Mixed-sex education Essay

Coeducation, also known as Mixed-sex education, is the integrated education of male and female persons in the same institution under same roof. Most of the older institutions of higher education were reserved for the male students but now changed their policies to become coeducational. The first co educational institute of higher education was Oberlin College in United States, which was established in 1833. In 1844, Hillsdale College became the second college to admit mixed-sex classes to four-year degree programs. The University of Iowa became the first coeducational public or state university in the United States in 1855. We have co education in many of our universities, a few colleges and some English type schools. It is mostly not available in most of our degree colleges up to intermediate level. Co education gives useful training to boys and girls to work together. While studying side by side in different classes, they learn to co operate for common aims and purposes. After completing their education, they can easily join different professions together. They can work together for common national aims and scientific research centres. Co education is good as it develops self confidence. Boys and girls studying together can discuss their subjects and can help each other in understanding them well. Co education can make boys and girls competitive with each other in studies. Both can try to learn more and do better in discussions and examinations. Co education can save some institutions and can save money and in such a developing country like Pakistan. At present, Pakistani govt. is not in the position to afford electricity for separate institutions for girls. Yet, co education has some disadvantages. First, it is totally against our religion. The system of co-education is not good in the Islamic States of the world. This system has been produced by the non-Muslim states. The concept of Hijab is not there, but in our religion Islam, Hijab (parda) is clearly ordered as presented in the Holy Quran in Surah Nisa. Meeting, talks, relations and other non-islamic tasks between the males and females (Muslim na-mahram) is prohibited in Islam. † A famous Hadith, † When a na- mahram man and woman are standing alone, the third one is evil (Ebleese) among them†. Finally, I will conclude that coeducation has some advantages as well as disadvantages. It is necessary to make a proper use of co education in our institutions of higher learning. It is possible to get the benefits of co education and avoid most of the disadvantages.

Increase in discretionary time Essay

Teleshopping offers the possibility of increasing discretionary time by eliminating travel time for traditional shopping trips, and by speeding routine purchases. Intelligent agents, or pieces of software that search computer networks, will reduce our need to comparison shop to obtain the best price. Using intelligent agents to automate routine shopping for groceries and staple goods may give households more time for other activities. (Kare-Silver, 1998) Increases in leisure activities may have far-reaching social and environmental effects. Previously mentioned reductions in activity space, combined with increases in pedestrian and bicycle travel may make neighbourhood attractions more popular. Family ties may regain importance and discretionary time will be spent at home. Either way, increases in discretionary time will likely boost the economy as spending on leisure activities increases (Markham, 1998). If families and individuals use their new free time to go for drives in the country, we may see a reverse congestion problem, where roads are clear during the week and crowded on the weekends. Overall, the effects of discretionary time changes are very difficult to predict. Such changes may not produce any noticeable changes in our society or environment for a very long time. A revolution in the shopping environment is about to take place. But it won’t affect all consumers and impact all retailers immediately. And it will not replace the traditional shopping completely, because there are still many traditional social shoppers. Such as women, to go window-shopping is one of their natural instincts. It is impossible for them to do shopping at home always. What they enjoyed most are the social atmospheres of the malls. They like to have a chat with the sales people, they like to try the clothes on and then do some compare. This is what Teleshopping can not satisfy them. However, the shopping scene is changing, retailers will need to develop. Standing still carries a high risk of being disintermediated, cut out of the supply chain as Teleshopping grows. As they move into the next century retailers will have a range of options. At one extreme they could transfer their business to become a full electronic home-delivery operation gradually moving out of their physical retail estate. And an alternative they could look to revitalise their physical presence and evolve the store proposition to meet some of the changing consumer demands. 1 Anon (1998a) UK retail sales 160 billion pounds sterling by year 2000. Searchbank 2 Gingh G et al The Information Age IM3007 Participants Pack (1999) p9

Stalin- an Evil Dictator?

Stalin: Man or Monster 1. Source A shows Stalin as a man intent on destroying the prosperity of Russia and destroying its people. In contrast, source B is showing the opposite. Source A shows Stalin proudly presenting ‘the USSR’s pyramids’ made of the skulls of the people. He has a big grin on his face. Meanwhile, source B shows Stalin talking with the workers at a new power station. He is presented as wanting to connect with this people and caring by how he is taking with what is regarded as the lower-class when he is regarded as the most important person in Russia.Source C presents Stalin as the spirit of Russia and the symbol of power of Russia by how he is very large in comparison to everything around him which emphasises his power and strength as does the huge army around him. In comparison, source A shows Stalin as the symbol of the destruction of Russia because of the large quantities of human skulls with Stalin presenting them with a smile show how he is p lanning to destroy Russia which is the exact antithesis of source C. Source B and source C both show Stalin as pro the development of Russia.Source B shows Stalin in front of a brand new power station which shows that he is industrious and looking out for the people of Russia by improving their lives. Source C also shows Stalin leading the Russians to victory in the war and he is the subject of the poster which directly links him to all Russian success and power. Both of these sources put Stalin in a positive light. 2. Source D presents Stalin as a caring and brave man who is the only man in a position of power who cares for others because he talks about how he saved a man from drowning when others did not care.Although Stalin wrote it and therefore it is probably not factual but just propaganda, it still is useful as it says a lot about him. If this was made public then it can be argued that Source D was used as propaganda in order to win the hearts of the people after the war. It was written in 1945 so just after the war and the last sentence indicates that it was possibly used to get people on his side. Stalin says that ‘it seemed to me that the lack of concern our leaders show towards the people is the same as I met in far-off Asia’.The fact that he uses the word ‘our’ in relation to the leaders indicates that he was distancing the himself from the mistakes made and trying to say that he is just like anyone else. Also the reference to ‘Asia’ indicates he is trying be one of the soldiers as he had fought for Russia and that he is trying to sympathise with them after many millions of Russians died. However this last sentence could also be Stalin apologising for his mistakes with The Great Purges when 18 million people were sent to labour camps called Gulags of which 10 million died.This seriously weakened the USSR as many able people were taken away. Also he is trying to claim that he is very caring by using the story a bout a comrade being left behind in the floods. He says that ‘when asked where he was, they (other comrades) replied with no interest that he remained at the river’. This shows Stalin attempting to present himself as the only caring person in a position of power. This gives further evidence that Stalin believed he was a very caring person and good leader which can be argued as very arrogant as he never really showed this to his people when he was in power.In conclusion, Source D, although it is unlikely that it is true, says a lot of useful things about Stalin and what he was believed. It shows him as very arrogant as he may be trying to distance himself from the mistakes of his regime and also because he thinks he is caring when from historical evidence he was not. Also, if it was published which seems almost certain, it shows that he was a determined man as he tried to make sure his position was safe by using a propaganda story which is probably not true. 3. Both Sour ce E and Source F are written by people with very different views of Stalin.In Source E’s information it says it was published in ‘Pravda, the newspaper of the Communist Party’ whilst in Source F it says it was written by a man called Bukharin who ‘was a victim of Stalin’s purges’. This means that both are likely to subjective as the writer of Source F is anti-Stalin whilst Source E is pro-Stalin therefore not very reliable . Having said this, Bukharin’s view of Stalin is more likely to be correct as he was taken advantage of when Stalin was a candidate for Lenin’s position. Stalin took Bukharin’s side in the debate on the NEP in order to get rid of his main threat-Trotsky.Once he achieved this he used Trotsky’s argument to oppose Bukharin. This there for means that Bukharin has seen, firsthand, what Stalin’s actual character is. Source E presents Stalin as a very caring leader and an ‘inspired leaderâ €™. However, Source F presents him as the antithesis of this and a ‘devil’. Again based on historical fact, Source F is more likely to be accurate as history shows that Stalin was an evil man. For example the purges when 10 million people died. Source F is also very accurate in its description of Stalin’s feelings to others who are better than him. It says that ‘if someone speaks better than he does†¦Stalin will not let him live’. This is very accurate as Kirov, who got more applause than Stalin at the Seventeenth Party Congress, was murdered. There was a lot of talk of removing Stalin as leader, and Kirov seemed to be emerging as a popular alternative. Stalin is believed to have him murdered and also he sent many other leading communists to labour camps because he felt they were a threat. However Source F does have its limitations because it does not cover all aspects of Stalin’s personality because he was actually a very successful leader. And this is where source E has reliable information even if it is slightly exaggerated.Stalin got the Russian industry at its peak and his Five-year Plans, although they had disadvantages, were very successful. Pig iron production in 1927 was 3. 3 million tons but after the second Five-Year Plan in 1937 in was 14. 5 million tons. In the same time coal production went from 35. 4 million tons to 128 million tons. This shows that Stalin was actually very successful and this is reflected in some people’s opinion he was regarded as the greatest Russian leader to date. Source E agrees with this opinion as it says ‘generations to come will regard us as the happiest of people because we lived in the same century as Stalin’.This is actually very reliable as many people did believe he was a great leader and in terms of statistics he successfully industrialised Russia. Source E also talks about his ‘strength’ as a leader. This is also very accurate info rmation as his army were the ones who drove the Germans back into Berlin and finished off the war. In conclusion, based on reliability Source F is the more reliable as it shows the negative side of Stalin which is contextually correct as he shows it in his actions towards Kirov and other leading communists who some had said should be leader instead of him.Having said this, Source F portrays Stalin as only pure evil when he did do some positive things. This is where Source E has some reliable information as it talks about Stalin’s strengths even if the source is a bit melodramatic about it. 4. A leader of a country can be a strong and great leader and a monstrous tyrant. Stalin was a man who people had different views on and many felt feel into this category. Although he modernised Russian agriculture and successfully industrialised Russia he was also responsible for the death of millions of innocent Russians. Source B presents all that was good about Stalin in his rule.Its sh ows Stalin in front of a new power station talking with his happy workers. It presents him as industrious and caring for his workers. This is supported by historical evidence. He had many new flats buildings built for the working-class and from 1927-1937 electricity production went from 5. 05 thousand million kilowatt hours to 36. 2 thousand million kilowatt hours. This shows how he improved life in Russia. Having said this, historian SJ Lee said ‘there is evidence that he [Stalin] exaggerated Russia’s industrial deficiency in 1929’ and that the foundation of industrialisation were already there making his job easy.This could be factually correct as the Tsar had started industrialising Russia way back in 1905. Despite this Source B still presents Stalin as a very good leader and a caring man. Source C presents Stalin as the most important man in Russia and the leader of the Russian army as in the picture he is bigger than the whole army. This presents in a positi ve manner a not a monstrous tyrant but more of a militaristic leader. This is backed by the fact that when he was in power Russian won World War 2 for the allies with the final push into Berlin.The writing in the source is translated as ‘using the spirit of Stalin our army and country are faithful and strong’. This is very true as in the time of Stalin Russia were the biggest threat to the USA as the biggest power in the world. He also did become regarded as the symbol of Russian might by everyone. In 1925 the city of Volgograd was renamed Stalingrad to recognise Stalin’s role in its defence from the Whites in 1918-20. This source shows Stalin as a very powerful leader and the spirit of Russia and not a monstrous tyrant at all.Source E emphatically praises Stalin as ‘inspired’ and tells everyone that they were ‘the happiest of people because we lived in the same century as Stalin’. And this is not entirely rubbish. Although at points in his rule the Russian people were miserably as 18 million of them were in Gulags, for a lot of his rule only good things happened to Russia. Industry improved rapidly and Russia won a war in his time. Many regarded him as the greatest leader in Russia’s history. However it was written by a writer in the congress of soviets and therefore was closely linked to Stalin.This makes it likely that he wrote this speech in order to appease Stalin and get in his good books. This source portrays Stalin as a great man and leader who was the best leader Russia had had. It shows him as the antithesis of a monstrous tyrant. Source H talks only about the side of Stalin which was actually true: that he was a good leader and had an ‘iron will’. Of this there is no doubt as he did what he wanted. He was indeed a good leader and was always clear with his decisions as the source. However this source is certainly going to be pro-Stalin as it was written in Russia in his rule and was hi s biography.This shows that it therefore would not talk about the other side of his personality which was arguably a monstrous tyrant. However despite this, what source H is saying is not just lies and is based on truth. This source indicates that he is not a monstrous tyrant but a respected leader which is not wrong. Source D dissociates Stalin from the mistakes of the leaders in the war and also dissociates him from the great purges when millions of Russians died. It is also presenting him as one of the people by how it says ‘our leaders’.The use of the possessive adjective ‘our’ shows him not only distancing himself from the past mistakes in his rule but trying to connect with the people. Source D also shows him as a caring man as he looked out for his one missing comrade in the story. This source is not however really backed by historical evidence as he was not one for caring for individuals and in fact he was the one who on his own started the Great Pu rges and sent many to gulags. Also the fact that it was written by Stalin himself indicates that the story is almost certainly made up and only propaganda.However, taking the source for what it is, it shows that Stalin was a very caring man who was one the people. In actual fact he was quite the opposite. Source I is probably the fairest judgement of Stalin and his time in power. It separates Stalin’s great ability as a leader from his evil personality. The fact that it was published in Britain and in 1983 means that it is unlikely to have any reason to be pro or anti-Stalin. This source describes him as a ‘very skilled, indeed gifted politician’. This is a true statement as he very cleverly manipulated people and Trotsky’s underestimation of him to become leader over Trotsky.This shows a very good political mind and intelligence to outwit even the best politicians. Source I then concludes that Stalin was a not a good man and that ‘he had a dark and evil side to his nature’. This is also very true as he had many sent to Gulags in order that he would look powerful. Of the 18 million people sent to Gulags 10 million died. And he never officially conceded that he made a mistake and never said he regretted it. This shows a very sinister side to him which Source I correctly points out. Also he was evil in the way that he got rid of many artists and virtually destroyed the right to express freewill in Russia.This can only be the work of someone who is soulless and evil. In conclusion, although this source looks at Stalin’s positives, it still portrays him as a monstrous tyrant. Source A dwells on the negatives of Stalin’s rule. The ‘pyramids’ of skulls is a reference to the Great Purges when 18 million Russians were sent to Gulags of which 10 million died. This source also seems to show that Stalin does not care and in fact is very proud of his work. This is actually not complete rubbish as Stalin ne ver did publicly apologise or even say he regretted it.However, the fact it was published in Paris indicates that it may be a bit anti-communism as France was a country which did not embrace communism at all. Although we do not know when in the 1930s it was published- before, after or during the Purges- it is a very accurate source as many died due to Stalin’s policies. This source indicates that Stalin was a monstrous Tyrant. Source J literally describes Stalin as a ‘monstrous tyrant’. However, as oppose to saying he was a good politician but also a malevolent human being, it suggests that was corrupted by ‘absolute power’ which ‘turned a ruthless politician into a monstrous tyrant’.This gives another idea about Stalin’s personality. There was no doubt that he was a ruthless politician. For example, after using Bukharin’s argument to defeat Trotsky, he then turned it round on Bukharin and used that argument to disgrace him . However after Stalin’s decisions do not really show politics in them but more him being paranoid about his position and therefore doing acts of hostility. For instance, his decision to start ‘purging’ Russia of all people he thought were a threat to the state ( or a threat to his position†¦ ) did not show clever politics but more panic leading to monstrous acts.This source present Stalin as a man who may of been great politician in the past but then this ability of his turned into shear malicious tyranny. Source F concentrates on the dark side of Stalin’s personality. It says that ‘if someone speaks better than he does†¦ Stalin will not let him live’. This is debatably a very accurate description of Stalin as he was rumoured to have had Kirov, a communist who became very popular and some people thought should replace Stalin at the time, was murdered and many believe that Stalin was behind the murder.Stalin also sent many loyal Bols heviks to Gulags in the infamous ‘show trials’ for being traitors of the state. Although these people confessed, Stalin most probably forced them to confess by threatening them with death and the death of their families. He did this because he was scared they would take away his power. Having said this, this source is likely to be subjective as Bukharin, the writer of the source, was disgraced by Stalin in 1929. Also it is a very one-sided source as it says that Stalin was pure evil when he did do good things for Russia.To conclude, although it is slightly opinionated, Source F gives a fairly accurate account of what was wrong with Stalin and displaces him as malicious and as the devil. Source G points the finger at Stalin by accusing him of using ‘terror’ to defend communism. However, this source is almost certainly prejudiced against Stalin as Khrushchev, who said source G and became leader after Stalin, would have been trying to distance himself from the worst parts of Stalin’s rule by condemning him. Although, Source G does have some correct ideas as it says that Stalin was a ‘distrustful man’.This is an accurate description of Stalin as he had many sent to Gulags because he thought they were plotting against him. He also acted very suspiciously at the Potsdam Conference in August 1945 when in February that year at the Yalta conference he had been very united with the other allies. At Potsdam Conference he disagreed with the other allies about what to do with Germany, about reparations and over soviet policy in Eastern Europe, where Russian troops dominated. Truman, the USA president at the time, became suspicious of Stalin and his intentions, as did Stalin.This distrusted lead to the Iron curtain and the cold war. To conclude, Although Khrushchev was not likely to have praised Stalin in this situation, Source G is a very accurate description of Stalin and portrays him as untrustworthy character and malicious t yrant. In conclusion, the sources do not give a conclusive idea to whether he is a monstrous tyrant or not because five of them are anti-Stalin and 5 pro-Stalin. However, based on the fact that many of the Pro-Stalin Sources are either written by Stalin or as propaganda, the ources show that he more of monstrous tyrant. Also the sources which focus on his industrious nature and his successes in improving industry do not take into account how many people died in this process and that Russia’s industry had been improving a lot for the twenty years before Stalin came to power. In essence his job on that was made easy and some historians argue that this process would have happened just as successfully with any leader. A leader can be great at being a politician and be industrious yet still be a monstrous.My personal opinion is just that, that he was a great leader and politician however a very evil man and therefore a monstrous tyrant. Source I sums up Stalin as a person. It says Stalin is ‘very skilled, indeed gifted politician and one of the greatest political figures of the twentieth century’ however it also says ‘he had a dark and evil side to his nature’. This summarises perfectly Stalin’s life: he was a great leader of a country however he was still a very evil man and a monstrous tyrant.

Race and Ethnicity (population of the US) Essay

Race and Ethnicity (population of the US) - Essay Example The American colonies were based on social class and religion, not skin color, for their first 50 years (Adelman, 2003, p. 22). 1800 - 1810 - The second census was taken under the direction of the Secretary of State and included the states and territories northwest of the Ohio River and Mississippi Territory. The count included head of household, free white males, free white females, other free persons (except Indians) and slaves. The count was 5.3 million people and grew to 7.2 million in 1810. 1820 - The categories were expanded to include head of household, free white males and females by age group, foreigners not naturalized, free colored by age group, male and female slaves by age group, number of all other persons except Indians (not taxed). The total was 9.6 million people. 1830 - Blind persons, blind slaves and colored persons, deaf-mutes, deaf-mute slaves and colored persons, and white aliens were categorized, with a total of 12.9 million people. In 1828, Andrew Jackson had made removing all Indians east of the Mississippi central to his agenda, considering them inherently unable to be civilized (Adelman). According to Adelman, race is a concept that was invented to categorize the perceived biological, social and cultural differences between human groups (p. 20). 1840 - The census was expanded to include occupat... e, sex, color; occupation of males over 15; value of real estate, place of birth, change of status within the year, whether person could read or write if over 20, whether deaf-mute, blind, insane, an idiot, a pauper or a convict. Slave schedules were also included. Total was 32.4 million people. 1870, 1880, 1890- The census was expanded to include Chinese, mulatto and Indian, in addition to white and black. The Chinese had come to America to build the railroads in the west. The Civil War and Abraham Lincoln's Emancipation Proclamation had ended slavery. The census was divided into citizens over 21 and whether their right to vote was denied. Total was 38.6 million people in 1870 and 63 million people by 1890. The industrial revolution was underway, increasing immigrant population, and a special census was taken in 1890 to count Civil War veterans and widows of veterans. 1900-1930 - The population grew from 92.2 million to 123.2 million and categories were divided into sub categories with the addition of employment status (during the Great Depression), whether occupant was a farmer or a homeowner, and citizenship was broken down into years in U.S., aliens applying for citizenship, naturalized citizens. Anyone with any black ancestry at all was counted as black (Wright, 1994). 1940-2000 - The current U.S. Federal Government's Racial and Ethnic Group Classification System is uniquely American and includes American Indian or Alaskan Native; Asian; Black or African American; Hispanic or Latino; Native Hawaiian or Other Pacific Islander, and White (About.com: Current, 2008). The more that is done to divide the population of the United States into groups, the more confusing these categories become. The concept of biological race calls for one ethnic origin, and there is no

American history Assignment Example | Topics and Well Written Essays - 500 words - 5

American history - Assignment Example struction was more focused on the civil rights amendment while the presidential plan seemed to divide the people even more especially those from the south. Both plans however were similar in the context of solving a political problem because they wanted to restore the political state and reducing other instances of war. The presidential plan was also harsh and more discriminating and was different from Lincoln’s plan. There was more discrimination to the southern elites and the wealthy from that place but was more lenient to the people of the black origin. Definitely this was a similarity of the presidential plan with that of the congressional reconstruction since it also did not recognize the southern elites as well. The congressional reconstruction was also different with the president’s plan because it considered civil rights. The president’s plan was only concerned with property to only those who paid loyalty to the emancipation. The Knights of Labor (KOL) began as a secret and underworld society that was composed of tailors in Philadelphia, and this was in 1869. The American Federation of Labor (AFL) was aimed at life improvement employees in the US. Both the organizations were similar in the sense that they all advocated for workers’ rights, and this was done through strikes and boycotts. Both organizations were asking for the support of the American government. They were different however because Knights of Labor (KOL) was made of tailors while the American Federation of Labor (AFL) was made of laborers from various sectors. Another difference also was that The Knights of Labor (KOL) organization was secret while the American Federation of Labor (AFL) was public. It was until in 1886 when the KOL leader, Powderly publicly advocated the removal of child labor, equal pay for equal and also political reforms (Vincent, 80). The Knights of Labor (KOL) and the American Federation of Labor (AFL) had voluntary membership and the workers were free to

Question is below Essay Example | Topics and Well Written Essays - 1000 words

Question is below - Essay Example Still, we wonder at the real enormity of freedom granted to the people that have been tempered by the government’s implementation of rules and regulations which effectively shrank the people’s rights. A closer look on lobbying for the public’s freedom has on the other hand, generated so much confusion. This is probably because the people do not really have a cohesive stand on issues concerning rights, privileges, limitations and violations. So now, after lapping in the comforts of the information age for years, we come at another crucial but definitely interesting point of contention. What limits should be set by law on the freedom of expression of communication and publication via the internet? We need to highlight on censorship not only of indecent materials via the internet but also of other forms of psychological abuse towards humanity. This is due to the fact that news reports have illustrated examples of alarming crimes directly or vicariously connected from having accessed materials published virtually. If it has spawned criminal behavior, of that we need empirical evidence but the truth remains that misbehaviors have been learned and continuously so, through the web. We draw the line at child and explicit adult pornography. We draw the line at extreme graphic violence and psychologically damaging elements. We draw the line at unlimited access particularly for children of sites that are too exploitative or too destructive to the over-all well-being and dignity of each person. Restrictions are primordially important since we have struggled to espouse special protection for women and children from the laws that have been enacted. Yet, from the sites available on the internet alone, we see horrendous and crippling images of the marginalized members of the society that we have sworn to protect. Furthermore, numerous libelous statements have genuinely defamed entities because of lack or inconsistent interpretation of statutes concerning

Lousis Daguerre Essay Example | Topics and Well Written Essays - 250 words

Lousis Daguerre - Essay Example Daguerre used immaculately polished and silver plated sheets of cooper, which were sensitized with iodine vapors to catch photographic images (Carlisle 255). These sheets were exposed in big box cameras and were later developed in mercury fumes (Carlisle 255). Later on they were fixed or stabilized in sodium thiosulphate or hypo (Carlisle 255). Daguerreotype photography required little exposure time and allowed for the capturing of photographic images that were impressively detailed and vivid (Carlisle 255). Daguerre promoted the daguerreotype photography invented by him both as a medium of artistic expression and as a potent scientific tool. Most of the earlier experimental works made by Daguerre were destroyed in fire that burned his laboratory. Yet, today still survive a few of his daguerreotype portraits, urban views and still lives, which speak much for the ingenuity and aesthetic appeal of Daguerre’s

Mars Reconnaissance Orbits Essay Example | Topics and Well Written Essays - 500 words

Mars Reconnaissance Orbits - Essay Example Modeling of the MRO came after NASAs successful Mars Global Surveyor that was designed to conduct Mars surveillance from orbit. In its earlier specifications, the satellite design included a large camera for taking high resolution fascinating images of the Mars. This made Jim Garvin, a Mars exploration program scientist with NASA to predict that MRO would be like an orbit microscope. A visible-near-infrared spectrograph was also to be incorporated in the spacecraft. Five months later, after aero braking, the MRO entered began its major science phase after entering its final science orbit. In this way, it joined five other existing spacecrafts in the vicinity of Mars that were either on the planet surface or in orbit. These other active spacecrafts were: two Mars Exploration Rovers, Mars Global Surveyor, Mars Odyssey and Mars Express. MRO is equipped with a set of NASA’s most powerful scientific instruments used in the analysis of minerals, stratigraphy, ice of Mars and landforms. They include instruments such as radar, cameras and spectrometers. They are significantly used in monitoring of daily surface and atmospheric conditions of the Red Planet, and hosting of new MRO telecommunication systems for further future missions. It is probably remembered for discovery of ice and other startling discoveries on Mars such as dust devils going across the Mars surface and changing of sand dunes in real time as watched by its powerful cameras. The MRO has also helped to establish the cause for the damage of Phoenix spacecraft that went out of touch with the earth and it has generally helped in other spacecrafts to stay in touch with the Earth. The prime scientific mission of the MRO ended in December 2010, even though NASA still believes that the spacecraft can still do well until 2015. Many new things have been learned about the Red Planet courtesy of the spacecraft.

The Establishment of Indian Reservations in the U.S Term Paper

The Establishment of Indian Reservations in the U.S - Term Paper Example The official start of the segregation of the native Indians began with the Indian Removal of 1830 which forced the migration of many of the tribes living east of the Mississippi river to the west side of the river1. In doing so the US government gained control of the best farming lands needed for the expansion of the European population and started off a trend of isolating the tribes and impinging on their basic rights in their own homeland which would lead on to have negative percussions for those people and tribes for the centuries to come. The treaties and forceful migration of the tribes was propagated as a means to provide them with their sovereignty and right to their lifestyle within the specified reservations. Even if one ignores the fact that many of the tribes did not regard these measures as anything of benefit for themselves and that military confrontations were often involved in ensuring their compliance with the legislations, there is still the question of the quality o f the land that was allotted to them and the lifestyle options available to them in the reservations. Lands kept for Indian use were commonly considered as the least desirable by whites and were almost always located far from major population centers, trails, and transportation routes- all necessary elements for economic growth and communication with the mainland cities. The result was that the Indians were unable to find sufficient means to find sustainable livelihoods and find the resources to use towards social development for their communities. The appalling social conditions of the reservations were widely acknowledged by the end of 19th century but government initiatives of ‘forced assimilation’ (1887) and then nearly a century later the Termination legislation (1953)2 failed to bring about any major impact in the opportunities available to the Indians or the reservations as a whole. The Termination legislation put forward idea of disbanding the communities as ind ependent political entities but that proved to be unpopular and was abandoned. Even though the Termination legislation was put into practice along with a wide scale relocation and employment program to provide financial and social assistance to the Indian youth who would be losing the close knit community atmosphere of the reservations, the low participation rate provided the government with one key insight to the lives of the natives. Despite the rampant social problems including unemployment, high crime rates, poor housing, lack of adequate child support and crime- the reservations are still thought of as a common cultural base for the Indians. The tight knit families and extended families live in close proximity and the cultural heritage is passed through one generation to the other. Languages, customs and traditions are protected in the circle of community; this wouldn’t be possible if the individual members were scattered as they are in urban settings3. Reservations have now become a part of the Indian identity and one they are not willing to part with easily- in some cases there isolation from the mainstream population actually makes them unfit for a life outside of the reservations and any opportunities ava

Emperors Club Essay Example for Free

Emperors Club Essay English question 5 It is not living that is important, but living rightly and honestly. The definition of success varies depending on who is defining it. By the end of the novel, Hundert and Sedgewick Bell each believe that they have reached success in their own lives. Sedgewick, following in his Dad’s footsteps of using and manipulating every situation and opportunity in order to advance his selfish goals, feels successful as a wealthy and powerful businessman. Sedgewick by the example, set by his distant, judgmental, and uncompromising father has learned that being honorable and having good character are qualities that are unimportant when measuring a man’s success. Just like his father who did not see the merit of developing a moral conscience, Sedgewick Bell rejects the moral guidance of his caring teacher, choosing instead to cultivate the cut-throat tactics his father instilled in him as necessary to achieve the fame and fortune vital for success. In contrast, Hundert is only able to feel successful when he has regained his dignity and honor by confessing his breach of trust and asking for forgiveness from the student he betrayed. Once Hundert does the honorable thing and tells Blythe about Hundert’s cheating during the selection of the contestants for the Emperor’s Club competition, Hundert is able to reset his moral compass, and move on with his life. Hundert comes to understand that it was his selfish desire to see Bell succeed that drove Hundert to disregard what he knew was right in order to avoid the truth – that Sedgewick Bell had no desire to become the honest and hardworking student Hundert â€Å"willed† him to be. Through this realization Hundert is able to see that even though he may not have succeeded with Bell, this one â€Å"failure† does not minimize the positive contribution he has made to the lives of his many other students. Hundert’s success is evidenced by the fact that even after 25 years, Hundert’s students throw him a party to show their appreciation of the advice, instruction, interest and guidance he gave them when they were students at St. Benedict’s. Hundert is considered by the majority of his students to be a mentor, and positive role model. It is this realization that helps Hundert see that his success lies in the fact that his students have taken his message of living a moral, and honest life with them into their world and used his words to help shape their own productive lives . s well as, that of their children. Hundert realizes that success should be measured not by the money in a man’s pocket, or the job he has, but by the positive impact he has in the world and on the lives of others. As the film progresses Hundert comes to terms with the fact that no matter how hard he tried he could never compete with the powerful negative influences that were present in the Bell home. Sedgewick was raised to view a successful man as being self-serving, untrusting, insensitive, and controlling. It was when Humdert tried to set a new moral example of success for Sedgewick that Humbert was driven to compromise his own beliefs. Hundert learned that when one compromises him for the sake of another the relationship is doomed to fail. It is when Hundert is able to accept that he is not responsible for the selfish, immoral man Sedgewick has become that he can rid himself of the feelings of failure that resulted in him leaving the profession he loved. When Hundert is rewarded by the positive comments of his students he understands that his success is in the fact that he has made the world a better place because he has educated a generation of kind, caring and moral men and fathers who will pass on his appreciation of honor, dignity, kindness, sensitivity, creativity and integrity to future generations. Hundert and Sedgewick each define â€Å"success† differently and it is up to each individual viewer to watch and listen to the movie carefully in order to decide which definition he/she will use to evaluate the â€Å"success â€Å" of his/her life.

Improving Child Observation Journals

Improving Child Observation Journals Master of Education: Reading and Literacy Abstract The purpose of this study is to describe the effect that providing journal and case study paper examples, more time to observe in the child care center and the use of different teaching methods will have on the improvement of observation journals and case study papers. This action research involved Child Development classes at Deerfield High School during the fall 2008 school year. Students struggle with completing weekly observations and case studies. This paper will share the findings of research that was done to assist students. If students have a better understanding of the observations and case studies, are provided with examples and are given more time to observe, the desired outcome is that their observation journals and case study papers will improve. Introduction Background of Problem I am a Family and Consumer Sciences teacher at Deerfield High School in Deerfield, Illinois. Deerfield is a northern suburb of Chicago and the high school has approximately 1,800 students. I have been teaching at Deerfield High School for four years. While I have been at this high school, I have taught Child Development Preschool Lab, Consumer Economics, Freshman Advisory and Contemporary Living. Family and Consumer Science classes were formerly referred to as Home Economics which involved becoming a knowledgeable homemaker. In Child Development classes, proper parenting techniques were emphasized. Now that Home Economics has evolved into Family and Consumer Sciences, there is an emphasis on preparing students to become well-informed parents as well as preparing them to become educated professionals who may work with children in their careers and their personal lives. Last year I taught two sections of Child Development Preschool Lab, which is the focus of my action research project. My first period class had 11 female 10th-12th grade students and my second period class had 14 female 10th-12th grade students. Every week in Child Development Preschool Lab, my high school students, referred to as the high school friends, plan and teach lessons to two to five year old children in the on-site child care center, Deer Park Teaching and Learning Center (DPTLC). The students also observe these preschoolers, referred to as Deer Park friends, every week while they are in the child care center. The students typically really enjoy the class; however, they struggle the most with observing the children and creating their observation journals and semester case study papers. Through the use of their journal entries, the high school friends analyze and evaluate one specific Deer Park friend’s physical, intellectual, emotional and social development and write a case study paper to determine how a specific child is developing for their age. As a Family and Consumer Sciences teacher, I believe it is essential for high school students to be able to communicate what they observe or see through detailed written form. Specifically, in Child Development Preschool Lab, this information should later be used to make conclusions about how a preschool aged child is developing physically, intellectually, emotionally and socially. Providing students with life long observation, analytical and written communication skills to be used in their future will benefit the student learner. Rationale for my Research The focus of this research study will be helping my students improve their observation journals and case study papers during first semester. Observing, journaling and the semester case study paper are what students struggle with the most all year in this class. It causes frustration and anxiety for the high school students and me. I often find myself wondering how I can make this a more pleasant learning experience for everyone involved (high school friends, Deer Park friends and me.) In each observation journal, the high school friends are required to record six different observations every week. Each observation should include a factual description of what they see, an educated opinion of how the child is developing, and an assessment of the child’s developmental rate for their age. The students go into the DPTLC on-site child care center to observe children ages two to five years old. After approximately one month of observing a variety of Deer Park friends, high school friends are assigned a specific child to observe for the remainder of the semester. Students are given 20-25 minutes of class time every week to observe in the child care center to collect their observations. The journal entries collected over the semester are used to assess one Deer Park friend’s developmental rate in the four areas of development. The journal entries act as evidence to support how the high school friend rates the Deer Park friend’s development in the case study paper. Observing and journaling are taught in two class periods. I spend about 40 minutes initially teaching this assignment the first time. I spend approximately 20 minutes reviewing it the second time a few days later. Observing and journaling are taught during a lecture while students take notes. I provide one or two examples of journal entries on the board and we discuss this as a class. Chapter notes, developmental milestone handouts and the textbook appendix are shown to students as a resource to use when they are assessing how the Deer Park friend is developing for their age. Feedback is provided to students on their observation journal entry assignments on a bi-weekly basis. I provide comments on their journals and return them to the students within two days of them turning them in. I will occasionally have a one-on-one meeting with students who really struggle with the assignment. The evidence that supports students struggle with observing, journaling and writing their case study papers includes my observation that students are confused and frustrated with this assignment year after year, low scores on journal assignments, students not completing journal assignments and students struggling with the semester case study paper. Intervention Planned to Implement Through my experiences teaching observing and journaling in Child Development Preschool Lab for the past four years, I believe that students struggle with observation journals and their case study papers because they are not given enough time in the child care center to collect sufficient observations. This causes students to feel rushed which increases frustration and anxiety. Additionally, more time should be spent and different teaching methods should be used when teaching observing, journaling and the case study paper. Finally, student work may improve if excellent examples of observation journals and case study papers were given to students. Focus Statement The purpose of this study is to describe the effect that providing journal and case study paper examples, more time to observe in the child care center and the use of different teaching methods will have on the improvement of observation journals and case study papers. Research Questions Therefore, my research question is: What are the benefits of providing Child Development Preschool Lab high school students with journal and case study paper examples, more time to observe in the child care center and the use of different teaching methods among students to improve observation journals and case study papers in Child Development Preschool Lab during the fall semester? The questions that I will be exploring include: How will giving more time to observe in the child care center impact the high school students journals and case study papers? What teaching methods should I use to teach observing and journaling? Will spending more time on teaching observing and journaling improve student work? How will providing excellent examples of observation journals and case study papers impact student work? Will student anxiety and frustration levels decrease if more observation time is given? Key Terms High School Friends High school students in the Child Development class who work with the preschoolers in the child care center. Child Development Preschool Lab An Applied Arts course that incorporates Child Development curriculum along with a practical lab experience where high school students work with preschoolers in a child care center. Deer Park Friends Twoto five year old preschool children that attend the Deerfield High School on sitechild care center. Case Study Papers The Child Development Preschool Lab first semester final project where students analyze one preschooler’s rate of development for their age. Observation Journals Weekly observations that high school students make about the preschoolers when they are in the child care center interacting with the children. Deer Park Teaching and Learning Center (DPTLC) The name of the Deerfield High School on site child care center where two to five year olds come for child care. Four Areas of Development Intellectual, social, emotional, physical are the four areas in which children develop. Literature Review Students learn in many ways and it is essential that educators meet different student needs by implementing a variety of teaching strategies. Sometimes this involves class discussions, providing examples to guide students, modeling a concept, or encouraging students to learn through hands-on learning experiences. Many high school teachers have said that students respond well when they are motivated to learn and when they are actively engaged in the lesson. Benefits of Observing Preschoolers Observing preschoolers is essential for students who are working with young children. The information that is learned through seeing what a young child can do first hand is critical in helping a high school student assess how a child is developing. These observations also act as a credible source to support their evaluation of the preschooler’s developmental rate and provide specific examples to the parents in the high school student’s case study paper. Through observation, teachers are able to gather valuable information about the preschoolers that may help them in planning and preparing developmentally appropriate lessons (Barbakoff Yo, 2002). Barbakoff Yo suggest that teachers use a running record or a checklist to record their observations of a child. Providing teachers with adequate time to collect and record observations of the preschoolers interacting with one another is â€Å"time and energy well spent† (Barbakoff Yo, 22). Perhaps allowing students to spend more time observing the children in the child care center will increase their understanding of how children develop. This may lead to more creative lesson plans and more thorough journals and case study papers. Teaching Methods and Student Motivation Research has also shown that several teaching methods have been proven to be more effective than others when motivating students to learn. Lam Law (2007) examined the relationship between how the use of teaching writing strategies and motivating students affects student writing performance. Students should be challenged and need to understand the importance of the writing assignment they are expected to complete (Lam Law). According to Lam Law, the writing assignment must be related to something they can connect with in their past, present or future. Student writing also improves when students are curious about the topic they are writing about and when they are provided with feedback (Lam Law). Lam Law support the idea that when students are motivated and understand â€Å"why† they are completing an assignment they are more likely to grasp the idea being taught and are more successful. Writing Strategies: A Four Step Process Collins Collins (1996) have identified a four step process that educators find useful when teaching students to write. These writing strategies include; â€Å"identifying a strategy to teach, introducing the strategy by modeling it, allowing students to use it and helping students work toward independent mastery through repetition and practice† (Collins Collins). Although modeling and practicing new concepts is beneficial, some students are not able to grasp the content being taught through this strategy (Collins Collins). Collins Collins have found that some students learn best through the use of concrete visual examples. When teaching students a new idea, educators may find it useful to consider what excites and motivates students to learn and what teaching methods address all student needs. Providing Examples to Students Providing students with excellent examples to guide them in their work is a teaching strategy that has been found to be useful for students. In the article, â€Å"Students’ Perceptions of Teaching and Learning: The Influence of Students’ Approaches to Learning and Teachers’ Approaches to Teaching, a ninth grade student who was interviewed said,† â€Å"the best way of learning is definitely hands on, trying it yourself, I think that is a very good way. And seeing examples of what you’re doing† (Campbell, Smith, Boulton-Lewis, Brownlee, Burnett Carrington, 2001). Additionally, Day Elksnin (1994) discovered that the concept being taught should be described, modeled, discussed (talked through aloud) and practiced by the students. Students may be involved in this process from the very beginning by asking them what they struggle with most and what they think may help (Day Elksnin). Providing feedback to the students is also effective when students are struggling (Day Elksnin). Day Elksnin’s research supports the idea that presenting students with examples and models of previous work will assist them in the understanding of the assignment which will lead to improved grades. How Students Learn Best Many students have been interviewed and surveyed on how they learn best. They have become a valuable resource when evaluating how different teaching strategies impact their feelings while they are in the class and their success rate on assignments. Campbell, Smith, Boulton-Lewis, Brownlee, Burnett Carrington (2001) found that when interviewed, both students who have a deep approach to learning and students who have a surface approach to learning, felt that when being exposed to new concepts, they learned more when they were in a caring, supportive environment and when they were actively engaged in the lessons being taught. However, when the class was teacher focused and when students were lectured to, both types of students became surface learners and were not as engaged (Campbell et al.). Their perceptions of the class were negative compared to the hands-on, active classes that built the students self-esteem (Campbell et al.). This can be related to students’ anxiety and frustration levels when learning. If students feel they are in a supportive, caring environment that provides hands-on learning experiences, they will approach learning in a deeper way. Child Development students experience hands-on learning on a weekly basis when they are in the child care center teaching and observing the preschool children. As educators, it is vital that we consider the different needs of our students when teaching a new concept. Our students may be some of our best resources when evaluating the teaching methods we use. Teachers should consider the methods used to teach the lesson, the time period given to teach the new concept, and the amount of frustration or excitement the teaching strategy or assignment brings to students. Data Collection Methodology In this study, which focuses on describing the effect that providing journal and case study paper examples, more time to observe in the child care center and the use of different teaching methods will have on the improvement of observation journals and case study papers, I will primarily be using qualitative data. The form of qualitative research method I plan to use is ethnography. Ethnography is fitting to my research due to the fact that I will be observing my students when they are working in there every day surroundings (Glanz, 2003). I also found ethnography to be appropriate for my research because I will use observations as a main source of my data collection (Glanz, 2003). The research method I am using is not a case study because I am collecting data that I will interpret and focus on a group rather than an individual (Glanz, 2003). The research questions that guide my data collection are: How will giving more time to observe in the child care center impact the high school students’ journals and case study papers? What teaching methods should I use to teach observing and journaling? Will spending more time on teaching observing and journaling improve student work? How will providing excellent examples of observation journals and case study papers impact student work? Will student anxiety and frustration levels decrease if more observation time is given? (See Appendix A) When collecting my data, I am interested in comparing my perceptions of what students struggle with when observing, journaling and writing their case study papers to the students’ perceptions of what they struggle with when observing, journaling and writing their case study papers. The data will be collected during the first semester of the 2008-2009 school year. The data I will collect will primarily be qualitative which will include my own observations, colleague interviews and collection of student work. I value how my students are feeling about the projects assigned in my class so I will ask for input from the students as well. This data will be provided through a student focus group and student surveys at the beginning and end of the semester. All of the data collected will assist me in answering the questions I am exploring in this action research project. Colleague Interviews There are three teaching professionals I interviewed before the high school students began observing in the child care center. The Deer Park Teaching and Learning child care center Director, another Child Development teacher and an English teacher were asked for input on my topic. When interviewing the child care center Director (See Appendix B) and the Child Development teacher (See Appendix C), I investigated the time spent on teaching journaling and observing and the teaching methods they felt were beneficial to the students. I also wanted to understand their perceptions on how they feel providing students with example journals and case study papers impacts the students understanding of the assignment. Through these interviews, a qualitative research method, I was able to understand the teachers’ views on providing students with more time in the child care center to observe. When interviewing the English teacher (See Appendix D), I focused on strategies used by this teacher to improve students writing. It was also beneficial to find out what students in English class struggle with most when they are writing and what the teacher does to address these struggles. I am hoping to apply this information to my class to assist my students when they are writing their case study papers. I asked both the English teacher and the Child Development teacher what type of presentation methods students struggle with and what type of presentation methods get students excited about learning. Student Focus Group At the beginning of the semester, I will hold a class discussion regarding the amount of time given to observe in the child care center (See Appendix E). During this class focus group, a qualitative research method, I intend to also get feedback from the students regarding their views on how providing example observation journals will impact their understanding of the observation journal writing process. What I have found in the past is that students have a pretty good gage on what they need to be successful so asking students what their needs are at the beginning of the semester is important. Student Survey – Questionnaire Two surveys (See Appendix F) were created to request information from students in the two Child Development classes I teach. The intentions of the surveys, a qualitative research method, were to ask the students for their input to address the following questions: How will providing more time for you to observe in the child care center impact your observation journals and case study papers? What teaching methods do you benefit from most when learning about observing, journaling and writing your case study papers? Will spending more time on teaching observing and journaling improve your journals and papers? How will providing excellent examples of observation journals and case study papers impact affect your understanding of the assignment and your work? Will your anxiety and frustration levels decrease if more observation time in given? The questionnaire will be implemented at the beginning of the semester, before they observe, and at the end of the semester, after their papers are wr itten, to gain a better understanding of the students’ viewpoint on this assignment. Collecting Artifacts Another qualitative research method I plan to use is to sporadically collect the students’ observation journal entries throughout the entire semester. My intention is to analyze the improvement of the students’ work as the semester goes along. I will collect the journals after the first time they observe when more time is given in the child care center, more time is spent on teaching observing and journaling and examples are provided to the students. I will compare this to the observations I have made in regards to student work from previous years. Collecting these artifacts throughout the semester will allow me to evaluate the students’ understanding of observing and journaling as they progress through the semester. It will also provide me the opportunity to give the students feedback so the students will feel guided in this process. At the end of the semester, I will collect the final case study papers and the scores on the journals and papers, which is a quantitative data collection method. This will allow me to analyze student progress throughout the semester. The case study papers will also provide me with an idea of each student’s overall understanding of observing and how they are able to relate the information they have gathered through their observations to how a child is developing. Observation and Field Notes While students are using the example observation journals to guide their own journal writing, I will observe and note, qualitatively, the ease at which students do this. I will also note how often the students refer to their examples as the semester progresses. Throughout the semester, during the first ten minutes of class and the last ten minutes of class, I will observe and make notes on the students’ frustration levels related to observing. The beginning and end of class is a time when students talk to each other about a variety of things they are dealing with at the time. This will be an ideal time for me to step back and listen to their discussions between one another in regards to observing, journaling and writing their papers. Timeline for Collecting Data: Time of Year Data Collection Source Data Collection Source Data Collection Source Data Collection Source Before Semester Begins 3 Colleague Interviews Beginning of Semester Student Focus Groups Collect Artifacts – Observations Journals Scores Student Survey – Questionnaire Observation Field Notes Middle of Semester Collect Artifacts – Observations Journals Scores Observation Field Notes End of Semester Collect Artifacts – Observations Journals Scores Student Survey – Questionnaire Observation Field Notes Data Analysis Qualitative Data During my data collection I will obtain data through colleague interviews, student focus groups, student surveys, observations, and artifacts. After my data is collected I will organize the data (Glanz, 2003). In order to organize my data I will read and reread the data to allow myself the ability to distinguish any patterns that are important (Glanz, 2003). Themes that I am prepared to find through my data collection is that students will benefit from examples that are provided. After analyzing my observations, students surveys, and student focus group notes I predict I will find students will be relieved to have examples of the paper. I find that with provided examples students enjoyment of the project will be much more positive. To analyze my data I will group student in three categories: students that view examples as helpful, students that view examples as no help, and students that view examples as hurting their understanding. I will collect my data and then put each student in one of the three categories in which they fit. After I collect data I will need to code the data and find any themes or patterns that arise (Mills, 2007). Quantitative Data The quantitative data that I am collecting in my research is the student’s case study paper scores. I will use the scores to compare if student did better this year than from previous years. I will compare student’s papers to papers from the past two years. I will need to also review students overall scores throughout the year to be sure that the students did better because of the examples provided and my teaching methods but not because of the student’s natural ability. Call for Action and Predictions Affected Population The findings of this study will provide valuable information to high school teachers who have students who struggle with or are frustrated by the writing process. English teachers typically are responsible for teaching students the writing process and allowing them to practice that skill in their class. However, writing may be reinforced in all subject areas. The more practice students have with writing, the more likely they will be successful, especially if they are motivated and are writing about something they can connect with or enjoy. Both types of students, students who struggle with writing and those who do not, may benefit from the research found in this study. I predict that providing examples to students and modeling writing strategies, will allow students to gain a better understanding of the observation journal and case study paper assignments. If students are able to visually see clear examples of what is expected in their writing, they are more likely to succeed and become less frustrated. Specifically, the students who will benefit from this study the most are my current students and future students because I will alter my teaching methods to include examples of previous student work. My colleague’s, Susan Johnson, students will also benefit if she decides to implement similar strategies when teaching observing and journaling. Importance of ResearchOnce this data is collected and analyzed, it will provide me with the information I need to make changes to the way I teach observing and journaling. At this time, students are very frustrated with observing and writing their papers and I believe the data that I will collect may provide some insight into â€Å"what† specifically students are struggling with and â€Å"why† they have such a hard time with these assignments. I believe if I can find what is frustrating to students I can help students focus on the importance of the project rather than the difficulty. The data will also allow me to ask other educational professionals and students their opinions on this issue so I can gain multiple perspectives. Hopefully, this will allow me to implement change in my teaching methods, the assignment and the students learning experience. Hypothesis and Future Outcomes Although I have not collected any data at this time, I expect student frustration levels to decrease and the quality of student work to increase if students are provided more time in the child care center to observe. I anticipate students would not feel as rushed and may be able to gather more thorough descriptions of what they see if they could spend the entire period in the center rather than half of the period. More time in the center may also provide students with an enhanced learning experience because they might be more likely to interact with the preschoolers and become more engaged in what they are observing. Student’s engagement in observing may motivate them while they are completing their observation journals and writing their case study papers because they will have more experiences with the children to refer to. I foresee the students’ understanding of observing and journaling to improve if more time was spent on teaching these concepts and if a variety of engaging teaching methods were used. It can be frustrating for students when they are not given enough time to learn a new concept. Allowing students time to practice and discuss examples of observing in groups, partners and individually before going into the child care center, will enable students to become more comfortable with the observation process. Many students get excited about learning new ideas when they are learning through hands on experiences and working with other students. When I am teaching observing and journaling, I will try to provide students more opportunities to do this before expecting them to go into the child care center to observe on their own. I feel this will help motivate students about the observation and case study project.Finally, I anticipate that providing students with examples of observation journals and case study papers will assist them in their understanding of the assignment.

Preparation for Sunday Service

Preparation for Sunday Service Component 1: Written Assignment (1,500 words) List principal structural elements (the Ordo) of a main Sunday service such as you normally attend, stating briefly how you understand each element (or grouping of elements) contributes to the worship as a whole.   Indicate, with self-awareness, how you would yourself want to approach leading such a service. Introduction: Context The service that will be discussed for this assignment was an 8.30am Eucharist Service using Order One from the Common Worship (CW) book and Eucharist Prayer E.   On this particular Sunday, there were 21 members in the congregation including the Priest.   There was a robed choir (4 members) and hymns were sung from Complete Anglican Hymns Old and New accompanied by an organ.   The whole congregation sat in the choir stalls in the Chancel.   Each member of the congregation followed the service in the CW book. This church is situated in a village approximately 12 miles from Cambridge city centre with a population of 1,015.[1]   56% of this population would refer to themselves a Christians.   The largest age demographic in the parish is 16-65 years old.[2] Service Structure The structure of the service followed the liturgy as prescribed in CW with the particular collects and prayers for the third Sunday of Lent. 2.1 The Gathering The second greeting prayer A hymn was sung The prayer of preparation A seasonal invitation to confession Second confessional prayer Absolution Collect for the third Sunday of Lent 2.2 The Liturgy of the Word Old Testament passage read by the Church Warden New Testament passage read by a member of the congregation Hymn Congregation remain standing after the hymn for the Gospel Reading read by a member of the congregation Sermon The Creed congregation stand and face the alter Wedding Banns read by the Priest Prayers of intercession led by a member of the congregation 2.3 Liturgy of the Sacrament The Peace was shared with those around Hymn was sung during the preparation of the table.   The collection was also taken at this point. Eucharist prayer E was then used with the extended preface From Ash Wednesday until the Saturday after the Fourth Sunday of Lent The whole of this prayer was said with people joining in the dialogue, Sanctus and Benedictus without needing to refer to the book. The Lords Prayer traditional version Breaking of the bread The first prayer before the distribution said Congregation go to the alter rail to receive communion hosts and one chalice of wine The second prayer after communion said 2.4 The Dismissal A hymn was sung Blessing for the third Sunday of Lent The dismissal Contribution to Worship The Gathering The Gathering to worship are important as they draw the congregation and president into relationship to a point to participate in the act of worshipping God.[3] The Prayers of Penitence came within the gathering I personally prefer it to come in this section as you are able to come and ask for forgiveness and worship God knowing that you are forgiven and then celebrating Gods goodness of forgiveness and grace.   In this service, there could be an argument that the Prayers of Penitence could come after the Bible readings and sermon.   The lectionary reading was about the woman at the well and if your sermon was a focus on forgiveness then the Prayers of Penitence could act as a response to the message received. The collect is a prayer that links with the Sunday and not with the scripture readings.   This can add to the worship in a way that allows the congregation to focus on the season which God is currently working through.   It should also be a way of getting the congregation to contemplate how the season affects their spirituality.   With the collects, main aim to gather all of the prayers in the Gathering section into one and drawing ourselves closer to God and one another.[4] The Liturgy of the Word The next two sections of the worship service, the Liturgy of the Word and the Liturgy of the Sacrament, need to be balance carefully because they both hold significant value of equal weighting. A key element of this section of the worship service is hearing the Word of God through scripture.   My personal view is that we need to remember that worship is a two-way communication us with God but also God with us.   By following the lectionary we get a journey through scripture.   The sermon element of the Liturgy of the Word can take many different forms but ultimately should be an opportunity for the congregation to engage with Scripture as an individual and allow God to speak into their lives through it.[5] The creed and prayers of intercession are an opportunity for the congregation to respond to the Word of God through prayer.   The act of worship in the time of prayer is an opportunity to give thanks and praise to God for what we have heard but also should be an opportunity to allow the Word to speak into the needs of the community by lifting them before God.[6] The Liturgy of the Sacrament In the Liturgy of the Word Christ is heard; where as in the Liturgy of the Sacrament the elements are not only seen and touched but smelt and tasted.[7]   This act of worship is multisensory and can allow the congregant to worship God through more than just sight and sound. Prayer E is a simple narrative style which is like that of Prayer D.   The images used in the prayer are more vivid and concrete than those used in other prayers.   This set of prayers also allows for extended prefaces for the various seasons.   The language used through the institution narrative and the extended prefaces allows for worship to take on a visual element using imagination. The worship of receiving the bread and wine should encourage the congregant that through the Holy Spirits power there is a strengthening.[8] The Dismissal The blessing and the dismissal at the end of the service concludes the act of worship but should encourage the congregation to continue to worship God when leaving the church building.   By the Priest saying Go in peaceà ¢Ã¢â€š ¬Ã‚ ¦ is about the act of carrying the presence of God out of church and into the world.   In the same way that we have been reconciled with God through our act of worship in church we should be helping the world to reconcile with God and with each other through living in peace with one another.[9] Reflections The flow of the service was good and allowed people to engage with the various elements.   The church was warm and welcoming which does allow people to feel comfortable within the act of worship. The questions that I was left with about the service were: Does the congregation understand what it meant for the Third Sunday of Lent and how this structured the worship?   And in turn how did this help, or not help, them to worship? How much of the liturgy is just read but without a conscience response?   How do we engage our congregations to be active worshipers and not passively getting through to the end? I thought that the intercessory prayers, which were led by a member of the congregation, were very well structured.   They linked the Bible passage of the woman at the well, the sermon, and the needs of the community and world together.   They were led in a way that felt very much that they were being prayed with the congregation instead of just being prayed to the congregation who are merely observers in the act of prayer.   I asked the Vicar if there had been any training on the writing and delivery of the prayers for those who do them he said that there had been a short teaching session one evening on writing the prayers. Conclusion: How would I lead? Overall I felt that the service was well structured with a good mix of lay participation which I feel is an important aspect to worship as it allows all the congregation to participate and does not segregate the Priest making a them and us feel to the community. The significant adaptation I would make to the service would be the use of silence.   I felt that there was not enough time to reflect upon the various elements of worship before moving onto the next part.   The specific areas that I would include longer elements of silence would be: After each of the Bible readings.   The first two readings went one straight after the other but it would have been good to have encouraged people to spend a minute contemplating the reading. After the sermon.   For a similar reason for keeping silence after the Bible readings.   Having time to reflect on what the sermon was about and how you might want to act upon it in the week ahead. After the congregation have received communion.   The organist played an appropriate piece of music while people were receiving and allowed people time to reflect during this time.   I felt that once the music had finished and before the post communion prayer a time of silence would have been beneficial. Word count: 1537 Bibliography Beach, Mark, Holy Communion (London: Church House Pub., 2000) Census Maps | Cambridgeshire Insight, Cambridgeshireinsight.Org.Uk, 2017 [accessed 19 March 2017] Common Worship, 1st edn (London: Church House Pub., 2000) Complete Anglican Hymns Old New (Stowmarket, Suffolk: Kevin Mayhew, 2000) Davison, Andrew, Why Sacraments?, 1st edn (London: SPCK, 2013) De Lange, Anna, How To Engage With Scripture (Cambridge, U.K.: Grove Books, 2011) Go In Peace To Love And Serve The Lord Meaning, Lords-Prayer-Words.Com, 2017 [accessed 20 March 2017] Parish Spotlight, 2017 [accessed 19 March 2017] [1] Census Maps | Cambridgeshire Insight, Cambridgeshireinsight.Org.Uk, 2017 [2] Parish Spotlight, 2017 [3] Mark Beach, Holy Communion, p.36 [4] Mark Beach, Holy Communion, p.41 [5] Anna De Lange, How To Engage With Scripture, p.5 [6] Mark Beach, Holy Communion, p.55 [7] Andrew Davison, Why Sacraments?, p.45 [8] Andrew Davidson, Why Sacraments?, p.44 [9] Go In Peace To Love And Serve The Lord Meaning, 2017

Blood, Sweat, Tears and Oil: The mistreatment of the Ogoni People by R

Blood, Sweat, Tears and Oil: The mistreatment of the Ogoni People by Royal Dutch Shell and the Nigerian Government Introduction Nigeria, located in West Africa, is a densely populated nation of over 100 million people. Since the nation’s independence from Britain in 1960, the country has been in the hands of various leaders ranging from religious to staunchly militant. Nigeria is the sixth largest producer of crude oil in the world and it has one of the largest deposits of natural gas (Wiwa, 2001). Oil accounts for ninety five percent of Nigeria’s foreign exchange earning and one-fourth of the country’s Gross Domestic Product comes from oil. A large percentage of this oil is located in the Niger Delta. The Niger Delta, located in eastern Nigeria, is the third largest wetland in the world covering 70,000 square kilometers and accounts for 7.5% of Nigeria’s land mass (www.nddconline.org). About twenty million of Nigeria’s one hundred million people reside in the Niger Delta and forty different ethnic groups live in the region. Oil development by large industries, such as Shell, and lack of support from the Nigerian government has left many people in the Niger Delta at a severe disadvantage. Most notably the Ogoni people, who are the minority in the region, have suffered from devastating exploitation. Oil was discovered in the Ogoni region in 1958 and after an estimated 900 million barrels with an estimated value of $30 billion were extracted in the area, there is very little to show for it in the Ogoni community. Economic loss, environmental loss, exploitation and murder are all direct consequences of the occupation of major oil companies, namely Shell, in the Ogoni region. This paper aims to bring to ... ...d. Austria: OPEC Fund, 2003. Amanyie, Vincent. The Agony of the Ogoni in the Niger Delta: A Case Study. Nigeria: Horizon Concepts, 2001. Azaiki, Steve. Inequities in Nigerian Politics: The Niger Delta, Resource Control, Underdevelopment and Youth Restiveness. Nigeria: Treasure Books, 2003. Civil Liberties Organization. Ogoni: Trials and Travails. Lagos, Nigeria: Civil Liberties Organization, 1996. Douglas, Oronto and Ike Okonta. Where Vultures Feast: Shell, Human Rights, and Oil in the Niger Delta. San Francisco: Sierra Club Books, 2001. Niger Delta Development Commission. www.nddconline.org Wiwa, Diana. â€Å"The Role of Women in the Struggle for Environmental Justice in Ogoni.† Delta, No.3 , October 1997: 11 Wiwa, Ken. In the Shadow of a Saint: A son’s journey to understand his father’s legacy. Canada: Alfred A. Knopf, 2001.

Electroconvulsive Therapy Essay -- essays research papers

After researching electroconvulsive therapy (ECT), I have decided that if a close family member or even myself were severely depressed I would not support the use of ECT. Electroconvulsive therapy consists of an electrical shock, which is used to produce a seizure. Many people experience seizures due to some other type of illness or illnesses, and in these cases there is medicine taken in order to prevent these occurrences. In deciding my opinion on the topic of ECT I asked myself would I want to put myself or a loved one through what others are trying to avoid; a seizure. Although ECT has proven to be effective in some cases of depression, it has many risk factors involved and it does not ensure a lifetime with out the reoccurrence of depression.   Ã‚  Ã‚  Ã‚  Ã‚  Before ECT is administered the doctor will first do a physical examination on the patient to make sure they are physically able to have the treatment. If the physical examination shows the patient is physically able the next step will be to meet with an anesthesiologist. The purpose of this visit is for the anesthesiologist to examine the heart and lungs to ensure the anesthesia given through an IV will be safe for the patient. Another step taken will be many blood tests and a test showing the rhythm of the patient’s heart. All these procedures must be done before the first treatment of ECT is ever given. These steps are just the beginning of precautions for the treatments no one, not even the doctor...

Montessori Practical life Essay

Most children are passionately interested in practical life activities because the activities respond to all the sensitive periods (important periods of childhood development). Practical life activities build a foundation on which the children will grow and carry over into the other areas of the classroom, and over in to their every day life. The Montessori Practical Life exercises respond to the need for: Order of activities (sequences, routine, hierarchy, a cycle or full rotation of an activity) Movement. All practical life activities involve great movements that are varied and attractive. The variety of movements help the child’s self-awareness within the environment and increase the child’s acquisition of intelligent movement. Sensorial exploration (sights, sounds, smells, and eventually language). Needs and tendencies are responded to, to help the children adapt so that they can actively participate and grown within their environment. A child’s love of work. Practical life activities feed their natural desire to work and play an active role in their environment. Practical Life Lessons Guide Children 1. Construction and integration of the child’s personality through their freedom of choice, and through the variety of their choices. Freedom of choice is necessary for the healthy development of the will. 2. Spontaneous purposeful activity that is only possible when children are allowed to exercise their curiosity through repetition. It is only through repetition that abstraction is possible. This abstraction brings about a feeling of completion for the growing child. 3. Development of co-ordination of movement. The child thinks of the activity, wills himself to the activity, and then does the activity. 4. Development of the physical, mental, and emotional aspects of the child. 5. Purposeful movement that helps the development of the mind, and a sense  of achievement. The development of the child’s mind, movement, and senses will in turn, develop the will. 6. Concentration. The child will concentrate on completing an activity as perfectly as possible; all activities are intelligible, logical, sequential, and exact. Children will internalize this and try to repeat the exercises as perfectly as possible; all exercises have a motive for perfection. 7. Orderly work habits. The children need to internalize presentations in an orderly manner in order to reproduce it in an orderly manner. 8. The practical life exercises develop logical thought through the definite logic in the exercises. There is a beginning, middle, and end to each exercise. 9. The exercises give the children a sense of responsibility from the result of freedom (freedom which is a result of co-ordination of movement and awareness of the environment). Children have the freedom and ability to exercise their will within their environment. 10. Social development. All of the practical life exercises teach the children grace, courtesy, patience, and respect. These elements of social development are re-enforced through the actions of the other children and through the actions of the teacher. 11. Establish a sense of reality, rooted in real activities (nothing is make-believe). Exercises are lucid, logical, and realistic. This helps the children pursue reality. If an activity is not meaningful and purposeful than the mind cannot develop or construct itself. 12. Emotional stability helps the children become familiar with the real world and their environment. It builds self-esteem, and through that, their dignity will flourish. Materials and activities are therapeutic, meaning the mind and body work together. Scope and Sequence of the Montessori Practical Life area Before beginning you must observe the child, know what kind of activities they are drawn to, and understand their current skills and abilities. Not all children will be capable of each activity in the order it is shown below. The order below is a guideline only – not a steadfast rule. It is possible to skip over certain activities as long as the next activity the child chooses does not require knowledge/skill that the child does not yet have. The key is to follow the child and offer appropriate activities according to their abilities. The goal is always to set the child up for success. That’s not to say that the child won’t have to work through an activity and repeat it over and over again before being successful. The child needs to be adequately prepared for the activity, physically and mentally. And last, but not least, adults must use their own judgment and decide if an activity is safe for the child. Many practical life activities do not require expensive ‘Montessori materials’ to be effective. As well, practical life activities will vary from culture to culture. You can read Practical Life Lessons and Practical Life FAQ’s for more information. If you are homeschooling your child and wish to have a little more theory and direction on the presentation of Practical Life materials you can purchase our Practical Life Teaching Manual.

Crying of Lot

Oedipal runs Into people with multiple names and identities, or who are actor sort compulsive role-players. (She herself gets the name tag â€Å"Arnold Snare† stuck on her. ) Later, the men around her start dissolving or disappearing In even more drastic ways. Obviously, this sense of psychic variability Is a result of Ponchos method characterization, which gives surface traits rather than psychological depth; still, its good to remember that Hollywood Is not far away.But suppose Hollywood is the world? And suppose Poncho is presenting us with a world without stable selves or identities? Write in any way that interests you about a few of these characters and the consequences for Oedipal of her encounters with them. -Oedipal herself- plays many roles, beginning we see her as a housewife, later as a student, even as a granddaughter -â€Å"Banal life at the beginning of the novel (Departure, fondue, kirsch, mixing drinks transcendence to protagonist on top of conspiracy, Like J ames bond with affair. Remember at the beginning when she talks about all the roles she could play. -gets lost and pretends to be a tourist/stockholder (56) ;As granddaughter talking to Mr.. Tooth (61) -Voyeur Listener and detective (85) -Pierce- many roles -Did Press- lawyer to actor to lawyer -Metzger- from child star movie/actor to lawyer -Much- car salesman to DC to molester/non-law-abider -Driblet- (peg 51) -A cross or the Initial T? Could be either in the wells Fargo Incident (60) -Motherly when meeting Genesis Cohen (64) -Arnold Snare (75) -NAZI salesman- Zap books Buchwald Ramp: Dry.Hilarious; Oedipal turned into her normal conscious self for a little while, tells police her name (95) -Eyewitness (much interviewed her) and Edna moss (peg 97) E) Paranoia and Reading: How does the experience of reading The Crying of Lot 49 resemble Oedipal way of making meaning? -â€Å"I want to see if there's a connection. Im curious† at the play before Driblet (page -â€Å"Why is eve rybody so Interested in texts? † Poncho, via Driblet, speaks to the reader: â€Å"You guys, you're Like the Puritans about the Bible. So hung up with rods, words. 16 This Is not a warning to the reader and Oedipal against Interpretation. Instead, It Is a warning to the reader and Oedipal of the addictive nature of their respective searches. Alpha's search Tort ten Orlando version of ‘The Courier's Tragedy', which is obstructed by her inability to separate her play from its author, editor or producer, is an exaggerated metaphor of the r trader's troubles in making sense of the novel. 17 For our purposes, they serve to wed the reader's quest for a literary meaning with Oedipal quest for self-discovery.As mentioned before, a major el meet within the reader and Oedipal quest is paranoia. Paranoia pushes the reader through the text. We are constantly led towards a conclusion, but then deceived. Our inability to decipher symbols relates to our inability to increase the commun icative entropy of our world. Nevertheless, The Crying of Lot 49 succeeds in actively involving the reader within the text, a hallmark of postmodern literature. -Looked on bathroom wall again to find symbol. Asks playwright about bones. *More she looked into things more she saw in it (53/54)

How can sociologists explain the improvement in the educational performance of girls?

It is widely argued that gender influences achievement. Sociologists have noticed a difference in the level of achievement in boys and girls under sixteen. Studies show boys do not perform as well as girls in standard subjects in school, girls are now overtaking boys at a higher-level standard. Sociologists noticed this when they saw A' level results and GCSE results, however Post-16 girls tend to drop out of science and technology despite doing better than boys at GCSE. Boys' early literacy skills are markedly lower than girls. Although sociologists agree that there is a definite ‘gender gap' between males and female under sixteen, it is not just a simple case of ‘boys doing badly, girls doing well'. The relationship between gender and achievement is much more complex; problems have arose within the area of ‘the gender gap', it is not the same in all subjects – boys perform slightly better in GCSE maths than girls. It can not be applied to all levels of education, particularly university where the dropout rate is higher amongst girls; social class and gender affect it. A variety of reasons have been suggested for the difference between male and females in relation to achievement. Sociologists have attempted to explain firstly why females out perform males in most subjects under the age of sixteen and secondly why females are less likely to enter higher education (post 16 education) despite the fact that female school leavers tend to be better qualified than male ones. It has been suggested that females out perform males because of the following facts, educational policies to help girls over the past twenty years has seen attempts to improve the academic performance of girls. Coursework favours girls – course work in many subjects has helped to improve the academic standards of many girls. Girls have higher career aspirations; there is now a greater range of role models in society than in earlier years. In the 1970s Sue Sharpe wrote a book called â€Å"Just like a girl† in which she writes that most women then wanted to get married and have children. They did not see the point in staying on at school. There were very few jobs for women in the earlier years – only office jobs, nursing, teaching etc. However in today's' society womens' attitudes towards education have changed. More girls now want to attend college and university. There are a wider range of careers for women these days – fire fighters, business, design etc. The idea of marriage has become less popular. As there are more job opportunities for girls these days, they need qualifications therefore they need to work harder. There are poorer employment prospects for men in regard to the changes in the traditional male manual work. Male overconfidence in their own abilities causes unrealistic high expectations. Anti-school culture makes boys vulnerable to acting out the ‘men behaving badly' role, which in turn places little emphasis on education. Boys are more likely to not do their homework and go out with their friends, than girls. Boys find it more difficult to stay in and do their work as they might be worried that their friends will think that they are not ‘cool'. Girls tend to be more mature. Male literacy problems- it is a fact that boys read and write less than girls. Boys are more interested in their computer games where as girls are more likely to read books. This will help them with their school work. Labelling- teachers are more likely to label boys negatively and create a self-fulfilling prophecy of educational failure. Teachers more likely to think boys are more disruptive than girls therefore do not give them as much help. Therefore they are more likely to fail the subject. Also the parental expectations of their children differ, boys are expected to be tougher and more boisterous, girls tend to be quieter and neater. They are encouraged to play different games and are given different toys therefore this creates the basis for differences in interests and attitudes. Curriculum differences – there are two levels the ordinary and the hidden curriculum. Although schools have to offer girls and boys equal access to all courses, we can see that differences emerge. In the past girls were less likely to choose science or computer courses, (it has to be noted that this may not always be the case, especially in more modern times) they were more likely to take home economics, modern languages, social studies and secretarial courses, it is quite normal for ‘male' subjects of CDT to be on the timetable at the same time as the domestic science and the office skills subjects, therefore the official curriculum varies by gender. However these days girls cannot drop out of science and maths. They also take more subjects that boys would take and they have to so GCSE coursework. This helps girls because they are better organised. The hidden curriculum; this is the way that certain ideas and values of the teachers, other pupils and the wider society penetrate through the school. This is not part of the official school lessons. In the past some sociologists argued that as a result of attitudes shown by both parents and teachers girls learn to underachieve. By this they mean that sex stereotyping occurred in which teachers (and parents) knew what sorts of jobs girls do, and have been traditionally successful in, and they then gear girls to follow courses which lead to careers in these areas. It has been suggested that the main reason why girls perform differently in the educational system from boys is mainly due to the way society and the media creates ‘gender roles' which stress how males and females ought to behave. Magazines and television advertisements portray male and females in different ways making us feel that we have to act like them. There are clear gender roles expected of girls, e. g. to be feminine, to want to marry and to have children and to follow only a relatively narrow range of occupations in nursing and office work, etc. These views are strengthened by the media, which also portray women as sex symbols, nurses or housewives. Sociologists also found that girls were rarely portrayed as the central character and rarely showed initiative. Boys were far more often shown as the central character and tended to engage in more exciting activities. However girls today want independence, they do not want to be second class citizens. Leisure – When girls have time they like to gossip and have a â€Å"chat. † Therefore girls communicate better. This means that girls have better communication and educational skills than boys. In conclusion it is clear that girls are doing better but it is not the whole story because achievement affected by other factors cannot be ignored. These other factors are class and ethnicity.