for the affable and leisurely means of communication across transnational borders for family and friends is not in the mindset of the individual in the aforementioned conversation. The notion of making money while you sleep has been discussed widely in internet marketing and social media marketing circles throughout the past decade; so much so that individuals coming into the profession of social media marketing are led to believe that they too can make money while they literally are asleep. Yet there are a number of facets, both moral and ethical, that must be considered when using individual data from social networks for the purpose of advertising through social media networks. How would custom ers react if, whilst completing their online banking, they were to see an advertisement pop-up offering a meal discount at the latest restaurant they went to? Undoubtedly customers could become a bit finicky when they begin to realise their spending habits are not only being tracked, but are actively used to further promote additional products and services. People hate to be sold, yet a pop-up on a customer’s screen may just be the trigger to earn even more money from them. According to data obtained from the World Bank on worldwide internet users (â€Å"Internet users as percentage of population,† 2012) 32.77% of the world’s population is now using the internet. All people of the aforementioned percentage would be interacting with some form of social media, whether it is Facebook, Twitter, MySpace, Google, Yahoo, and so on. The potential of advertising through such mediums in an effective and visually aesthetic way is unfathomable. College dropouts are turning into overnight internet multimillionaires as they are beginning to understand the power of social media marketing. The golden years of elderly experienced working hard for one’s money by working 10, 12, 14 or even 16 hours per day has been replaced with young moguls, who with a keyboard, a mouse and internet access have the capabilities to begin running their own online business from the comfort of their own home with no prior qualifications or experience required. Evans (2010) states individuals are able to develop the use of social media marketing more than just by selling and promoting: it is through the use of effective â€Å"dream-like† visualisation from the business owner to the prospective buyer which will entice them to purchase a particular product. Today, entrepreneurs have taken quickly towards information selling and using social media as a form of exponentially increasing their brand awareness. Where previously, word of mouth was predominantly seen as a b usiness’ driver in future sales, today it is simply the click of a â€Å"Like† button on Facebook, or a photo or instant â€Å"tweet† to friends on Twitter which will determine the success and viability of a company. Business owners will also need to embrace social media marketing and use it to its fullest potential. A number of traditional offline businesses such as postal services are starting to move towards gearing a greater portion of their business activities towards the online arena.

A Mentor Is A More Experienced Individual Nursing Essay

A Mentor Is A More Experienced Individual Nursing Essay My belief in mentoring is to let a mentee develop their skills and to progress professionally on their own rather than a mentor being directive. My idea is in line with Hawkey, (1998, p.665, in Harrison, Dymoke Pell, 2004, p.1065) that mentoring is about mentors giving help to develop mentees skills. However, a mentor plays many roles in the life of a mentee and the mentor role has been defined in various different ways. Department of Education and Early Childhood Development (DEECD, 2010) has pointed out, for example, that mentoring is a reciprocal professional learning relationship between the mentor and mentee on what happens in the classroom. In short, mentoring is typically viewed and presented as the process of supporting and guiding the mentee with the aim of helping them to progress professionally. Mentoring has featured in a variety of ways throughout my professional life as an educator. As a first time mentor, it was quite difficult to be a mentor though I am still learning to become more confident and an effective mentor. However, I became interested in unpicking the concepts and practices of mentoring in direct response to my role, which demands me to be more critically aware of the process in order to support my mentee effectively. I have had the good fortune of being both a mentee and now a mentor. In an effort to help build the best mentoring relationship possible, both mentor and mentee need to see if they can communicate with each other since this is an important aspect in the mentor relationship. Pittenger and Heimann, (2000) explores this mentor relationship in George Mapilly (2012) advocating that mentoring relationships require mentor and mentee to engage in challenging activities, utilizing new skills (p.140). Being a first time mentor, it was vital to my continuing practice that I critically examine my own practice in relation to my mentee, since being a critically reflective mentor would help me à ¢Ã¢â€š ¬Ã‚ ¦to define a way of thinking that accepts uncertainty and acknowledges dilemmas (Dewey, 1933, 1938; King Kitchener, 1994; Sparks-Langer Colton, 1991; Zehm Kottler, 1993, in Larrivee B. 2000, p294). The purpose of this assignment is to provide information about effective mentoring practice and to suggest how mentors and mentees can get the best out of a mentoring relationship which is highlighted by Holloway and White (1994), by emphasizing that there is a need for an unbiased relationship to enable the mentee to effectively explore their own development (in Woodd, 1997 p.335). The assignment will further evaluate my own practice in peer- mentoring a member of my own department. We both teach Home- Economics and I have been working alongside her for four years. My mentee is an experienced teacher who has been teaching for four years, the same as me. After I arranged a day and time to go observe my mentee, she asked me if we could meet before the class to give me a brief overview about the class. We discussed class size and level. We also briefly discussed the activities that they were going to be doing that day. This initial meeting was important to make her feel at ease (Maynar d, 2000). Basically, the outcomes of my mentoring relationship depended on the interpersonal qualities of both mentor and mentee. Through the mentoring relationship the mentee could achieve guidance practice (Harrison, Dymoke Pell, 2004, p.1058) provided by the mentor. An effective mentor involved being a reflective practitioner (Schà ¶n, 1983, in Russell T. 2005, p.199) as stated by Larrivee B. (2000) that becoming an effective teacher involves considerably more than accumulating skills and strategies. The first week lesson observation (see appendix 1) was not that easy for me as the teacher (mentee) was not feeling at ease and my presence was not highly appreciated. Roberts (2000) quotes Smith and Alfred in saying that it is extremely difficult to fulfill the role of mentorà ¢Ã¢â€š ¬Ã‚ ¦ (p.161). Therefore, mentors need to be good role models (Stammers, 1992, in Roberts, 2000, p. 159) who have the respect of their mentees and are held in good regard for their personal attributes. I hold the opinion that my engagement as a mentor was not as effective as I would have liked in the initial period of mentoring. So, the ability to critically analyze my own performance and to seek ways to improve was fundamental. Hence, being engaged in reflective practice could help to improve professionally and is a great way to increase confidence. I recognised therefore and decided to look closely at Gibbs reflective cycle (Gibbs, 1988) so that I could use this as a better model for future meetings. I was new to the role of mentor and did not fully understand the challenges of mentoring as I was not demonstrating enough attention and support to my mentee. Only upon being engaged in the mentor-mentee relationship really opened my eyes to the potential of mentoring and the role I could play. Lester and Johnson (1981), envelop the holistic nature of mentoring by saying that mentoring is a one- to- one learning relationship between an an older person and a less experienced person based on a modelling of behaviour and extended dialogue between them. (in George Mampilly, 2012, p.137). With this increased understanding, I started to engage much better in my role. I was not there to answer all the questions but to listen and hopefully help my mentee find her own answers. As a mentor, I felt there was an obvious need to use a range of strategies that would enable my mentee to develop her skills. For a successful and productive mentoring relationship, it was important for both mentor a nd mentee to have a common view of their roles and to understand how to get the best out of the mentoring experience. Once I completed the Bell (2002), mentors scale, I realized that I am very kind- hearted and a generous person where I am inclined more to openness, sociability and less to dominance. This is significant, as I am open to criticism and this positively helped me while mentoring. I furthermore laid stress on the significance of communication as I would have failed as a mentor if there were communication barriers between us. It was very noteworthy for me that my mentee sensed as resolved as she could, as this shall aid to strongly build a hopeful mentor and mentee relationship. My mentee has been teaching the same length as me. Since my presence was not highly appreciated during the first week, I thought we should have a feedback meeting as soon as possible. It is identified by Waite, 1997; Hyland Lo, 2006; Copland, 2008a, in Copland (2010) that In order to perform these duties, tutors/mentors usually hold a feedback session with the trainee teacher after having observed them teaching ( p. 266). In the course of this meeting while questioning her, it became clear that she felt pressured due to my presence in the class. Therefore it was very important that I build her confidence by being as supportive as I could and wanted her to be independent. Korthagen Vasalos, (2005) claimed that many teacher educators use Kolbs model (Kolb Fry, 1975), which describes experiential learning as a cyclical process of concrete experience, reflective observation, abstract conceptualization and active experimentation (p.50). I followed the Kolb model of experiential learning (Kolb, 1984). This suggested that by going through the different stages of the learning cycle could help both mentor and mentee engage in professional learning development. As a result, mentors can thus help mentees develop the skills of reflective practice and acquire initial experiences (Russell T. 2005, p.199) On the other hand, a mentors responsibility is also to help another individual to address the major transitions or thresholds that the individual is facing (Megginson, 1994, in Woodds, 1997, p335). Mentors do not need to be perfect but they do need to be willing and able to grow in a relationship and build on mutual contributions where this role is seen as an occasion to learn from the mentee as well as providing training to her. During the second week observation (see appendix 2), I believe there was a shift in our relationship. We were encouraging each other with our own professional development and there was a new air of confidence surrounding us. As I assisted my mentee to develop her own professional practice, I was interested into improving my own mentoring skills (Coombs and Fletcher, 2005). Working in a collaborative way enabled me as a mentor to start finding solutions to the problems arising. Since a mentor is someone who imparts knowledge and experience and shares it with a less experienced person; he/ she acts as a guide (Roberts, 2000), master or advisor (Gibbs, 2003). Thus, the mentor also uses specific skills, frameworks and processes to develop insight and to promote change. In regard to knowledge development, good mentors are seen as sources of knowledge (Little, 1990, in Orland- Barak Hasin, 2009, p.429). In this respect, mentors access their theoretical knowledge and translate it for mento ring purposes in order to enhance the mentees teaching- learning processes (Ardery, 1990: Roberts, 2000, in Orland- Barak Hasin, 2009, p.429). The term mentor has been used for a number of different models, as I believe there are many factors that affect the role including the mentees level of experience and the time in the mentoring relationship. As a mentor I had encountered some difficulties in finding the best way to work with my mentee so I was keen to adopt a different approach to my mentoring relationship. If my skills of mentoring were lacking then my mentee might have received less support during mentoring relationship than she otherwise would have done. Yet, I veered more towards the directive approach and was offering suggestions rather than waiting for my mentee to come to her own conclusions. My focus was very much on the development of my interpersonal skills and practice. Nevertheless, it was in listening where I felt that there was actual development in my practice over the two observations. My understanding to a mentors role was that I should be a good listener (Cain, 2009, p.55) so that I enable my mentee to reflect on the actuality of her practice (John and Gilchrist, 1999, p.102). I was actually in the moment, listening to what was being said and then responding to it, rather than listening and trying to work out what was my own response to them might be. Likewise, the Mauritian Teaching Competencies 2.3 (See Appendix 6), teachers should be able to gain learners attention and be able to sustain their interests. My mentee used video lesson to gain the learners attention. Moreover, she did not meet the terms with the Mauritian Teaching Competencies 1.2.4 and 1.2.5 (see Appendix 6), which are: an understanding of the special needs of individual learners and of specific learning difficulties, an understanding of how to develop the thinking and problem solving skills of learners across the curriculum. She should pay attention to the development of literacy and numeracy skills in every subject, every lesson (DfES 2004, 3, p.2). It is imperative to highlight the features of each subject that need constant attention in order to boost performance and ensure progression. It is thus significant to realise what motivates lower-attaining students to learn and what methods could be used in in order to create motivation. By following the third observation (see appendix 3), there may be, therefore, a mismatch with a teacher who, as a qualified person, would wish to be able to make their own decisions about personal and professional development and about their pupils needs. In my communications with my mentee consequently made me feel assured by seeing her able to use appropriate teaching strategies relevant to the age, ability and attainment level of learners which is an area which is linked to Mauritian teaching competency 1.3.4 (see appendix 6). When I observed my mentee in class, she did engage the students in group work which was lacking during the first observation, conformed to the active engagement techniques (DfES, 2004, 11). My mentee involved the students in sharing their knowledge, ideas and perspectives and arrive at a fuller understanding than they might have done working alone (DfES, 2004, 11, p.5). In order for a successful mentoring relationship take place, I believe that skills and qu alities such as open communication (Bradbury Koballa, 2008, p.55), listening (Edwards and Collison, 1996, in Hobson, 2002, p.2135), mutual trust (Awaya et al., 2003, p.55) and being supportive should prevail. Mentoring and coaching provides a vital link with positive reflective practice. Throughout the mentoring relationship, there need to be a strong sense of self belief and efficacy, as goals can be realistically achieved. Through this experience, I managed to prove myself and help my mentee by not giving up. The foundation for being a good mentor is in building a good working relationship with the mentee. Achieving this one initial, important goal will solidly underpin every other aspect of mentoring. In mentoring, time is at a premium. As such, there should be effective use of time in order for good working relationships to be achieved as quickly as possible. However, to achieve this, the mentees first day and week should be managed in a productive and welcoming way (Maynard, 2 000, p.26), and furthermore the mentor should make use of good communication skills and active listening. The effective mentor does not feel that they are perfect nor that they know all the answers. They are real people who are still learning themselves but are willing to share what they do know. Good mentors are non- judgmental about their mentees and in being so are able to develop a relationship based upon trust and acceptance. Only in such an open and trusting atmosphere can a student really feel at ease and free to ask for help and to question. Perhaps the most useful communication skill in mentoring is that of active listening. I then proceeded with my fourth class observation (See Appendix 4). By identifying my strengths, weaknesses, opportunities and threats helped me to develop and improve my own mentoring skills. For this assignment, a personal SWOT analysis (QuintCareers.Com) was developed where I reflected on my own development as a mentor. The SWOT analysis (see appendix 7) was then used to identify my personal development goals. The goals were centered on consolidating strengths and thinking about how best I could use them. The goals were also about overcoming my weaknesses, exploiting opportunities and nullifying threats. The personal SWOT analysis proved to be a useful tool for helping me to be self- reflective. As a consequence my aim as a mentor was to increase teacher effectiveness where while mentoring I assumed my responsibility to help mentee evaluate and overcome challenges in the classroom in order to become better teachers (Korthagen, 2004). Particularly, my idea is in line with Lopez-Rea l Kwan, (2005, in Kwan Lopez-Real, 2010) that in the process of mentoring, my own personal and professional understanding developed as I worked collaboratively and reflectively with my mentee (p. 724). When I observed my mentee in class, she portrayed an image of a teacher who stands at the front of the classroom and explaining things (Korthagen, 2004, p.81). Learning can be described as a process (Edwards Protheroe, 2003). The environment such as: school culture and classroom, where the learner will evolve is an important fact. Therefore, the teacher (mentee) has to act as a facilitator. The teacher has to be more students centered and lass dominant in the classroom. Thus the teachers approach to interaction with learners should be different. To some extent, my mentee have used engaged learning technique in the classroom. Basically, in terms of building prior knowledge of students, this is done by conducting a brainstorming session in class (DfES, 2004, 19)My mentee organised th e students into group so that they could discuss, plan, monitor and reflect on their work. As such they developed their thinking and problem solving skills. As a result, the role of the mentor became one of raising the ante by gradually (Edwards Protheroe, 2003, p. 231) facilitating the mentee to distinguish and answer to the difficulty of the situation even though, the mentee as learner is involved in practice. My first time as a mentor allowed me to learn a lot where I learnt about my individual development as a mentor. It has also helped me out to achieve the ability to challenge, motivate and reflect. In sum, if mentoring relationship is successful then inevitably the coach themselves will notice an increase in their own awareness. I feel that the process of trying to identify myself as a mentor has equipped me with skills which will serve me well both professionally and personally and I can say without doubt that the journey thus far has been very enlightening. This piece of work underlined, the significance of the affective in students school-based learning: the close relationship that exists between the personal and the professional (Furlong Maynard, 1995, in Maynard, 2000, p.29). In mentoring, mentee often discussed good practice and made reference to how mentors made them feel. For example, welcome, accepted, included, supported and recognised as an individual (Maynard, 2000). The way in which the mentee responded to me in this respect impacted on the mentor mentee relationship and eventually contributed to her success. There is absolutely a need for mentors to acquire the knowledge and skills needed to work effectively with the mentee.

Wakefield Essay -- Literary Analysis, Hawthorne

What Was He Thinking? What would you think of a man who left his family, moved over to the next street to watch their lives unfold, and then returned after twenty years as if nothing had happened? What could drive a man to such bizarre behavior? These are the issues that Nathaniel Hawthorne deals with in the story of Mr. Wakefield. The very idea that a man could possibly do such a thing makes the audience want to understand his intentions. It is hard for a modern audience to make sense of such a story because television shows and movies have made today’s society focus so much on easily apparent themes or morals. Hawthorne used this story to examine society’s motivations. In his short story â€Å"Wakefield,† it is necessary that Hawthorne uses the narrator as a tool to shed light on Mr. Wakefield’s motives as well as to emphasize the story’s theme, that an individual can only appreciate and understand his life by looking in on it from the outside. In Hawthorne’s â€Å"Wakefield† the narrator’s thoughts and comments bring insight into the motivations of the character of the story. The story includes a long introduction in which the narrator, Hawthorne, describes how he heard the curious story of Mr. Wakefield. Hawthorne supplies his audience with a condensed version of the entire plot of the story. With this introduction, Hawthorne has already informed the audience of the story’s intriguing plot and this intensifies the audience’s desire to find out Mr. Wakefield’s motivations because they cannot comprehend why he would do such a thing. The audience will try to make sense of Mr. Wakefield’s actions, but they will not find a logical explanation. The story may seem unreal but the reader must take the story as it is and focus on the charact... ..., would argue that Hawthorne was showing his modernism by writing about the strange habits of human nature. Others, such as Morsberger would argue that the story of Wakefield simply mirrors many of Hawthorne’s other works. I do not disagree with either viewpoint, but I feel that Hawthorne simply wanted to create an intriguing story that dealt with people’s motivations. I would argue that he wrote this story to examine a side of human nature that is often forgotten or intentionally left out of a large portion of literature. Hawthorne is able to place the reader within the mind of Mr. Wakefield through his unique approach to story-telling. The result is a fascinating look into the mind of a very interesting character. Hawthorne has done such a wonderful job of luring in the reader that it takes only a few minutes to read â€Å"Wakefield,† but you will never forget it.