People Should Not Persuade Others to Join Their Religion Essay

I agree with the statement ‘People should not persuade others to join their religion’ because it’s the persons choice. Everyone has the right to choose what religion they want, or don’t want, based on their own reasons and feelings and no one should try and influence them into choosing one religion that they may not actually believe in but have been persuaded by others that it is the best religion to choose. Traditional Christian Missionaries would most likely disagree with what the statement says. They believe that they should go around spreading the gospel to persuade people to join Christianity because it is a job that God wants them to do. They take passages from the bible like John 14; No one can get to God except through Jesus, and John 3:14; Whoever believes in Jesus will not die but have eternal life, literally and use them to convince others that they have to join the Christian faith because it is the only way they can truly be connected with God. I do not agree with this point of view because if they are following their faith to the letter, then most religions teach that God will always be there for you even if you don’t have a faith so you don’t have to believe in Jesus to connect with God. However the fact that they have based what they believe in on the bible shows at least that they are trying to do what they believe is right and what God has told them and what they are supposed to do. Alternatively, modern missionaries might also agree with the statement because, instead of trying to persuade people to join Christianity, they do good work and evangelise because they believe it’s what God wants them to do. They believe God does not need them to convince others to join Christianity but just to spread his word to everybody because they are all one in Jesus Christ no matter what their faith is and as long as they keep spreading the gospel rather than using it to encourage people to join their faith they are doing what God wants and if people do convert to Christianity because of it then it has been their choice to do so. I think this is a much better view of what a missionary should do because it means they can still spread the word of God to people who might need to know about it so it can help them and they can still do the good work that God wants them to but they are not trying to be bias to any religion and they do not take away anybodies right to choose the way that they feel or believe. Atheists do not believe in any religion or God which is why some people may believe that they need to be persuaded to a become religious because they  think everyone needs to believe in God or a God and everyone needs to have a faith. However I don’t think that atheists would want to have anybody trying to persuade them to join their faith because they do not think any God exists. They may also argue to people who say that everyone has to have a faith that their faith is that they believe that the Wholly Other is not real. They would probably agree with the statement if people have chosen what they want to believe in then people should accept what they have chosen. Overall I agree with what the statement says because it is everyone’s human right to have a choice about everything they believe and other people trying to change that shouldn’t happen.

Homosexuality in School Essay

Of the many emotions a gay man or woman feel, perhaps the most powerful pervasive is fear. The fear of being found out ir real enough, but the worry does not end there. There are the fears of being bullied by your peers, being make fun of and even been killed. For a lesbian and gay teenager, who lack experience and life skills to cope with them, such fears can be overwhelming. Lesbian, gay and bisexual youth face many problems as they realize they are homosexual. And they have to face all this problems at school where many teenagers are judgmental. Many of these teens cant handle the bullying and abused so they turned to homeschooling, running away from home and even suicide. It is unacceptable for young gay men and lesbians to experience levels of prejudice and discrimination that mar their developing years and their school experiences. They, just as much as anyone, should be able to look back warmly on their school days, without rembering bully, name calling, and exclusion. It is common for young people to use words associated with homosexuality as insults or, more generally, as negative adjectives. The prejudice can cause great distress for gay or lesbian pupils, who, gradually becoming aware of their sexuality, come to realize that they are a member of a despised group. This can affect self-stem badly and be a very upsetting time. As they grow older, gay pupils are faced with they very difficult decision of whether to come out and be openly gay at school, or whether to try to hide their sexual identity form their peers. Many homosexual teenager don’t know how to deal with this problems, so they often recurred to drugs in search for some outlet. Many start developing mental problems like depression and anxiety. Because fo the prejudice and the bullying in school that homosexual teens received they don’t get help, they don’t want to tell their teachers as they are afraid they will judge them. By not getting help many of them feel they don’t have another option than ending their life. According to pflagphoenix.org over 30% of all reported teen suicides each year are committed by gay and lesbian youth. Various sexual health issues, specifically HIV, for young gay men are disproportionally affect the lack of information there. They need to receive the information that eill enable them to identify risks, and to take action to protect themselves before they reach an age when they will become sexually active. An education system that falls in this regard is one that puts live at risk. Schools do not always do enough to address these problems, and in some cases, can even add to them. All too often, even if sexual health education does exist, it doesn’t even mention gay people. According to statistics by yotuhprideri.org a website made to inform about the problems that young homosexual faced. According to them 84% of homosexual students report being verbally harassed (name calling, threats, etc.) because of their sexual orientation. And 80% of gay and bisexual youth report severe problems with cognitive, social or emotional isolation. What is needed to help improve their situation? The school system exists to educate and prepare young people for place in adult society. If foes not provide gay pupils with the information they need to have safe sexual relationship, and allows other pupils to leave school with prejudice and a lack of understanding of gay issues, then the school system has failed some education providers have taken s steps to ensure young people receive sexual health education that contains a component for gay pupils. There are also an increasing number of schools that have specific policies for tackling homophobic bullying and discrimination. In such an environment, gay and lesbian teachers are more able to come out to students and staff, acting as vital role models for young people There are still problem for homosexual students in school, but we have to look at the things that are changing. For example media is becoming more aware and open to the problem and represented homosexuality in teenagers as a good thing. In many of the big cities they are being more opened to homosexuality, many school are even bringing more information about sexuality. More school are hiring homosexual teachers to show there more open minded state. These are small steps to achieve more freedom for homosexual teenagers in school and in society, but still remember that they are many who are suffering and we can not stop until this problem is ended.

Defining Leisure and Recreation Essay

Leisure is a general term and just like an umbrella, covers the terms, sport, recreation and play. Leisure is the overall term. Below is a diagram to help explain the relationship between leisure, recreation, sport and play: On the continuum between play, recreation and sport, there are a varied level of effort and seriousness. Play is a non-serious form of leisure and sport is very serious. Leisure can be very difficult to define. It is said to be the time spent outside of working commitments and other daily necessities. It can be spent doing anything that an individual would like to do. It is said to be called ‘free choice’. It is our ‘free time’ and is a complete opposite to work. There are many characteristics of leisure including your state of mind. Your state of mind is how you decide to spend your leisure time whether it is shopping or whether it is playing sport. Leisure may not always be relaxing but it has an aftermath of relaxation and a good feeling. Leisure may be active or passive depending on our state of mind. An example of a passive leisure activity is watching television. You are not active as you are only sat down watching television but it is a very popular leisure activity. An example of an active leisure activity is football. You are very active and you are running around. Leisure activities can also be home-based or away from home. An example of a home-based activity can be listening to music in the home and an example of an away from home activity could be going to the pub. Leisure is enjoyable and can be done anywhere. A quote from Collins Advanced Vocational textbook of Leisure and Recreation says, â€Å"Leisure can be defined as the time that an individual sets aside for activities or pastimes outside work or other necessities such as sleeping.† A-Z OF LEISURE ACTIVITIES ARTWORK NATURE SEEKING BIRDWATCHING ORIGAMI CAMPING PUB DANCING QUIZZES EXCURSIONS READING FAMILIES SHOPPING GARDENING TELE HOLIDAYS UNDERWATER ACTIVITIES INTERNET VISITS JOGGING WATERSPORTS KNITTING XYLOPHONE PLAYING LISTENING TO MUSIC YOUTH CLUBS MUSEUMS ZOOS All the above activities are activities that are done in our leisure time. They are taken out when we do not have work, or everyday duties like sleeping and eating. Recreation is also a free choice activity and is often active. It is more structured than leisure and is not usually done at home. Recreation implies enjoyment and the skill level does not matter. Recreation has a flexibility of rules and is very purposeful as it ‘re-creates the individual’ or ‘re-charges the batteries’ ready for work. Hobbies are usually productive with skill levels increasing with more practice. Recreation has a moral element and has a good attitude about it. Examples of recreation are swimming, stamp collecting and gardening. They are all ‘creating’ something, hence the word ‘recreation’. Swimming creates a stronger person, stamp collecting creates a larger stamp collection and gardening creates a nicer garden. Recreation is defined as, â€Å"the type of activities undertaken for enjoyment or relaxation during a person’s leisure time.† There are physical and passive recreational activities. Physical activities are playing sport, playing music instruments and gardening. Passive activities are watching television, listening to music and playing computer games. ‘Home-based’ recreational activities are cheaper, for example, reading library books is free and eating at home is much cheaper than eating out. It is also non-dependent on anyone else whereas going to a restaurant would involve other people. A quote from Kaplan in 1975, says, ‘Activity voluntarily engaged in during leisure and motivated by the personal satisfactions which result from it†¦a tool for mental and physical therapy.’ This is a very good quote to describe the definition ‘recreation’. Play can also be very hard to define as many people have different views on what play is. Although a major football team play football every Saturday, competitive football is actually counted as sport. An example of play is ‘tig’. ‘Tig’ is a game that can be played anywhere and does not have certain rules or boundaries. Play is very spontaneous and can be done on the spare of the moment. It can be played in the garden and is not competitive. It is make-believe and is often done to get away from the real world. There are no age boundaries and adults and children can play. Play is not very important and has a low level of skill. It is not compulsory and is a free choice what an individual decides to play. Playing does not have to be physical. An example of a non-physical game is playing cards. Whilst playing, no certain skills are being taught but people can learn new things whilst playing. Play can be defined as, ‘Activities from which you get immediate pleasure without ulterior motive.’ This quote was taken from There are many skills learnt by children through play such as physical skills like how to pass a ball properly in football. Other skills are cognitive skills, environmental, social and moral skills. An example for a cognitive skill is where you decide on a decision quick enough to react to it, for example, when an opponent comes towards you dribbling the ball, it is a cognitive skill that is used to decide whether you go and tackle them or not. An environmental skill is where you pick up from people what is the best way to care for the environment and the area around you. Social skills are how you learn to react around each other, how you learn to be friendly with one another and learn how to communicate in the appropriate manner, for example, a social skill learnt through play is shaking the opponent’s hand after a game. Moral skills are the way you act to other people and the manners use. For example if someone gives you something, you say ‘thank you’. You know it is morally correct to thank the person. This is an example of a moral skill. Play is the opposite of sport. Sport has many characteristics and can be defined as the most physical of leisure’s field of study’s. It can be very successful and competitive. Sport has a high level of skill and a high level of fitness. There are strict rules on and off the pitch. For example, on the pitch, one rule in football is that you are not allowed to tackle an opponent from behind. A rule off the pitch is that players are not allowed to take drugs. In sport, the outcomes are important as it may be for a league, cup or tournament. There are qualified officials that have an important role in the game. There are many people who play sport as a job, therefore, are professional sports players. In sport there are tangible rewards such as the F.A. Cup in football. Sport is formal as it has organised dates and times when sport is going to take place. There is a lot of effort put into sport and a lot of work is put into practising for the sport. For each sport, there is a National Governing Body just like the Football Association in football and the Sports players do still find it enjoyable as it is rewarding and fun to participate in. The word ‘sport’ stems from the Latin word, ‘disportare’ which means ‘to carry away’. Sport across the world is seen very serious and top sports players even put themselves through pain and emotion to succeed. A definition of sport is, ‘Any physical activity which has the character of play and which takes the form of a struggle with oneself or involves competition with others is a sport.’ This quote was taken from There are many factors that affect the participation of people in leisure and recreation activities. One of the most important factors are our peers. They can have a big influence on whether we do or do not participate. For example, if our friends really enjoy playing sport, you will be more influenced to take part also. But if our friends have the attitude that playing cricket is boring and we would be much better going to the cinema instead, you would be influenced in thinking the same. Other influences can be by your parents. If your parents are behind you in playing sport and buy you equipment and transport you, they will be influencing you into deciding to play sport. If you decide you would like to play football for your local team and need some football boots and your parents will not buy you them, you may decide not to play as you do not possess the equipment to play. A big influence on participation can be the opportunities you have around you. If the school you go to has a very good range of extra-curricular activities and has contacts with clubs in the area, you will be more influenced in taking part. If you have a higher opportunity to participate then there is a higher chance that you will participate. The area in which you live will influence you as well as there may be great facilities in the area or there may be none at all. A big influence in which activity we decide to participate in can be role models, such as Michael Owen in football, Steve Redgrave in rowing and Paula Radcliffe in running. These are all professional and very successful sports players that have a big influence on what sport we participate in. They are all very good at there own activities and our skill level can also influence us in our participation. For example if you know and feel you are good at an activity, you will want to take part in it more often that in an activity that you are not so good at. Some people have a lot of leisure time whereas other people have very little, this can also influence us on our participation as there may not be activities going on at the time you want to participate in. Our culture can also have a big influence on what activity we decide to take part in. For example, if your Granddad, Uncle and Dad all were good footballers, you may decide to take part in football, as it is a ‘family tradition’. Other influences in our participation can be our medical conditions and our disabilities. For example, a person in a wheelchair would not be able to play in the Premiership. A major influence on our participation in leisure activities is our wealth and our disposable income (our money we have left after we have paid for all our necessities), Many leisure activities cost money to participate in so if we do not have much money to append, this may affect our decision in what we do. There are many things that influence our participation such as our sex. Netball is seen as a women’s sport and men do not play. Although women play football, their status is nothing compared to men’s football. There are rules that say men and women cannot play football together from the age of 11. The lack of men’s netball teams and the lack of women’s football teams can influence our participation in certain leisure activities. Our level of fitness can also influence our choices as if we were very tall and very fit, we may decide to play a sport like basketball but if we had very strong arms, we may decide to choose to take part in rowing. Media can have a very big influence in our participation as it has a big influence in our lives. When you read the back pages of tabloid newspapers, you usually find that most of the pages are about football, because there is so much talk about football, you may be influenced in participating, just like if on the news, they say that it is bad to take part in basketball because you can hurt your ankles, you may be influenced in taking part in another sport. The marital status of an individual can also influence participation. If you are married with children, your leisure time will be reduced as you have more daily necessities like picking up the children and caring for them. Car ownership can have a major influence in participation also as if you have a car, it will be easier to access places that you cannot get to by public transport. As shown above, there are a great number of influences in participation, whether it is friends or medical conditions.

Medical errors Research Paper Example | Topics and Well Written Essays - 10000 words

Medical errors - Research Paper Example Due to development in science and related ethical considerations in the western part of the world, patients and those related to them have more opportunities to be aware of mistakes and errors committed by their medical practitioners which further allows them to follow an appropriate course of action depending on the nature of MEs. Another significant factor that leads to formation of processes involved in disclosure of medical errors is Judeo-Christian traditions prevailing in western part of the world. Although these traditions are not universally applicable however secular western societies recognize them well. Some of the major Judeo-Christian expectations include confession, repentance and forgiveness. According to Berlinger and Wu (2003), When one misses the mark in terms of another person, Jewish and Christian traditions prescribe a series of concrete, reciprocal practices: confession, which includes disclosure and apology; repentance, which includes the actions that the person who has harmed another undertakes to compensate for the error; and forgiveness, through which the person who has been harmed signals that he or she has been adequately compensated. These practices may serve as a lifelong reference point for ethical conduct (106)i.† In order to devise a concrete mechanism of disclosure and apology by medical institutions to those directly affected by these medical errors, it is important to identify and understand expectations on part of patients and those related to them. Where apologies are the ultimate expectation of these parties, admitting fault and confessing them are the first step to resolutions of such situations. It is important to note that admitting fault may be sufficient enough to raise liability of medical practitioners and institutions in case patients and their relatives decide to enter into law suits. Another important element of accepting and disclosing medical errors is repentance on part of medical authorities involved

Term paper_INB 5807 - Foundations of Global Business Article

Term paper_INB 5807 - Foundations of Global Business - Article Example This paper seeks to evaluate institutional environments of Turkey as a developing nation, and those of Germany as a developed country, and critically analyze how these environments impact stability and development of these countries. Political Environment Germany is a federal republican economy with republican form of government where there is division of powers between the federal government and the government of individual subdivisions. Turkey on the other hand has the parliamentary system of democratic governance where the executive derives its democratic legitimacy and is held accountable to the parliament/ legislature and legitimacy regarded on the will of the citizens. These kind of political institutions have the executive arms of the government as ceremonial with much accountability based on the legitimacy of the legislature with which activities of the government are shared with majority in the legislature. ... ls of governments with regular checks on the legitimacy of the executive by other branches of the government which helps to promote accountability and transparency (Weatherly & Otter, 2011). Stability in both countries can be traced on their legal systems and the provisions of representations in that for instance, Germany practices civil law system with many fundamental matters of administrative law being left in the hands of the states with the penal system aimed towards rehabilitation of the criminal and protection of the general public. Stability on the other hand can be traced in Turkey’s universal suffrage form of election and representation and continued efforts by government and international organizations to enhance observance of human rights which promotes development in the long run. Economic Environment Germany has a social market economy; capitalism combined with social policies that favor union bargaining and social insurance, coordinated by highly skilled labor f orce and levels of innovations, and higher capital stock and strict levels of management. Turkey on the other hand has a private and a more market based economic system where investment, production and distribution decision are broadly defined by market forces of demand and supply; with prices determined by these market forces. Unlike in social market economy where Rhine capitalism; where finance is more dominated by banks instead of stock exchanges, market model primarily depend on the willingness of the parties to transact. The social and economic/ financial institutions in a Rhine model enhance a well-adjusted balance of power between shareholders and managers, partnerships between employers and unions, regulated markets and shred relationships between banks and companies, and shared values

Business environment Essay Example | Topics and Well Written Essays - 2250 words

Business environment - Essay Example Every other day in newspapers we see the news about spin off, takeovers, mergers and acquisition. For a successful development of a product or service, at some stage, it is essential to undergo mergers and acquisition. Many experts believe that mergers increase the efficiency and values of a firm and in this way, resources can be utilized in the best possible way, thereby increasing the overall value of shareholding. (The Basics of Merger and Acquisition, 2010) 1.1 What is a Merger? Merger is defined as amalgamation of two or more companies in order to form a single company where only one company survives and the amalgamated one lose their corporate existence. The company that intends to survives take overs all the assets and liabilities of those companies which have been merged. In merger, all the shareholding, assets and liabilities of one company is transferred to the company that has to survive in the form of: Debentures Equity share Cash Or mix of all of the above. (The Basics o f Merger and Acquisition, 2010) 1.2 What is Acquisition? In general, acquisition is defined as acquiring the ownership of a company. In the context of business, acquisition is a purchase of a company where the buyer purchases the shareholding, assets and liabilities of seller. ... Renovation of Product facilities Mergers and acquisition helps in intensively utilizing resources and plants, achieving economies of scales through expanding and efficiently utilizing production facilities. It also helps in after sales services and thereby improving customer satisfaction. iii. Market Expansion The most imperative advantage of merger and acquisition is that it helps in expanding the market and boosts growth of business. Mergers and acquisition helps in eliminating competition and offers new products and diversification strategies to the merged or acquired companies. iv. Financial Strength In history, many mergers and acquisitions have failed but in most of the cases, financial strength of companies after getting merged or acquired has increased. Mergers and acquisitions help in improving liquidity and provide access to the cash resources. Greater backing of assets is provided and gearing capability gets improved. By being merged or acquired, companies are in better po sition to avail tax benefits and the EPS (Earning Per Share) also gets improved. (Sobek, 2000) v. General Gains After merger and acquisition, a company gets in a position to improve its public image and it also attracts experienced managerial talents to look for its managerial affairs. M&As (Mergers and Acquisitions) help in offering better satisfaction to the users or consumers of its products. vi. Strategic Purpose The company which is going to acquire the other one looks for all the available alternatives including product expansion, market expansion, vertical expansion, horizontal expansion etc. Thus, the company sets it strategic purpose which

Violence in the Workplace Essay Example | Topics and Well Written Essays - 750 words

Violence in the Workplace - Essay Example In 2008, Roy observed that workplace violence was assuming great importance for modern businesses. Quoting the U.S. National Institute for Occupational Safety and Health, he observes that on an average working day, 3 people are murdered on the job, 1000000 workers are assaulted and more than 1,000 are murdered every year in the U.S. According to the Labor Department, killing at the work place is the second major contributor to death on the job after road accidents. Statistics show that 111,000 incidents of work-place violence cost employers and others an estimated 6.2 million in 1992. With the issue of violence at the workplace gaining higher attention, many state bodies are coming together to combat this social threat. The 9/11 attacks gave a completely new perspective to violence at the workplace. The incident made the world wake up to the fact that a threat need not be limited to workers only, but could also be in the form of terrorists attacks from outside the workplace. The FBI's National Center for the Analysis of Violence Crime (NCAVC), Critical Incident Response Group (CIRG), coordinated with a select group of experts from law enforcement, private industry, government, law, labor, professional organizations, victim services, the military, academia, mental health, and CIRG's Crisis Negotiations Unit in 2004 and discussed the problem at length. "Workplace Violence: Issues in Response," a document detailing the duties of an employer, employee, the role of the state has been the written outcome of this effort. While there are no written rules about hiring or verifying the credentials of a prospective employee, the agencies have advised employers to exert utmost care in recruiting new people. Also, while businesses are bound by law to safeguard the employees' welfare and security under the Occupational Safety and Health Act, they can in no way guarantee complete safety for the employees from external threats. They can at most ensure that the workplace is "free from recognized hazards " in accordance with the "General Duty Clause." . To properly implement the civil rights requiring employers to protect employees from various forms of violence, it becomes essential fro the employers to pay extra attention to each employee's activities within and outside of the workplace. However, keeping a tab on such activities might lead to issues of privacy, defamation and discrimination against some employees. Not only while hiring, but also while firing employees, organizations have to be very careful th at the disgruntled employee doesn't become a threat to the company. As discussed in the paper, sometimes laws meant to protect an employee's rights become an obstacle in ensuring the employer's rights. The American Disabilities Act might prove a hurdle for an employer if the concerned person shows signs of being a threat to the company, but is not ready for counseling. Thus, while we can safely conclude that instances of violence at the workplace are increasing at a rapid rate, organizations have to be prepared for any kind of emergency. While hiring new people, they should also keep in mind the past records of the employee and take hints

How proteins in the diet are disassembled and then reassembled to form Essay

How proteins in the diet are disassembled and then reassembled to form useful proteins in the body - Essay Example These enzymes are dipeptidases, carboxypeptidase and aminopeptidase. Since the intestinal absorption of proteins is only possible in amino acid form and peptide form so they must be broken down into amino acids and peptides. These absorbed peptides are dipeptides and tripeptides. After absorption they are transported into the cells by various transporters and channels depending upon the internal environment. Up till now, all the disassembly of proteins is extracellularly done. After this, the entire breakdown is done inside the cell called intracellular protein degradation. Inside the cell, they are taken by phagocytosis; the food vacuole is fused with lysosome. The lysosomal enzymes further degrade di and tri peptides into amino acids. Different digestive enzymes have different specificity towards their substrate. For example trypsin cleaves positively charged residue including arginine and lysine. Similarly, chymotrypsin cleaves the aromatic residues consisting of tyrosine, phenyla lanine and tryptophan. Elastase breaks the bond of small non-polar residues (alanine and glycine). If these digestive enzymes are activated without any stimulus (as protein in the diet is the stimulus for their secretion), it will lead to auto-digestion of the pancreas leading to pancreatitis, that’s why they are always secreted in an inactivated form. This inactivated form is called zymogen. Zymogen for trypsin is called as trypsinogen. It is activated by enzyme enterokinase (secreted by duodenal mucosa). Pepsin is also secreted in an inactivated form as it leads to auto-digestion of stomach. That inactivated form is called as pepsinogen which is activated in an acidic medium. The pancreas secretes the precursors of a number of proteases, such as trypsin and chymotrypsin. The intracellular degradation of protein results in the formation of amino acids. They are also degraded by ubiquitin system. After entering in the blood, amino acids are used for several purposes. One of t hem is also the formation of proteins for the body. Protein is also a structural component of cells. Plasma membrane and membranes of cellular organelles is also made of proteins. So amino acids in the blood are used for the protein formation. It is a complicated process. Any mistake or error in this can lead to many diseases as discussed in the end of this essay. The assembly of proteins is called as Protein biosynthesis. It is called as Translation which involves the assembly of proteins. Translation is only possible if mRNA is available and it is formed by the process called translation. The reassembly involves two processes transcription and translation. In transcription an mRNA is generated. It is template of one strand of double helix DNA. Transcription involves three steps: initiation of mRNA, elongation of mRNA chain and termination of transcription. Each and every step is regulated by a large number of proteins. These are transcription factors co-factors and coactivators. T heir major function is to ensure that the correct and required sequence of gene is transcribed. The process of transcription occurs in the nucleus. The double helix DNA is "unzipped" or opened by the breakdown of hydrogen bonds between the two strands by helicase. Primer attaches to the site and is followed by an initiator. Then elongation of the chain occurs by placing nitrogenous bases. The bonding occurs between adenine and uracil and guanine and cytosine.

Response Paper Essay Example | Topics and Well Written Essays - 250 words - 4

Response Paper - Essay Example The eye determines what it should see depending on the prevailing circumstances. A photographer has to ensure that the environment is conducive in order to take a high quality picture. It is true that some backgrounds such as metal work, jewelry, and precious stones have a big impact on the gaze of people (2). In order for people to have a good gaze, they need to wear unique clothes and ornaments that can easily attract the eyes. The mobility of the camera makes viewpoint clear on film and television. In modern days, there are big and sophisticated cameras that can take view from any angle. The sophisticated cameras ensure that images are viewed very clearly and allow easy capture of objects (4). Mirrors played a big role in the design of cameras; mirrors reflect gazes and eyes of individuals who are looking at them. The continuous change in technology has transformed the world of gaze and surveillance. In modern days, there are more powerful cameras that take both still images and videos in an easy way. Cameras have been imbedded in phones, meaning that any person can take pictures without necessarily having photographic

Marketing Communication Approach Essay Example | Topics and Well Written Essays - 1500 words

Marketing Communication Approach - Essay Example There are various communication channels that any organization may use for corresponding with the consumers, investors, suppliers, social activist groups and media groups. These channels range from advertising, trade promotions, consumer promotions, event marketing and sponsorship, personal selling and publicity & public relations. The news release publication is concerned with and falls under the publicity and public relations category of marketing communication strategy. The news releases are issued by an organization whenever it has a worth mentioning news, event, or offer to announce publically that catches or is likely to grasp media’s, investors’ or consumers’ attention. These press or news releases are often open for free access to general public and at times these are characterized by restricted access to particular groups because of sensitive details and to secure confidential information disclosure. At times interested parties are encouraged to pay for these news releases to acquire access to valuable information discovery about an organization, for instance; financial news releases. Microsoft’s Marketing Communication Approach Introduction to Microsoft: Microsoft is a multinational public organization, which was founded in 1974 by Bill Gates, and is headquartered in America. The company operates in IT industry and serves consumers globally. Microsoft’s marketing offers comprise of a wide range of products which falls under the categories of operating systems, hardware devices, software applications, business solutions, developers and IT pro products, and miscellaneous products that comes from diverse orientations. The company’s moves exhibits fierce competition focused vision and strategic agenda for its business activities. It started as an operating system developer for IT industry but now the company has diversified and extended its operations across so many product categories. Recently Microsoft has launc hed mobile operating system as windows phone and has entered into PC vending market to leverage its brand reputation and give tough time to the competition. Marketing Communication Approach: Microsoft’s marketing communication approach, as reflected by the news releases and ads archives at the organization’s official website, is characterized as being overwhelmingly product oriented. The company has published around 28 news releases during the month of July this year; dated from 2nd to 30th July. These news releases primarily feature novel and latest product updates or launches across the various Microsoft product portfolios. These press releases also feature news pertaining to Microsoft’s patents and special agreements with business partners; financial reports and quarterly results of company’s progress; investment and investor news; mergers and acquisitions, acknowledgement and announcement regarding opening of new Microsoft office; Microsoft’s a ccomplishments; and also shares other news concerning internal happenings and affairs at Microsoft. The product featured news releases are preoccupied by updates pertaining to almost all of the products of Microsoft including three news releases about cloud computing technology, one related to consumer products, one about

Food Test to Determine the Presence of Reducing Sugars and Non-Reducing Sugars Essay Example for Free

Food Test to Determine the Presence of Reducing Sugars and Non-Reducing Sugars Essay Apparatus/Materials: Bunsen burner Solutions A, B, C, D, E, F and G (unknown) Measuring Syringes Stirring Rod Beakers Test tubes (7)plus holder and tray Copper sulphate solution (CuSO4) White dropping ray tripod stand and mesh -stopwatch Biuret? s solution Sodium Hydroxide solution (NaOH) (or Potassium Hydroxide solution) Hydrochloric Acid (HCl) Sodium Hydrogencarbonate (NaHCO3) Iodine Solution(I2) (or Potassium Iodide solution) Ethanol (C2H5OH) distilled water (H2O) Test Method Reducing Sugars 2cm3 of solutions A-G were placed into separate, labelled test tubes using separate measuring syringes. An equal volume (2cm3) of Benedict? s solution was then added to the solutions in the test tubes. The tubes were then gently shaken and placed in a water bath until any possible change in colour was noticed. Observation Inference/Explanation A- changed from a transparent bluish colour to purple. B- changed from a bluish colour to a yellow orange colour from the surface; middle began turning green; then entire solution turned bright orange in colour. C- turned from blue to a dark blue/purple. D- no reaction E- no reaction F- changed from a bluish colour to a yellow orange colour from the surface; middle began turning green;then entire solution turned bright orange in colour. G- no reaction. Benedict? s solution contains copper sulphate. Reducing Sugars reduce soluble blue copper sulphate, containing copper (II) ions (Cu2+) to insoluble red-brown copper oxide containing copper (I). The latter is seen as a precipitate. Therefore, solutions containing reducing sugars were: B and F. Those not containing reducing sugars were: A, C, D, E, and G. Test Method Observation Inference Nonreducing Sugars 2cm3 of solutions A-G were placed into separate, labelled test tubes using separate measuring syringes. 1cm3 of Hydrochloric (HCl) acid was then added to thesolution in the test tubes. The test tubes were placed into the water bath for one minute and were then neutralized with 2cm3 sodium hydrogencarbonate (NaHCO3). The Benedict? s test was then carried out (where an equal volume2cm3 -of Benedict? s solution was then added to the solutions in the test tubes. The tubes were then gently shaken and placed in a water bath until any possible change in colour was noticed. ). A- no reaction B- changed from a bluish colour to a yellow orange colour from the surface; middle began turning green; then entire solution turned bright orange in colour. C- no reaction D-changed from a bluish colourto a yellow orange colour from the surface; middle began turning green; then entire solution turned bright orange in colour. E- no reaction F-changed from a bluish colour to a yellow orange colour from the surface; middle began turning green; then entire solution turned bright orange in colour. G changed from a bluish/ purple colour to a yellow orange colour from the surface; middle began turning green; then entire solution turned bright orange in colour. A disaccharide can be hydrolyzed to its monosaccharide constituents by boiling with dilute hydrochloric acid. Sucrose, for example, is hydrolyzed to glucoseand fructose, both of which are reducing sugars (and would give the reducing sugar result with the Benedict? s test) 2cm3 of solutions A-G were placed into separate, labelled test tubes using separate measuring syringes. An equal volume (2cm3) of sodium hydroxide solution were added to the solutions in the test tubes and mixed. Approximately two drops of Copper Sulphate solution was added and mixed. Observations were recorded. A- changed from a colourless solution to a purple/lilac colour. B- no reactio C-changed from a colourless solution to a purple/lilac colour. D- no reaction E- no reaction, but solution E floated above the added

Educational psychology Essay Example for Free

Educational psychology Essay I am a big proponent of social cognition, and I am going to use it in my classroom. I believe that is a student puts their mind to something, and they really try to accomplish that goal it can be done. In order to elicit this response one must often use the operant condition when it comes to learning. People thrive on the words of others and their praise. â€Å"In operant conditioning the organism learns that a particular behavior produces a particular consequence. If the consequence is useful or pleasurable, the organism will tend to repeat the behavior to produce the consequence again. If the consequence is unpleasant, the organism will tend not to repeat the behavior. Pleasant consequences are sometimes called ‘rewards’, and unpleasant consequences are sometimes called ‘punishments’ (Berger p 42. )† This theory came about by the studies of B. F. Skinner. This is where I tend to move towards metacognition and self-efficacy. I believe that when a student does well on something it is quite satisfying, and they would like to see this result again. They noticed that when they studied hard the reward was the good grade. They receive their grade and self-gratification sets in. If they did not study they may fail the test and they are then negatively reinforced because they do not want to see this result again. I want to use this conditioning and encourage my students to do well. I know they can do it; they just have to have the right attitude and behavior about it. An example of this reinforcement is if I tell my student, â€Å"good job, I really enjoyed that†, when referring to a project they did; the student will most likely work harder and come up with and even more impressive project. My student wants the affirmation that he did a good job. The student want the positive reinforcement as it brings about a rewarding stimulus. This not only gets the student to do their work it also gets him thinking metacognitivly, which he will benefit from later on in life. He is looking at what he did to get my praise and analyzing what he did, and looking at how he can do better. This is exactly what I want from my students I want them to take an active role in their education. He does not know it, but my student through operant conditioning has arrived at a deep thought process. It is brilliant. As teachers I believe we use operant conditioning every day. We will prompt our students with cues helping them arrive at the answer. In giving the students positive reinforcement they do get a true yearning to learn. It may start out as just for the reward, but it is my hope that eventually they realize learning is the reward. Classical conditioning is useful, and thanks to Pavlov; we see that it works. I do want to condition somethings so that there is an automatic response. For example, when I ask my students quite down they will automatically respond to my voice, I know optimistic. In general though I prefer operate conditioning as it goes deeper into thinking. I again go with the cognitive approach when it comes to motivation. When someone internally processes something it becomes more real. It means more to them. When a student reflects on his work and looks at how he can improve upon it. This very closely reflects extrinsic motivation. Here someone does something to obtain something else. This could relate to the student who studies to obtain a good grade. I like this theory and will apply it to my classroom, because I really want to get my students gears turning. â€Å"They emphasize the importance of creating learning environments that encourage students to become cognitively engaged and take responsibility for their learning. This goal is to get students to become motivated to expend the effort to persist and mat ideas rather than simply doing good enough work to just get my and make passing grades (Perry, Turner, Meyer, 2006, p 467. )† If my students can come to the point of realization that studying equals doing well in the class I am in a good spot. Many students know this but they do not fully believe it because they have never tried (Wigfield, 2006, p 463.) Even stronger than this is intrinsic motivation. This motivation becomes so real to the student when they realize they can self-determine their outcomes. I love this method so much. The student is growing and understanding how to truly learn, they are learning that what they learn truly effects them. â€Å"In this view, students want to believe that they are doing something because of their own will, not because of external success or rewards (Deci, Koestner, Ryan, 2001, p 464. )† They have learned to stop relying on others; they have learned to push themselves through life. â€Å"Researchers have found that student’s internal motivation an intrinsic interest in school tasks increase when students have some choice and some opportunities to make personal responsibility for their learning (Grolnick, 2002, p 464. )† I want to motivate them by allowing them some freedom in my class. I will give my students choices because they then be more motivated to do the work with all their effort. The thing is, whatever choice they make they are still learning! Also they are processing it all through information processing to make sure that how they are acting now will be duplicated. They know their actions constituted a response from me, which was giving them more freedom. They enjoyed this stimulus and will want it to continue, so they will work really hard. This loops them all the way back to operant conditioning and positive reinforcement! It is all connected. Another big thing with this idea is interest. â€Å"Interest is especially linked to measure of deep learning, such as recall of main ideas and responses to more difficult comprehension questions, than to surface learning, such as responses to simple questions and verbatim recall of text (Wigfield, 2006, p 466. )† This is where I hope my passion for history comes in. I want to get my students excited about history. If I do get my students excited they will show interest and if they show interest they will understand the history at a deeper level than they normally would. My management plan also fits in with these ideas. I am going to run my classroom according to the authoritative perspective. I will be the teacher and the students will follow my rules, but they will be integrated into the classroom. My students will have a say as to what goes on in my classroom, in our classroom (Baumrind, 1971, p 513.I will manage my classroom with effect rules that can be up for change depending if the students do not agree with the rules. â€Å"To function smoothly, classrooms need clearly defined rules and procedures. Students need to know specifically how you want them to behave. Without clearly defined classroom rules and procedures, the inevitable misunderstandings can breed chaos (Evertson Emmer, 2009, p 515. )† I will have my procedures laid out at the beginning of the year so that the kids will have excuse when they do not follow the rules. I will be integrating William Glassers management plan. He suggested that there be a classroom meeting every once and while. This is just a chance for the students to say yes or no regarding structures of the classroom. I will also manage my classroom by listening to what my students have to say. I want them to know that I do care. I want them to trust me. If there is mutual peace between us, there will be far less conflicts that arise. â€Å"When most of us think of your favorite teacher, we think of someone who cared about whether or not we learned. Showing that you genuinely care about student as individuals apart from their academic work helps gain their cooperation (Pianata, 2006. )† Students feel safe and secure when the teacher shows that he cares. The classroom atmosphere if much more relaxed. It is not up tight and tense. If I teach like this a lot of anxiety and stress will be avoided. Target Group I am getting my teacher degree in secondary education. I will be teaching at the high school level. I would like to, at least some point in my career, teach in the Christian school system. I grew up in it, and I love what their mission is. I also would not mind teaching in a public school. It would be good experience for me and help me grow as a teacher. I would like to teach in traditional public schools and in Christian schools. I would like the experience of both. Public schools would allow me to reach out to those who are really in need and to those who thirst for knowledge and cannot get it anywhere except through free public education. This would be especially true if I were in an inner city situations. I would not mind this at all as I volunteer now helping with inner city children. I have a heart for them and would love to serve as a teacher there someday. I want to offer them knowledge and help them meet their full potential. I also would like to teach at a charter school. I observed a classroom at a charter school and I really liked. It is a good system and is run well and I would like to be a part of it, at least for a time. So, I am happy at any school; I will go where God sends me. The ages that I will be teaching will be ranging from the age of thirteen to nineteen. It is my hope that I will be teaching history. There is a scarcity of history teaching jobs right now, and I hope that will be able to find one. I absolutely love history and I really want to teach it. The other subjects I would be teaching would be biology or just a general science class, and depending on where I teach, bible class. I would also like to teach at a smaller high school, about six-hundred to seven-hundred students. A big high school with two thousand people, I believe, is too impersonal. A smaller high school, like my own, is just the right size and encourages kids to get to know one another. Also, in a big school I could not be as relational to the students as I would want to because there would be so many in all my classes. Environment and Routines If things are not explained clearly, or if things are not put in a well thought out manner; a teacher may run into behavior problems. In order to create good student behavior I plan to take the three-step approach that the Wongs developed. I need to teach my students how to follow procedures, or else I will run into problems. I must first explain the classroom procedure as clearly as I possibly can, and if there are questions I will answer them. Also it is a good idea to distribute my procedures at the beginning of the semester or at the beginning of a certain activity so the students know what is expected. After I explain what is going on I should practice or rehearse the procedure until it becomes routine. â€Å"Behaviors must be taught, modeled, practiced, and retaught (Wong p 175. )† In going over the procedures repeatedly the students then understand what is expected of them. Finally I must reinforce this procedure and I also must reinforce what is the wrong procedure. After going about this my students will know exactly how to act and what is expected of them, and there should be very few behavioral problems. A positive classroom environment involves both the teacher and the student. The students must respect the teacher and his authority. They must listen to what the teacher has to say, and they must be disciplined when they do not. The teacher also must respect the students. He must listen to what the students have to say, and he must not make it a dictatorship where the classroom is harsh and rigid in structure. The kids are only human. â€Å"A positive classroom environment encourages participation and risk-taking because students know they will not be harassed or belittled by the teacher. Students do not have to shrink within themselves to survive the forty-five minutes, ninety minutes, or full day with teacher who yells, throws things, or makes hurtful comments. In a positive classroom environment students can make jokes, engage in their learning, banter with the teacher, and feel comfortable with the tasks given. † (Kendrick) In a classroom a teacher should be encouraging to his students. He should let the students know that he believes in them. Students do not do well in class when their teacher does not believe in them. They stop trying, viewing themselves as failures, and it carries on later into life. I want to have a positive classroom environment. In order to achieve this I am going to teach from an authoritative classroom management style. I will encourage my students to think for themselves, if I think for them no real learning is accomplished. I will engage my students and show that I do care about them. I will listen to what they have to say and if things need to be changed I will. I will allow them freedom within their education and learning in my classroom; but I will still clarify the rules and establish the standards with some student input. I am not there to be their friend, but I do want them to understand that I care about them and to have some say in their education. I care whether or not I learn, and if I am doing something wrong I want them to feel comfortable telling me. To achieve a connection with the students I must be a good oral communicator. I must clearly communicate the information I am presenting. I will use words and ideas that meet the level of understanding of my class. I do not want them getting lost in my rhetoric. They will automatically tune me out if they think I am teaching above them; I have even done this myself without realizing it. Also many teachers speak way too fast and the students cannot keep up, or the teacher talks way too slow and the students are lost to boredom. I must teach at an appropriate pace so that my students learn and remain interested. When I teach, especially in history, I must be precise. I am going to avoid being vague. My students will fail or do below their academic level if I am vague. I also will not just teach the facts; facts are what lose classes when it comes to history. History is so much more than just dates and it is still relevant today, even though they are just a bunch of, â€Å"old dead guys. † Also I will have what I am going to do for class planned out. I do not want to be disorganized, and I am not going to wing it through my teaching. I will have my lesson ready for each class so that I am ready to teach. The students will then have confidence in me as their teacher and I will not lose time to senseless things. (Florez, 1999) Each class period I am going to start with a couple of facts of history that happened on that day. This would just be a fun way to start off the class period. It is always to cool to see what happened in the past. I will begin each class with the objectives for the day so that the students know what we will be covering. I will not always give out note sheets for my lesson, but sometimes I will hand out fill in the blank notes so that they can keep up and still learn. I will have them ready before hand each period. Also I do plan to have some group projects. At the beginning of the year I will number them off as to create groups of four; I believe more than this can be counter-productive. As the year goes on I will let them choose their own groups; this being because I now know the dynamics of my classroom much better, and I can switch people if I know work will not be done. Every week I will allow the students to choose from a list of events in history relating to the period we are covering in class. I will have them explain what happened and how it relates to us today, and what we can learn from it. This project will consist of a one to two page paper and a one to two minute presentation. All history is relevant history and I want my students to understand that. As a history teacher, I would like major historical events to be represented on my walls. I am going to be going to be teaching secondary education. I will not have the cute and cuddly decorations, but I will still have things that will bring the classroom to life. One thing I must have in my classroom no matter what, is a copy of the Declaration of Independence. I will also have the students add to the classroom with their projects and other things they do so that they feel a part of the classroom. I want to have a classroom where the students are excited to be there, in good measure of course, so that it is not so distracting that they do not learn. Twice a week I am going to hold a classroom meeting. This is a meeting to make sure that my students are understanding the material, and that I am teaching to their needs. This is where the students really get to give their input on the class and what is going on. This idea was set forth by William Glasser. It follows my method of teaching, authoritative, and fits how I would like to relate to my students. This would take up to ten or fifteen minutes, but I do not believe it is wasted time. I will start off the meeting to see if anyone has any questions about the subject/time period we are on. I will establish if they are understanding it enough or not. Then I will ask for suggestions on things I can improve upon, and also ask for things that they like. I will then change some things and keeps some things according to how I think the classroom would best fit the current needs of the students. I will make sure to always hand my students test within a week of the test date. I also appreciated it when the teacher had a set time that they would get my test and assignments back to me. I believe it is important for them to see how they did and then gage how they can improve for the next time. At the beginning of the year I will establish things like this with them. They will then know what to expect from the class. I will set up my rules and regulations and procedures so that they will know how to act in my class. Also, every class period at the end I will have them write a few sentences on how what we learned in class effects us today. I want them to understand how the history we are learning relates to their own live and their interactions with others. Motivational Strategies Motivation focuses on mainly two categories, behavioral and cognitive. One of the big pushes in motivation is rewards or incentives. These are positive or negative stimuli that drive the student to succeed. This can be allowing the student to do something special, such as playing computer games or going on a field trip. The other big approach is internal motivation. The student’s thoughts are what guide their motivation. Motivation is what pushes students forward towards their objective. The cognitive perspective encourages giving students should be given more chances to do things of their own desire and to give them more responsibility. They are then taking their education into their own hands. They will have much more incentive to do well and strive for perfection; they are of course still monitored and rules still do apply. This strategy focuses on â€Å"goal setting, planning, and monitoring progress toward a goal (Shunk, 2008, p 462. † If a student has a goal before them they will want to achieve it. This strategy has the student look at how their actions determine the outcome of their school work. They take responsibility and gain more incentive to do well. There are another two main types of motivation associated with behavioral and cognitive motivation : internal and external motivation. Internal motivation is formed by our own wants, needs, and what we like to do. â€Å" It is determined by your personal values and goals. The drive to do something because it is interesting, challenging, and absorbing is essential for high levels of creativity. Enjoyment based internal motivation is the strongest and most pervasive driver as is a belief that it is a good or right thing to do. Often it is something we pursue even without a tangible result. † (Weisner) External motivation is the second kind of motivation. External motivation focuses much more on rewards than on one’s likes or goals. â€Å"Your motivation to attain your goal comes from a source outside yourself. It reflects the desire to do something because of external rewards such as awards, money, and praise. † (Weisner) This motivation tool is much less satisfactory than internal. In my classroom I will use this motivation, but I will try to use internal motivation when I can. If a student is doing something because he is motivated by rewards it is not near as gratifying if done for self interest. I will use both in my classroom as, unfortunately; sometimes rewards and external motivators are the only ones to get them to do their work. Some kids need incentives to be motivated to achieve their best, or to even try. They add interest or excitement to a classroom and in turn motivate them to do well. This is especially true of those who seem to not even care about the class (Emmer Evertson, 2009, p 460. ) If I see that there is somewhat of a lack of interest in what I am teaching I could implement a game. The more they know the better they will be at the game. Most people are competitive by nature, especially those who do not care it seems. So , a game in my class would motivate them to pay attention and learn the material. We could play history hot potato. A ball would be thrown around as history questions would be asked, if they took too long the student would have to sit down. The winner would then get maybe some extra credit points, or if I feel generous maybe some candy. In reaching the kids who do not care, I believe this is the best method. If they get something for learning they will start paying attention. This is not the most desirable, but this is sometimes the route that must be taken. (Skinner, p 236) There are also those who are just plain hard to reach; most of the time this stems from no confidence in themselves. I will most often use the cognitive approach when it comes to this. I will encourage them to set goals. I will encourage them and I will make sure they understand that they as a student can effectively control their environment. (Shunk) I will constantly encourage them and remind them that they are smart and that they can do it. I will also use Skinner’s operant conditioning in this situation. I will use positive reinforcement. I will reinforce their work with a smile, or a â€Å"good job†. Students feed off the praise of their teachers; we as humans naturally want to please others. Problem Behaviors The behaviors of students are not always conducive to the classroom and can cause disruptions. I will implement some rules so that they know exactly what is expected and I will have less problems. One rule that I think should be followed in my classroom is that the kids must be in their desks when the bell rings. This is a really good rule, because so much time can be lost on a class period just by making people sit down at the beginning. Another rule I would have for my classroom would be my students would have to bring all their books and materials to class. This rule is good as it is a distraction to people when someone leaves the room. A third rule I would have in my room would be ‘hands to yourself. ’ This rule prevents not only distraction between a couple people, but it also helps prevent distraction for others in the class. Another big rule I will have is no swearing, cursing, profanity, coarse jokes, or vulgar of any kind will be allowed in my classroom. They are not called for and should not be used, let alone in my classroom. A fifth and final rule I would implement would be that my kids would have to raise their hands to answer a question. If the kids just blurt out answers it will be chaos and I will not be able hear what people are trying to say. These five rules will help run my class smoothly. Rules however are not a safety net against behavioral problems. When dealing with behavioral problems I am not going to send my student to the principal’s office right away. The most desirable action when dealing with behavior problems is to work it out with the student first; after trying hard to work it out if the student still refuses to listen then more drastic measures must be taken. I would at first use minor interventions. (Evertson and Emmer, 2009, p 528. ) Nonverbal communication can be very useful when dealing with disruptions. One thing I could do is when a student is acting up is take make eye contact with them. I could give them the look, and convey with my eyes that what they are doing is not appropriate or I could make signs such as shaking my head, hand signal, or put my finger to my lips. This simple action lets the student know that they must get back on task. Another thing I could do is to keep the activity going. When there is not time in between things a student no longer has time to be disruptive. This way one does not even have to address the behavior issue; it is eliminated by procedure. Placement can even change the behavior. I can move the spot where I am teaching from. If a student is acting up I can move over by them and usually they will quite down and get back to work. Sometimes the student just needs to be reminded what they are supposed to be doing, I could address the class reminding them what they are supposed to be doing; in doing so the distracted student gets back on task. Also, a student may just need to be told no. I would need to keep eye contact and keep my voice down. I would address them with assertiveness and tell them that their actions are not accepted. I could also give the student a choice. He can either behave or accept the consequences. This makes him think and he will most likely choose to be good as to avoid a negative consequence. These strategies most often work as the student just gets off task and needs a little nudge in the right direction. The strategies above stem from positive and negative reinforcement and correlate with Skinner’s operant conditioning. The student, however, will not always respond to these strategies and more drastic measures. The students will not always cooperate and sometimes more moderate action must take place. Some students will abuse privileges, be disruptive, or interfere with my work with individual students. There are always the students who completely abuse the privileges they have been given, when this happen the teacher can take it away. This takes away an activity that the students use to enjoy and the next time they will think about their actions twice. They will not want to lose their freedom again. Also if a student acts up I could remove the student from positive reinforcement. If the student is removed from his element the gratification of his actions is taken away. I could take the student into the hall and talk to him one on one. This is never a pleasant experience and should stop the student from repeating the action; no one likes to hear, â€Å"can I see you in the hallway please. † Also I could impose a penalty such as extra homework; this needs to be done with care so as to not stem more annoyance with the class. (Evertson, Emmet, Worsham, 2009, p 528. ) Also I could have my student attend detention for their inappropriate behavior. This enforces that their actions will not be tolerated. â€Å"The teacher is given command over the student, who is expected to be respectful, submissive, and willingly obedient. When the pupil does not readily conform to the request made on him, discipline becomes necessary. By this is meant the use of coercive measures to bring about the desired behavior. †(Phenix p 41) If these actions still do not work a trip to the principal’s office or a phone call may be in order. Assessment Assessment is a big part of education, and helps a teacher gage how their students are doing. There are two main types of assessment in education, informal and formal. â€Å" ‘Informal’ is used here to indicate techniques that can easily be incorporated into classroom routines and learning activities. Informal assessment techniques can be used at anytime without interfering with instructional time. Their results are indicative of the students performance on the skill or subject of interest. Unlike standardized tests, they are not intended to provide a comparison to a broader group beyond the students in the local project (Navarete. )† I will use a variety of informal assessment to tools to gage how my students are doing. One tool I will be using is regular homework. This will tell me if they can grasp the subject enough that when asked to dive into the book and the content that they can give back to me a fair understanding of what is presented. Another tool I could use would be journaling. I would have my students journal about something they find interesting in what we are studying and then check how good their understanding of it is. When my class plays a game I can also check to see how well they know the material; if they are struggling for the answers something must done. Also general observation of my students is informal assessment. I would look for participation and understanding in class, and also as I would walk around I would observe their work. (Navarete. ) â€Å"Formative assessment is utilized to immediately determine whether students have learned what the instructor intended. This type of assessment is intended to help instructors identify material which needs to be clarified or re-taught and should not be used to evaluate or grade students. Results of formative assessment can assist instructors to ascertain whether curriculum or learning activities need to be modified during a class session or before the next class meets (Formative. )† I would quizzes mainly to judge this assessment. This is a quick way of assessing how much they know. It gages their current progress, not their progress as a whole. Other things would be reading quizzes to see if they get the material I have asked them to go over. It could also be something like a minute write where I have them write down something that tells me they understood what I thought during class that day. These tools give me a fast analysis or where they are at. Another assessment like this is the summative assessment. This assessment documents the students performance. This assessment uses a lot of standardized tests and things related to that format. This allows the tester to understand where the students are at as a whole. In the classroom I would use this when administering unit end tests. I can see how they have progressed and I can assess what to do better for the next unit. A Measure I would measure my students how they are doing on my tests and assignments, if they are failing I am doing something wrong. This, however, is not the only way that I would measure if my management plan was working. I would, as stated above, have classroom meetings. This would give me an opportunity to discuss with my students how the class is going. This would be my chance to get input on them on what I am doing right and what needs to be changed. I would hope that they would be mostly satisfied with the way things are going, but if they are not I will change my plan so they can learn better. This of course goes back to William Glasser and it also goes back to the authoritative management style. Glasser is very keen on having students involved in the classroom and the teaching process. I very much agree with him. The opinion of my students is very important to me. The authoritative plan also focuses in on the student’s role. They need to have a hand in their education. If their voice is not heard, the students will just continue to fail and the teacher will not know why. So, if my plan is working well my students will do well on their tests, quizzes, and assignments and they will have positive things to say at our classroom meetings. Our relationship will be a cordial one and not one of animosity. Completed Rubric 1. I believe that I have a very compelling argument for my planned proposal. It fits to the rest of my paper and sets a precedent for how I will go about running my classroom. I have many cited supports and they were all knowledgeable on the subjects I discussed. 2. I described all five of the target groups at a satisfactory level. I let the reader know exactly what my future looks like for teaching. The reader can look at any one of the components and know what I want to achieve in my vocation. 3. I believe that I very effectively communicated my rules policies and management ideas in such a way that is very understandable to students and teachers. This letter home is in a very nice format with great colors, and it is pleasing to the eye. It is attractive and professional.

Assignment On The Fundamental Rights

Assignment On The Fundamental Rights All democratic constitutions provide for the guarantee of certain rights, which are inviolable and beyond the reach of the state. Rights arise from very social nature of man and which are the external conditions necessary for the greatest possible development of the capacities of the personality. Fundamental Rights are sacro sanct and the supporting pillars of democracy as a form of government and as a way of life. . Democracy and inviolable fundamental rights go together. In this assignment I would like to elaborate the Fundamental Rights under the Constitution of India. Constitutionalism is an achievement of the modern world. The following are the salient features of Indian Constitution. The longest written constitution in the world The idea of popular sovereignty Supremacy of the constitution Provision for Fundamental Rights Provision for Directive Principles of State Policy Provides Parliamentary system of Government Provision for secularism Encouraging Socialistic pattern of society Sovereign Democratic Republic Provision for Emergency Provides single citizenship Provision for single integrated judiciary Federalism The constitution of India has a wonderful preamble. The preamble is an introduction to a Constitution. It proclaims the source, objectives and date of adoption of the constitution. The preamble of the Indian constitution reads as follows: WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens: JUSTICE, social, economic and political; LIBERTY of thought, expression, belief, faith and worship; EQUALITY of status and of opportunity; And to promote among them all FRATERNITY assuring the dignity of the individual and the unity and integrity of the Nation; IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY ADOPT, ENACT AND GIVE TO OURSELVES THIS CONSTITUTION. Demand for Fundamental Rights in India During the 19th century a demand for civil rights in India took deep root. The Indians were subjects and not citizens under British rule. Before 1947 India did not have national liberty, and the individual, therefore, could never imagine to have individual freedom with the complete set of guaranteed fundamental rights. As early in 1895, under the inspiration of Bal Gangadar Thilak, a swaraj bill was prepared and this thought in terms of a constitution guaranteeing fundamental rights. In 1928, the Nehru Report spoke of the need to have fundamental rights in the future constitution of India. In 1933, the Karachi session of the Indian National Congress adopted a resolution in favor of fundamental rights. But the British government did not accept the demand of the Indians to incorporate a list of fundamental rights in the constitutions introduced in India. Fundamental Rights: A Preface The Fundamental Rights, embodied in Part III of the Constitution, guarantee civil rights to all Indians, and prevent the State from encroaching on individual liberty while simultaneously placing upon it an obligation to protect the citizens rights from encroachment by society. Seven fundamental rights were originally provided by the Constitution right to equality, right to freedom, right against exploitation, right to freedom of religion, cultural and educational rights, right to property and right to constitutional remedies. However, the right to property was removed from Part III of the Constitution by the 44th Amendment in 1978. The purpose of the Fundamental Rights is to preserve individual liberty and democratic principles based on equality of all members of society. They act as limitations on the powers of the legislature and executive, under Article 13, and in case of any violation of these rights the Supreme Court of India and the High Courts of States have the power to declare such legislative or executive action as unconstitutional and void. These rights are largely enforceable against the State, which as per the wide definition provided in Article 12, includes not only the legislative and executive wings of the federal and state governments, but also local administrative authorities and other agencies and institutions which discharge public functions or are of a governmental character. However, there are certain rights such as those in Articles 15, 17, 18, 23, 24 that are also available against private individuals. Further, certain Fundamental Rights including those under Articles 14, 20, 21, 25 apply to persons of any nationality upon Indian soil, while others such as those under Articles 15, 16, 19, 30 are applicable only to citizens of India. The Fundamental Rights are not absolute and are subject to reasonable restrictions as necessary for the protection of public interest. The Fundamental Rights can be enhanced, removed or otherwise altered through a constitutional amendment passed by a two-thirds majority of each House of Parliament. The imposition of a state of emergency may lead to a temporary suspension any of the Fundamental Rights, excluding Articles 20 and 21, by order of the President. The President may, by order, suspend the right to constitutional remedies as well, thereby barring citizens from approaching the Supreme Court for the enforcement of any of the Fundamental Rights, except Articles 20 and 21, during the period of the emergency. Parliament may also restrict the application of the Fundamental Rights to members of the Indian Armed Forces and the police, in order to ensure proper discharge of their duties and the maintenance of discipline, by a law made under Article 33. Classification of Fundamental Rights The Constitution of India in part III provides for six categories of fundamental rights. They are; Right to Equality The Right to Equality is one of the chief guarantees of the Constitution. It is embodied in Articles 14-16, which collectively encompass the general principles of equality before law and non-discrimination, and Articles 17-18 which collectively further the philosophy of social equality. Article 14 guarantees equality before law as well as equal protection of the law to all persons within the territory of India. This includes the equal subjection of all persons to the authority of law, as well as equal treatment of persons in similar circumstances The latter permits the State to classify persons for legitimate purposes, provided there is a reasonable basis for the same, meaning that the classification is required to be non-arbitrary, based on a method of intelligible differentiation among those sought to be classified, as well as have a rational relation to the object sought to be achieved by the classification. Article 15 prohibits discrimination on the grounds only of religion, race, caste, sex, place of birth, or any of them. This right can be enforced against the State as well as private individuals, with regard to free access to places of public entertainment or places of public resort maintained partly or wholly out of State funds. However, the State is not precluded from making special provisions for women and children or any socially and educationally backward classes of citizens, including the Scheduled Castes and Scheduled Tribes. This exception has been provided since the classes of people mentioned therein are considered deprived and in need of special protection. Article 16 guarantees equality of opportunity in matters of public employment and prevents the State from discriminating against anyone in matters of employment on the grounds only of religion, race, caste, sex, descent, place of birth, place of residence or any of them. It creates exceptions for the implementation of m easures of affirmative action for the benefit of any backward class of citizens in order to ensure adequate representation in public service, as well as reservation of an office of any religious institution for a person professing that particular religion. The practice of untouchability has been declared an offence punishable by law under Article 17, and the Protection of Civil Rights Act, 1955 has been enacted by the Parliament to further this objective. Article 18 prohibits the State from conferring any titles other than military or academic distinctions, and the citizens of India cannot accept titles from a foreign state. Right to Freedom The Right to Freedom is covered in Articles 19-22, with the view of guaranteeing individual rights that were considered vital by the framers of the Constitution, and these Articles also include certain restrictions that may be imposed by the State on individual liberty under specified conditions. Article 19 guarantees six freedoms in the nature of civil rights, which are available only to citizens of India. These include the freedom of speech and expression, freedom of assembly, freedom of association without arms, freedom of movement throughout the territory of India, freedom to reside and settle in any part of the country of India and the freedom to practice any profession. All these freedoms are subject to reasonable restrictions that may impose on them by the State, listed under Article 19 itself. The grounds for imposing these restrictions vary according to the freedom sought to be restricted, and include national security, public order, decency and morality, contempt of court, incitement to offences, and defamation. The State is also empowered, in the interests of the general public to nationalize any trade, industry or service to the exclusion of the citizens. The freedoms guaranteed by Article 19 are further sought to be protected by Articles 20-22. Article 20 provides protection against arbitrary and excessive punishment to any person who commits an offence. Article 21 prevents the encroachment of life or personal liberty by the State except in accordance with the procedure established by law. The Supreme Court also ruled that life under Article 21 meant more than a mere animal existence; it would include the right to live with human dignity and all other aspects which made life meaningful, complete and worth living. Subsequent judicial interpretation has broadened the scope of Article 21 to include within it a number of rights including those to livelihood, clean environment, good health, speedy trial and humanitarian treatment while imprisoned. The right to education at elementary level has been made one of the Fundamental Rights under Article 21A by the 86th Constitutional amendment of 2002. Article 22 provides specific rights to arre sted and detained persons, in particular the rights to be informed of the grounds of arrest, consult a lawyer of ones own choice, be produced before a magistrate within 24 hours of the arrest, and the freedom not to be detained beyond that period without an order of the magistrate. Right against Exploitation The Right against Exploitation, contained in Articles 23-24, lays down certain provisions to prevent exploitation of the weaker sections of the society by individuals or the State. Article 23 prohibits human trafficking, making it an offence punishable by law, and also prohibits forced labor or any act of compelling a person to work without wages where he was legally entitled not to work or to receive remuneration for it. Article 24 prohibits the employment of children below the age of 14 to work in any factory or mine or in any other hazardous employment. This has been provided to protect the health of future citizens, and also on the ground of humanity. Right to Freedom of Religion The Right to Freedom of Religion, covered in Articles 25-28, provides religious freedom to all citizens and ensures a secular state in India. According to the Constitution, there is no official State religion, and the State is required to treat all religions impartially and neutrally. Article 25 guarantees all persons the freedom of conscience and the right to preach practice and propagate any religion of their choice. This right is, however, subject to public order, morality and health, and the power of the State to take measures for social welfare and reform. The right to propagate, however, does not include the right to convert another individual, since it would amount to an infringement of the others right to freedom of conscience. Article 26 guarantees all religious denominations and sects, subject to public order, morality and health, to manage their own affairs in matters of religion, set up institutions of their own for charitable or religious purposes, and own, acquire and m anage property in accordance with law. These provisions do not derogate from the States power to acquire property belonging to a religious denomination. The State is also empowered to regulate any economic, political or other secular activity associated with religious practice. Article 27 guarantees that no person can be compelled to pay taxes for the promotion of any particular religion or religious institution. Article 28 prohibits religious instruction in a wholly State-funded educational institution, and educational institutions receiving aid from the State cannot compel any of their members to receive religious instruction or attend religious worship without their (or their guardians) consent. Cultural and Educational Rights The Cultural and Educational rights, given in Articles 29 and 30, are measures to protect the rights of cultural, linguistic and religious minorities, by enabling them to conserve their heritage and protecting them against discrimination. Article 29 grants any section of citizens having a distinct language, script culture of its own, the right to conserve and develop the same, and thus safeguards the rights of minorities by preventing the State from imposing any external culture on them. It also prohibits discrimination against any citizen for admission into any educational institutions maintained or aided by the State, on the grounds only of religion, race, caste, language or any of them. However, this is subject to reservation of a reasonable number of seats by the State for socially and educationally backward classes, as well as reservation of up to 50Â  percent of seats in any educational institution run by a minority community for citizens belonging to that community. Article 30 confers upon all religious and linguistic minorities the right to set up and administer educational institutions of their choice in order to preserve and develop their own culture, and prohibits the State, while granting aid, from discriminating against any institution on the basis of the fact that it is administered by a religious or cultural minority. The right under Article 30 can be availed of even if the educational institution established does not confine itself to the teaching of the religion or language of the minority concerned, or a majority of students in that institution do not belong to such minority. This right is subject to the power of the State to impose reasonable regulations regarding educational standards, conditions of service of employees, fee structure, and the utilization of any aid granted by it. Right to Constitutional Remedies The Right to Constitutional Remedies empowers citizens to approach the Supreme Court of India seek enforcement, or protection against infringement, of their Fundamental Rights. Article 32 provides a guaranteed remedy, in the form of a Fundamental Right itself, for enforcement of all the other Fundamental Rights, and the Supreme Court is designated as the protector of these rights by the Constitution. The Supreme Court has been empowered to issue writs, namely habeas corpus, mandamus, prohibition, certiorari and quo-warranto for the enforcement of the Fundamental Rights The Supreme Court has the jurisdiction to enforce the Fundamental Rights even against private bodies, and in case of any violation, award compensation as well to the affected individual. Exercise of jurisdiction by the Supreme Court can also be on the basis of a Public Interest Litigation. This right cannot be suspended, except under the provisions of Article 359 when a state of emergency is declared. Directive Principles of State Policy The constitution of India envisages a welfare state for the country in which liberty, equality and fraternity will prevail. Part IV, from article 36 to 51 of the constitution [16 Articles] deals with Directive Principles of State Policy. They are more or less elaboration of principles and ideals contained in the preamble of the constitution. They are the core of our commitment to the silent social revolution. They fix certain social and economic goals to be attained through a non violent social revolution. Classification The Directive Principles of State Policy is directed towards the establishment a welfare state in India. These positive guidelines can be broadly divided into three. Socialistic Principles The principles grouped in this category are socialistic both in their direction and content. Article 38 of the constitution directs the state to secure a social order for the promotion of the people. Article 39 of the constitution briefly lays down the basic philosophy of democratic socialism. It directs the state to secure, Adequate means of livelihood both for men and women Fair distribution of resources, that is, ownership and control of material resources of the community are so distributed as best to subserve the common good. The wealth of the nation should not be concentrated in the hands of a few Equal pay for equal work for both men and women The children are given opportunities and facilities to develop in a healthy manner and that childhood and youth are protected against exploitation and against moral and material abandonment Article 41 provides for right to work, to education and to public assistance. Article 42 directs the state to make provision for securing just and humane conditions of work and for maternity relief. Article 43 directs the state to provide a living wage and conditions of work etc. Gandhian Principles Certain principles of state policy seek to organize the new order in accordance with some Gandhian principles, Article 40 says the state shall take steps to organize village panchayaths and endow them with such powers and authority as may be necessary to enable them to function as units of self government. Article 43 directed the state to promote cottage industries in an individual and cooperative basis in rural areas. According to the Article 46, the state shall promote with special care educational and economic interests of the weaker sections of the people, and in particular, of the Scheduled Castes and Scheduled Tribes, and shall protect them from social injustice and all forms of exploitation. Article 47 directs that the state shall regard raising the level of nutrition Liberal Policies Directive principles under this category direct the state to secure for all citizens a uniform civil code to the people belonging to different religions. Article 45 directs that the state shall endeavor to provide and compulsory education. Article 49 provides that it is the obligation of the state to protect monuments or place or object of artistic or historic interest, from spoliation, disfigurement, destruction, removal, disposal or export .Article 50 directs the state to take steps to separate the judiciary from the Executive in the public services of the state. Article 51 stands for the promotion of international peace and security. Fundamental Duties The following are the Fundamental Duties prescribed by the Constitution of the nation under PART [IV-A] to its every citizen: (a) To abide by the Constitution and respect its ideals and institutions, the National Flag and the National Anthem. (b) To cherish and follow the noble ideals which inspired our national struggle for freedom. (c) To uphold and protect the sovereignty, unity and integrity of India. (d) To defend the country and render national service when called upon to do so. (e) To promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of women. (f) To value and preserve the rich heritage of our composite culture. (g) To protect and improve the natural environment including forests, lakes, rivers and wild life, and to have compassion for living creatures. (h) To develop the scientific temper, humanism and the spirit of inquiry and reform. (i) To safeguard public property and to abjure violence. (j) To strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavor and achievement. Conclusion The Fundamental Rights embodied in the Indian constitution acts as a guarantee that all Indian citizens can and will lead their lives in peace as long as they live in Indian democracy. These civil liberties take precedence over any other law of the land. They include individual rights common to most liberal democracies, such as equality before the law, freedom of speech and expression, freedom of association and peaceful assembly, freedom of religion, and the right to constitutional remedies for the protection of civil rights such as habeas corpus. The directive principles are aiming at the welfare state. The fundamental duties are for the establishment of a just nation which is socially committed. So all of these are essential for the survival of a transparent democracy. Modern Social Work is highly based on the rights of individuals. So knowledge of rights and duties become quite significant in the social work as a profession and as an area of study.

Transformation of Media Forms - The theory of Evolution from paper to the internet :: essays research papers fc

Transformation of Media Forms The theory of evolution from paper to the internet The theory of evolution must ‘evolve’ with the transforming media forms around it to maintain its scientific and social relevance. In other words, it must shift from the conventional media forms such as journals, books and publications and move towards the ways of the internet. Even collective groups of scientists and evolutionists can be shifted from physical to online gatherings via the ways of the internet and its related technologies. The majority of internet users throughout the world see the net as simply an enormous link-up of the world’s computers, after all, this is the ‘universal answer’ people tend to give when asked â€Å"what is the internet?†. Although this common answer is a pretty accurate image, it would be more correct to describe the internet as a â€Å"global network of hardware and software which stores and transports information from a content provider to an end user† . This infrastructure allows any person who wish es to say anything, access to say it to the world. Controversial topics are abundant on the World Wide Web, and this media form enables these topics to be discussed, investigated, or challenged. Evolution is defined as being: â€Å"A gradual process in which something changes into a different and usually more complex or better form†. Arguments for evolution include The Fossil Record, Darwin’s theory of Natural Selection, and Biological Evidence. Arguments against evolution include The Second Law of Thermodynamics, Things Never From Other Living Things, Complex Systems Never Evolve Bit by Bit, and then there are the Christian-derived theories such as Why are jellyfish fossils evidence against Evolution? . The internet’s foundations can be traced back to its beginnings in the US military. In 1957 the Union of Soviet Socialist Republics (USSR) launched Sputnik, the first artificial earth satellite. In response, the United States formed the Advanced Research Projects Agency (ARPA) within the Department of Defence (DoD), to establish a U.S. lead in science and technology applicable to the military. The U.S. DoD was curious as to how it could maintain its command and control over its missiles and bombers, after a nuclear attack. The plan was to develop a military research network that could survive a nuclear strike, and which was decentralized so that if any cities in the U.S. were attacked, the military could still have control of nuclear arms for a counter-attack. This was the first step in the development of the internet, as we know it today.