Lesson Plan on Present Perfect and Past Simple

The switch between the present perfect and the past simple is one of the most challenging aspects for English learners. There are a few reasons for this: Students use a language — such as German, French or Italian — which uses its version of the past simple and the present perfect interchangeably.Students find the difference between specific past experience (past simple) and general experience (present perfect) difficult.Students speak a language in which tense usage is much more loose such as Japanese. This lesson focuses on the switch by first narrowing the choices down to either the present perfect or the past simple. It asks students to first ask questions about general experience with ever and then drill down to the specifics with question words such as where, when, why etc. Aim Becoming more proficient in switching between the present perfect and the past simple Activity Number 1 Asking about experiences # 2 Writing about experiences Level Lower-intermediate to intermediate Outline Begin the lessons by speaking about your own experiences in a general way. Be careful not to give any details about these experiences. In other words, keep to the present perfect. I find topics such as travel, education, and hobbies work well. For example: Ive been to many countries in my life. Ive traveled in Europe and Ive visited France, Germany, Italy, and Switzerland. Ive also driven a lot in the United States. In fact, Ive driven through almost 45 states. Ask students to ask you questions about the specifics of some of your adventures. You may need to model this. However, students will hopefully be able to catch on fast and keep to the past simple. On the board, create a timeline showing past to present with some of your adventures. Put question marks above the general statements, specific dates above specific statements. Point out the difference between the two. You can use the ​tense time charts on this site as well. Introduce the question Have you ever ... for general experience. Review information questions in the past simple to focus on specific experiences. Model a few question-and-answer exchanges with students switching between Have you ever... followed by information questions When did you ..., Where did you ..., etc. when students answer in the affirmative.   Have students complete exercise one with partners or in small groups.   Moving around the class, listen to these conversations helping when necessary. To continue, ask students to fill in the worksheet following the example provided. Move around the room making sure students are switching between the present perfect and the simple past in writing. Exercise 1 Use the present perfect with Have you ever... to ask your classmates questions. When your partner answers yes, follow-up with information questions in the past simple. For example: Student 1: Have you ever been to China?Student 2: Yes, I have.Student 1: When did you go there?Student 2: I went there in 2005.Student 1: Which cities did you visit?Student 2: I visited Beijing and Shanghai. buy a new cartravel in a foreign countryplay football / soccer / tennis / golfwork in a large companyfly over the oceaneat something that made you sickstudy a foreign languagelose your money, wallet, or purseeat snailsplay an instrument Exercise 2 Write a few sentences on each of these topics. First, begin with a sentence using the present perfect. Next, write a sentence or two giving specific details. For example: I have learned three languages in my life. I studied German and Italian when I was in college. I also learned French when I visited the country for a three-month French language program in 1998.   Hobbies I have learnedPlaces I have visitedCrazy food I have eatenPeople I have metStupid things I have boughtSubjects I have studied

Intesectionality Gender, Race and Gangs Essays - 2452 Words

Intersectionality: Gender, Race, and Gangs Introduction In much of social science research, gender, race, class, and other dimensions of identity are treated as discrete variables, to be studied and measured separately. In recent years, however, feminist sociological theorists have argued that race, gender, class, and other axes of identity must be treated as overlapping and intersecting forms of oppression. Kimberlà © Crenshaw, (1989) was among the first to articulate this theory, and coined the term â€Å"intersectionality† to describe it. Intersectionality has emerged as a major paradigm of research in women’s studies (McCall 2005). In her book Black Feminist Thought, Patricia Hill Collins argues that we must understand â€Å"race, class, and†¦show more content†¦Through in-depth interviews with 20 female gang members in Columbus, Ohio, Miller (1998) found that women often have difficulty being accepted as gang members. Many attempt to show â€Å"masculine† leadership qualities, such as being tough, able to fight, and being willing to engage in criminal acts for the gangs. Beliefs that women are weaker than men, however, mean that women have a harder time proving their commitment to the gang. Nevertheless, women might also gain acceptance through connections to influential, high-status men – a route to acceptance that is less available to men (Miller 1998). Women’s participation in crime within the gang is also different from men’s. Though girls are involved in less serious forms of delinquency, gang boys are still more likely to be involved in the most serious forms of crime, such as drive-by shootings and gun assaults. This is due both to the deliberate exclusion of girls from these types of crimes and the fact that young women themselves often use gender as means of avoiding crimes they find dangerous or morally dubious (Miller and Brunson 2000). The lesser involvement of girls in more serious forms of crime, however, can lead to the devaluation and mistrea tment of female gang members because they are perceived as less valuable to the gang. Female gang members are also more likely to be sexually mistreated than male gang members (Miller 1998). Given these

Two poems by Archbishop Jien Free Essays

Two poems by Archbishop Jien (Carter, p. 171, poem 327; p. 172, poem 330) and two by Shunzei’s Daughter (Carter, p. We will write a custom essay sample on Two poems by Archbishop Jien or any similar topic only for you Order Now 175, poem 341; p. 176, poem 342) â€Å"plumb the depths of your intent without laying it [the situation] bare† (Kamo no Chomei, p. 3, No. 6) to depict mankind’s paradoxical approach to the moon: seeking reassurance and companionship in its permanence and predictability, despite it being an uncertain mystery, inaccessible directly and impossible to control nor fully understand. The poets merely provide a stark glimpse of the situations in which the speakers find themselves, so that the reader must fill in with his or her resonance to complete the poetic experience. The speakers’ attempts to escape their predicament by seeking fulfillment in the deceptive permanence of the moon are left hanging incomplete, creating in turn for the reader an atmosphere embroiled with lack of fulfillment and the mystery of the moon, which probes the reader’s depths of intent to understand as best he can. The sense of lack of fulfillment upon which the poems end creates a vacuum into which any careful reader fills to restore the equilibrium. The lingering sense of incompletion creates an atmosphere that â€Å"hovers over the poem† (Fujiwara no Shunzei, p. 3, No. 7), â€Å"plumb[s] the depths of [their] intent†, thereby extending the reader’s frame of mind into a realm â€Å"distinct from its words† (Shunzei, p. 3, No. 7). All four poems possess this quality. In Jien’s poem 327 (Carter, p. 71), the moon sets before a lone traveler has had enough of the moon’s company and beauty manifested in its reflection in the mountain spring water he was drinking, as his cupped hands suggest. As honkadori from Ki no Tsurayaki’s poem 171 (Carter, p. 105) on â€Å"Parting, composed upon bidding farewell to someone with whom he had talked near a spring on a mountain road†, it reaffirms the instinctive human desire for any type of company, human or not-Monk Saigyo even makes a companion of solitude: â€Å"If not for solitude,/how dismal my life would be! † (Carter, p. 167, poem 318). In this case, the floating, unanswered to last line â€Å"leaving me still wanting more† conveys the speaker’s loneliness and desire for his trustworthy but only temporarily graspable (through reflection) companion the moon. The consciousness of such emotional attachments and desires indicates the timelessness of the emotions, perceptions, and aesthetic sensibilities of past poets, to which humanity has been responding even till now. Furthermore, the experience is not restricted to one specific context; Tsurayaki’s speaker was not satisfied with the brief human contact, but Jien’s speaker made do with the inanimate moon. That the experience transcends not only minds but also contexts reinforces it. All this was not laid out bare. The speaker in Jien’s other poem (Carter, p. 172, poem 330) calls out for someone to understand his sorrow and looks to the moon for an answer. His exposure to the indiscriminate, sharp and harsh â€Å"bright gleam† of the moon suggests through a heightened monochromatic contrast and the fact that no one responds to the speaker’s resounding question spoken out loud in this darkness delineates the individual alone in the stark, empty world, on a clear, dark night. Whether or not he answers his question remains ambiguous until one recalls that the moon shining in the darkness has long since been a symbol of Buddhist enlightenment within this transient world of suffering and sorrow. He wonders till he gazes up and his senses seem to drown in the bright gleam of the moon. The reader can imagine that he will follow the gleam of the moon-the moon which is always there, but still subject to mutability and likely to bring sorrow until one arrives at the point of detachment. In Shunzei’s Daughter’s poem 341 (Carter, p. 75), a lover departs such that his bodily absence creates a vacuum for which the lady tries to compensate by opening the door to let the moonlight stream into the room. The man has his attachments elsewhere, so despite being â€Å"reluctant† to leave, there is nothing he can do, and his body allows him to be only at one place at one time. In stark contrast, right after he leaves, the moon floods the lady’s room, detached, impartial and fair to all, sharing its infinite light with all beings everywhere. The moonlight automatically streams in through open doors-there is no need to wait, as a woman then had to wait for a lover who might not come. Hence, in place of any explicit sadness the lady might harbor due to her lover’s absence, the moon in the sky at the break of day (as well as the lover’s absence) creates a sense of aware that anticipates the sun’s drowning out of the moon with the start of another day. This quiet, stark morning atmosphere, again distinct from the words of the poem and was not laid out bare, invites introspection before the day wakes up the rest of the living beings. Lastly, Shunzei’s Daughter’s poem 342 (Carter, p. 176), the speaker, with â€Å"wait! † calls for the autumn moon not to proceed into the course it follows as autumn deepens and winter approaches. Familiarity with the moon has made the speaker comfortable with personifying the moon as if it is a friend. However, the constant upon which the speaker has always relied-the moon’s nightly cruise through the sky-will now change with the seasons. The speaker is thus confronted with the difficulty of reconciling the uncertainty of the future with the comfortable familiarity of the past. This foreboding uncertainty of the future is embodied in â€Å"Now I cannot be so sure/ of seeing you travel/through the same old sky again/as I did so long ago† which is left hanging with no suggested solution. The only constant is change, and every change results in more uncertainty. That the poem does not lay everything bare points toward the uncertainty it embodies. In all four poems, the tendency to search for a resolution in the seemingly permanent and dependable moon is a paradox the speakers in the poems face. The moon’s circular shape is itself symbolic of its predictable cyclical patterns, rising and setting, waxing and waning at specific times. Appearing nightly in the sky, people know that it is always there, and is the same one seen from anywhere, anytime. In fact, despite its predictability, it is still mutable and hence subject to unpredictable changes, for instance, in its course (poem 342). In addition, the moon cannot be grasped tangibly, only accessed indirectly through its reflection in the water (poem 327), its visible presence in the sky (poems 330, 342) and its moonlight filling in the room (poem 330, 341). As a result of all this, its fluidity of movement and appearance across time and its inaccessibility contradicts the widespread believed-in permanency of the moon’s being. Furthermore, due to its inaccessibility, the moon was to past peoples an object of mystery they could neither control nor fully understand. Nevertheless, many, as illustrated by the speakers in the poems, turned towards it for answers and understanding. The moon does not argue, frustrate, or make you wait. Visible from anywhere in the world, its constancy, predictability and amorality make it an easy source of solace, reminiscent of Izumi Shikibu’s â€Å"What am I to do/if the man I have waited for/should come to me now–/not wanting footsteps to disturb/the snow of my garden court† (Carter, pp. 23, poem 218). The empty hands (327), empty mind (330), empty room (341) empty future (342) in all four poems respectively, and the prominent, mystifying, quiet figure of the moon-the paradoxical emblem of mutability and permanence-prove that without â€Å"laying it bare,† a lingering bareness distinct from the words â€Å"plumb[s] the depths of your intent†, invoking a reaction. An experience may be eternalized in the words of a poem, but it is what has been left unsaid that triggers the common biological response that ties all humanity. It is the collective resonance by readers across temporal, spatial and situational contexts to the experiences depicted in the poems, and to the universal, ironic attraction to the all-embracing moon that demonstrates the timeless universality of these emotions amongst humanity these past poets illuminate. How to cite Two poems by Archbishop Jien, Papers

Was The American Revolution A True Revolution free essay sample

Essay, Research Paper Was the American Revolution a True Revolution? In 1789 the American Revolution came to an terminal, when the Constitution was ratified. But was this revolution truly a revolution? Many renowned experts on revolutions have argued whether or non the American Revolution was in actuality a revolution. Did the American Revolution cause societal, political, and economic alteration? And were they revolutionary? The American Revolution was a true revolution in political, societal, and economical facets. The American Revolution although it was lead by the elites, did do societal alteration. The American Revolution was led by the elites of that clip. The elites detested the monarchy they had rebelled against because it had oppressed them. They decided to stress in their new authorities, that the person is the most of import entity and authorization is non to be followed, and that the natural rights of the person can non be violated by authorities. We will write a custom essay sample on Was The American Revolution A True Revolution or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The natural rights are fore male parents spoke so extremely of were the rights of life, autonomy, and the chase of belongings. This was a major societal alteration because for the first clip individuality and engagement in authorities was being promoted by the authorities philosophies. The societal alteration can be said to be radical for it had neer happened in a authorities. Another alteration that the American Revolution brought was a political 1. The Americans who were under a monarchy that supported mercantile system felt that their new authorities needed alteration. Very small power was reserved for the authorities and the power that was given, had cheques and balances attached to it in order to maintain one subdivision from going excessively powerful and to do certain the electorate had the control. They set up this type of authorities to maintain all the power out of the custodies of one individual. Hence making a republic alternatively of a monarchy. Richard Buel, Jr. brings this up in his reading, saying that there was much vacillation about making this, because what was to halt the people # 8217 ; s maltreatment of what power they were given? It is apparent that the authorities and political values changed drastically from what they had been earlier and for that ground it was radical. Economic alteration besides took topographic point due to the American Revolution. Prior to this rebellion, the settlements were the â€Å"motherland’s† manufacturers. This type of system was a mercantilistic 1. In this type of system the motherland’s manufacturers would merely provide them and wouldn’t receive anything in return. This did non let the business communities of the settlements to go rivals in the trading market that existed. After the American Revolution, the 13 settlements became 13 separate states. Now they were unfastened to vie and became involved in the trading market. After the Revolutionary War, the fatherland felt as though they had been betrayed, so they closed all the ports and trade paths to them. Due to this lockout, â€Å"America’s fishing industry was decimated, † provinces Howe, in his reading. Many doors were closed to the new states ( because of the â€Å"motherland† turning their dorsums to them ) , however these 13 states progressed to go one state. When discoursing this issue, it may be wise to compare the American Revolution with other revolutions of the same clip. In his reading, Robert Dartnon states that the Gallic Revolution was based on a will to construct a new universe from the ruins of the government that fell apart in the summer of 1789. This is non so different than the # 8220 ; new universe # 8221 ; formed by the 13 settlements. One thing that didn # 8217 ; t alteration was the position of bondage. As Gary Nash provinces, slavery received protection from the new national authorities. To reason, the American Revolution did do alteration. The revolution brought societal, political, and economic alteration. This is apparent in the fact that there were long permanent alterations afterwards. Socially, the multitudes were given rights that the authorities could non go against and a sense of individuality, which is the quintessential American value, born out the American Revolution of the eighteenth century, was now present. Politically, the American Revolution brought much alteration. The new cheques and balances insured that a monarchy would neer be as it did earlier. Economically, the new state was now unfastened to go a rival and go a celebrated power in the trading market. The American Revolution brought all of the alterations required. The American Revolution initiated a moving ridge of enlighten political militants that transformed the universe political tradition. And for that ground the alterations that the American Revolution brought can be considered radical.

AP Language and Composition Summer Assignment Essays - Linguistics

AP Language and Composition: Summer Assignment Mrs. Staci Davis ([emailprotected]) Dr. Soo Park ([emailprotected]) Mrs. Melissa Villanueva ([emailprotected]) Dear Students, Congratulations! You have taken the first step towards success in college by accepting the challenge of Advanced Placement English Language and Composition. You are about to begin a great adventure that will broaden your horizons. The work begins now, as you plan to complete summer readings and assignments prior to the start of the school year 2 5 August 2014 . I am really looking forward to a terrific year with such a talented group that is willing to take on the challenge of a college-level class in high school . Therefore, we cannot lose! Remember, this course offers rewards far beyond the ordinary class , so please do not be daunted by the work. Have fun completing the summer readings and assignments! If you have any questions, please feel free to email me at my personal email account. I will try to check at least once a week , but do not hound me with e - mails the week before school. Also, sign up for an Edmodo account ASAP and familiarize yourself with the way it works (much like Facebook), because we will be using it often during both the summer break and school year. Why read during the summer? Researchers have proven that reading increases vocabulary and that reading and writing skills are inextricably connected to each other. Good writers are good readers. Written and oral communication is most effective when you have a command of language and a broad vocabulary; reading gives you exposure to descriptive and rich vocabulary used in well-written and powerful phrases and sentences. The accuracy and effectiveness of your communication is determined by your ability to read critically. Reading can be one of the most satisfying and personal life-long habits you will ever develop. Reading gives you knowledge and knowledge is power. Course Expectations These are the minimum course expectations: Summer assignments are 10% of your quarter 1 grade. Extra studying sessions (after school, weekends, testing days) are a necessary part of this course. Be prepared to spend time outside of the school day studying for this course. More specific information will be provided at the start of the school year. Access Edmodo the day before your scheduled class. Bring an open mind; be ready for alternate views. Be ready to discuss very controversial issues from our history and current events. Build academic and personal maturity. Do not depend on others for YOUR responsibilities. You will need to have access to a computer and a printer for various assignments. You will be expected to write, write, and write. ASSIGNMENT 1 - Read Luong Ung's First, They Killed my Father - Due 9-2 (A)/ 9-3 (B) Obtain a copy of the novel First, They Killed my Father by Luong Ung. You may purchase your own copy (new or used), borrow a copy from a public library, or share with a friend. Be prepared to discuss this novel in depth by the due date. A SSIGNMENT 2 - Current Events - Due 9-2 (A)/ 9-3 (B) Watch or read the NATIONAL and/ or INTERNATIONAL news at least twice a week. Keep a dialectical journal on the events that seem the most important to you. Some recommended news sources are: The New York Times, The Washington Post, Huffington Post, USA Today, Christian Science Monitor, and The Wall Street Journal. All of these sources can be found online. Any of the major network news stations would meet this assignment requirement. Be sure to aim for a variety of sources when completing this assignment. You should have AT LEAST 10 entries by the second week of August. Each entry should be from different days and from a variety of sources. Also, be sure to select news items that are intellectually stimulating. Print each article entirely and place in a portfolio folder in chronological order from the first current event to the last current event. Keep a running dialectical journal that follows the example below. Before turning in this assignment, you should print your journal and place it in front of the printed news articles in the portfolio folder. Please be sure to see me before the due date if

marine pollution essays

marine pollution essays The sea is indispensable to life on earth and experiencing serious environmental problems today. Originally nature had the power to clean itself of pollutants to a certain degree. However, the amount of the pollutants discharged by human beings has reached a level which nature cannot cope with. The causes of marine pollution are variety, such as disposal of waste and oil spills, which have caused great and possibly irreversible damage to marine life and could cause extermination of marine life. To prevent the marine environment from further damage, some conventions on the Law of the Sea have been established and implemented effectively. In this paper, the causes and the effects of marine pollution will be firstly identified and discussed. Following this, the law of the sea reviews the overall problems. How to protect marine environment will be finally recommended. Vessel source pollution refers to pollution that comes from ships and has been estimated to comprise up to 40 percent of marine pollution (Kindt, 1986). It may result either because of an accident or because of the natural ways in which ships operate. Accidental vessel source pollution may involve the discharge of dangerous substances, which are transported by sea, including oil, radioactive materials, chemicals and hazardous wastes. Marine accidents potentially cause serious harm to coastal communities, fisheries, wildlife and the local ecology where is a spill takes place. Operational pollution, on the other hand, is caused by the manner in which ships operate. For instance, oil tankers traditionally washed their oil tanks and disposed of oily residues at sea, resulting in significant volumes of pollution. International laws solution to this particular problem has been to eliminate the need for such discharges through technical solutions and the provision of facilities near the sh ore so that these residues can be kept from entering the seas (Timagenis, 1980). ...

The importance and influence of James Lovelock in geography Essay

The importance and influence of James Lovelock in geography - Essay Example James Lovelock represents a new breed of scientists who are working to change the way that science in general and geography in particular is perceived. Lovelock operates independently as a scientist, an environmentalist and as a futurologist. Though Lovelock has postulated numerous ideas over time but he is most famously recognised for his Gaia hypothesis. This hypothesis postulates that the biosphere surrounding the Earth regulates itself independently and possesses the capacity to keep the planet’s environment in a healthy state. This regulation is carried out in the biosphere using several chemical and physical processes that tend to regulate the balance of nature repeatedly. However, Lovelock’s work has been met with scepticism in some circles around the world and there have been attempts at postulating ideas that stand in opposition to Lovelock’s ideas. 2. Life History James Lovelock was born to working class parents in Letchworth Garden City located in Hert fordshire, England. His parents had an overbearing stress for education given their own backgrounds as illiterate and semi-literate workers in manufacturing establishments. After the birth of Lovelock the family migrated to London where he developed a certain distaste for authority given his treatment at Strand School (Lovelock, 2001). After completing school Lovelock worked for a photography firm during the day and took evening classes at Birkbeck College. Following this he enrolled at Manchester University for a chemistry programme and received his degree in 1941. After a chemistry degree Lovelock took up medicine and received his Ph.D. in 1948 from the London School of Hygiene and Tropical Medicine. Lovelock’s education did not end here, instead, he travelled over to the United States in order to pursue a degree in medicine. After being awarded the prestigious Rockefeller Travelling Fellowship in Medicine in 1954, Lovelock chose to spend the period first at Harvard Univers ity and then at Yale University. This was followed by a D.Sc. degree in biophysics from London University in 1959 after which he joined the National Institute in London. However, Lovelock resigned only two years later in 1961 and took up teaching as a full time profession at Baylor University College of Medicine in Houston, Texas. While he was at Baylor, Lovelock worked in collaboration with the Jet Propulsion Laboratory on Lunar and Planetary Research. Three years later in 1964 Lovelock resigned his academic position in order to pursue independent scientific practice. Lovelock has contributions to the fields of geo-physiology and medical research as well as numerous investigative inventions to his name such as gas chromatography, electron capture detector, palladium trans-modulator and a tracer method for mass transport measurements in air and water masses (Ecolo, 2010). This paper will attempt to discuss the contributions of James Lovelock to science in general and to geography in particular. 3. Scientific Contributions 3.1. Electron Capture Detector and CFCs The electron capture detector is one of Lovelock’s most esteemed inventions. This device has enabled scientists to investigate the phenomenon of ozone depletion particularly the role played by chlorofluorocarbons (CFCs). Lovelock was the first scientist to find that CFCs were pervasively present in the stratosphere although they were not a natural constituent (Lovelock, 1971). In an effort to quantify his findings Lovelock set out to measure the concentration levels of CFCs in the atmosphere on two different self funded expeditions. The first expedition took Lovelock to

Embryology and foetal development Essay Example | Topics and Well Written Essays - 3000 words

Embryology and foetal development - Essay Example It only takes 12 to 24 hours for the egg to live after which shedding of the unfertilized egg occurs (menstruation), compared to the sperms that can last up to 48 hours depending on individuals (Hatasaka, n.d.). Unlike one egg that is released in each ovulation, there are many sperms released during the sexual intercourse. The sperms ascend into the ampulla section of the fallopian tube to the matured egg. The egg is covered by protective layer called zona pellucid, mainly composed of glycoproteins, which the sperm that comes into encounter with the ovum penetrates through biochemical events. It entails the release of a digestive enzyme onto the layer that the sperm plasma membrane penetrates to fuse with that of the egg, causing the sperm nucleus to move into the ovum. When the nuclear membrane of the sperm and egg fuse, their nuclear genomes combine together to form a zygote. The zygote is a diploid cell and has to undergo differentiation as the development of the embryo occurs. The zygote is moved down to the uterus for implantation and within few days, the zygote undergoes cell division to form a group of cells called blastula, whose cavity is filled with blastocoel fluid. It is termed the morula stage and comprises of first cell differentiation where the inner cells of the blastula separate to form the embroblast and outer the trophoblast, which develop into the embryo and placenta respectively (Embryology.ch, n.d). More hundreds of cells are cleaved from the blastula, some of which contain maternal chemicals, while others do not. The presence of chemicals influences the gene expression of each cell in the embryo’s development. Certain genes in the cells are turned on while others off, and depending on the location of the cell during the early embryo development, the type of the cell is determined. As the patterns of gene expressions are altere d, the cells are differentiated into brain, blood, bone and

Discussion board questions 1 Essay Example | Topics and Well Written Essays - 500 words

Discussion board questions 1 - Essay Example 2-How do you define â€Å"power†? Do you agree with Realists in that power still matters most in the international system? Why or Why not? Power, as Russett, Starr, and Kinsella (2009, p. 106) defined, is the ability to have an impact on the behaviour of other actors, mainly to affect the opportunities available to others and their willingness to select specific courses of actions. Many politicians view ‘power’ as an ability to reduce uncertainty in an environment. Power is often compared with money as power can be saved or spent as is the case with money too. But, a rather different and yet acceptable view is that power is a psychological phenomenon because one may have it if others think he has. Tischler (2004, p. 344) quoted max Weber’s definition of power as it is the ability to carry out a person’s or group’s will even when there is resistance or opposition from others.

Strategies for Technology in the Classroom

Strategies for Technology in the Classroom â€Å"With great power comes great responsibility.† – Voltaire I am reminded of this quote as we end this semester. Sometimes we adopt educational technologies for the wrong reasons. Either we wish to impress or we are simply misguided. Through the months, the different issues and topics discussed raised my awareness on the advantages, disadvantages, and the dangers of using technology in teaching. To describe what I learned, I will discuss everything choronologically. QR codes. The application of QR codes in a scavenger hunt intrigued me so much that I applied it in my class. The first try had a lot of problems since the design that I made was too complicated and hence, too difficult to organize. I made 30 problems with 3 variations each and 20 different routes. Although I had some students assist me, it turned out to be a little of a nightmare preparing everything. The good thing though was my students really had fun and it was enough for them to request for a second hunt. Learning from my first experience, I eliminated the routes and instead executed a plain scavenger hunt giving bonuses to the groups with the most number of QR codes. You could just imagine the ruckus resulting during the activity, everybody was running and shouting and it turned out well. Aside from the use of QR codes, one concept that I was also able to apply was Professor Que’s discussion of the digital divide. The activity required that students had to have a smart p hone and a QR code reader so I surveyed all my classes to check if there were enough for the groups to work on. Luckily, there were so were able to proceed. This might not have occurred to me had I not been exposed to the discussions in EdTech 210. Badges. I got this idea from our report on Emerging Technologies. It is one form of applying the principle of conditioning since it is a reward system. I was surprised by its success. Instead of awarding points, I awarded badges and logged everything in schoology. Whenever I failed to list a badge, I immediately received feedback from the concerned student about it. I even implemented this in the recitations and I was able to increase the level of participation during discussions. Instead of being afraid, students were complaining about not being given the chance to recite! Infographics. I really enjoyed doing my infographics and I decided that this was an ideal activity for my classes. Math is mostly centered on logical-mathematical and visual spatial intelligences. Howard Gardner suggests that people have different strengths with respect to the eight intelligences that he has defined and he encourages teachers to employ strategies to address the learning strengths of children. I felt that this was an ideal activity for those who had artistic skills and it was well received. The submitted infographics exceeded my expectations. Since my students belong to the digital generation, they were adept at creating digital artwork. I gave them minimal instructions and simply provided them the links that I got from EdTech 210. Equity, Legal and Ethical Issues in the Use of Technology for Education. My level of awareness on the possibilities of endangering our students when made to use online materials was heightened. Other concerns are the legal issues involved when creating online content. Students need to be reminded on respecting intellectual property and proper attribution. The first time the infographics were submitted, I asked everybody to revise them since they freely used images from the net without citing their sources. When I made flipped classroom videos, I used flipasaurus instead of youtube to ensure that students viewed only my videos and not some recommended one which I had no control. During the semester, I was planning to create a facebook account as an educational extension tool where I could post useful links on Math and their studies but delayed this to plan and study very well the possible problems of doing so. Instead, I used Schoology and UVLE in tandem to deliver content. Report 1. Essential conditions for technology integration. I am a strong believer of standards because I used to be an ISO auditor in our plant. During those years, I learned the benefits of standards and how to design them for optimization. After our plant was ISO certified, the process became less people dependent since all standards, and the corresponding production steps involved were identified. Previously, when a critical personnel resigned, he or she brought with him all his knowledge and expertise. After the standardization of the production system, this problem was lessened. We made less mistakes and were more consistent in level and quality of output. I was very glad that ISTE has formulated similar ones and because of the report, I learned how to use them in assessing whether educational technologies satisfy them. The guidelines for coaches are also a great help since I do blended learning activities and use the internet a lot for lesson extensions. I feel more confident t hat I can design courses that are more attuned to the needs of my students. Report 2. Traditional and digital media for education. Sophisticated technology is not always the best tool. Ultimately, it depends on the situation. I was particularly interested in the different examples that the group brought along. Actual samples are really more interesting than pictures and it was good that the members brought many of them to class. Most of the traditional tools I know are for Math so it was good to see how other areas like science and preschool classes use certain tools to aid learning. Report 3. Emerging Technologies in Education. I was really really glad that we got this report because I am very interested in projections and glimpses of the future. Not only did I learn the emerging technologies in the field of education but also the issues and challenges that educators face before they can go mainstream. The NMC horizon reports offer rich information and what is so good about them is that they are results of inputs from leaders and experts from different parts of the world. Most regions have the same problems but they differ in priority largely because of the economic divide. Report 4. 21st century skills. This report reminded me that I have to keep improving and to be updated on new technologies and trends in education. In this century, the demands on workers are being upped and upped since we live in a fast paced world that is media driver. It is a world that is very different from the previous century’s. Students have to learn more at a faster rate and at higher levels. They should learn how to be creative, innovative, critical thinkers, problem solvers, and effective communicators which is a tough call. This puts more burden on teachers to improve pedagogies and meet this needs. Flipped classroom. Unquestionably, this is a very useful strategy. For my case, I see a lot of applications in my classes since one of my main problems is limited classroom time. Mathematics involves conceptual understanding and procedural fluency and flipping may give me more time to address these concerns when I meet my students. I actually partly implemented this in my Math 1 cl In addition, schools must promote an understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into core subjects: Global Awareness Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy Health Literacy Environmental Literacy Learning and Innovation Skills Learning and innovation skills are what separate students who are prepared for increasingly complex life and work environments in today’s world and those who are not. They include: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information, Media and Technology Skills Today, we live in a technology and media-driven environment, marked by access to an abundance  of information, rapid changes in technology tools and the ability to collaborate and make individual  contributions on an unprecedented scale. Effective citizens and workers must be able to exhibit a range of  functional and critical thinking skills, such as: Information Literacy Media Literacy ICT (Information, Communications and Technology) Literacy Life and Career Skills Today’s life and work environments require far more than thinking skills and content knowledge. The ability  to navigate the complex life and work environments in the globally competitive information age requires  students to pay rigorous attention to developing adequate life and career skills, such as: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility And last but not least is Mahara. I remember Professor Que saying that at first, students get discouraged and see it as difficult to use. But once you know how to use it, you learn to love it. Initially, I felt bewildered while navigating the site but once I started posting my work, I learned its nice features little by little which is probably the reason why I feel I have mastered it. In the learning theory article homework, a large part of the article was devoted on learning, assimilation, and accommodation. My Mahara experience is surely a reflection of these processes. More and more teachers are becoming facilitators and learners are more involved and in charge of their learning. Hence, hands on activities like the Mahara portfolio, infographics, qr codes, and more are the best ways for a learner to acquire the skills. As a final word, let me say that I am very impressed with Ed Tech 210. This is not to get the good graces of Professor Que but a sincere opinion. When I enrolled, I thought we were going to make posters and the like and I realize now that I was really mistaken. Last November, I enrolled online in a UCLA led Coursera course on emerging technologies and I am proud to say that our Ed Tech courses at COE are not lagging behind. As a teacher, I learned a lot from how this course was managed. All course requirements and course expectations were defined and deadlines were set in advance. I used to think I was very organized but this was far more better. Since we are starting the next semester in August, I be benchmarking these into my course administration.

The Female Martyr of Nineteenth Century Literature :: Literature Literary

The Female Martyr of Nineteenth Century Literature The literature of the nineteenth century is abundant with stories about children dying, partially because it was common for people to die young. One of the most popular forms of the dying child in literature is the martyr, who is almost always female. During the nineteenth century, white men held virtually all of the power in American society. The only way female characters could obtain power was through transcendence in death, but white males already had power and thus had nothing to gain by dying. The image of the pure girl who sacrifices herself for the sake of another seems very positive at first glance. However, this figure perpetuates the notion that girls should be selfless; rather than portray selflessness as a desirable characteristic for any morally upright human being, it is portrayed as a suitable characteristic for women. The female is supposedly the moral center of society, so she is the character who sacrifices herself for others. The martyr figure is a role model for all good girls to follow, while boys have brave heroes to look up to. Barbara Welter notes â€Å"the death of a young girl was so celebrated as a triumph of beauty and innocence that a whole ritual grew up around it† (11), but she doesn’t fully explain why the death of a young girl was so captivating to Americans of the time. The martyr is the ideal woman who will sacrifice herself for others, and in death she attains more importance than she ever could in life. The only way a woman could obtain any substantial degree of power in nineteenth century America was if she was dead. Because a martyr’s worth is only proven in death, this figure is the perfect role model to promote the sexist ideologies of that society because it encourages women to be good but denies them tangible power. â€Å"My Heroine†   Ã‚  Ã‚  Ã‚   â€Å"My Heroine†is a poem about a seven year-old girl who dies while protecting a baby. The author praises the child for her constancy at school, and reports that she is â€Å"never careless, never dull.† Of course, the child wouldn’t be a proper martyr if she wasn’t also â€Å"as sweet as any seven years’ child you’ll meet.

Stretch and support Essay

In order to meet the grading criteria for M1 learners need to explain how promotion is integrated with the rest of the marketing mix in a selected organisation to achieve its marketing aims and objectives. Learners will need to have a thorough understanding of the marketing mix and then be able to apply it to the marketing aims and objectives of their selected organisation. Learners could complete the following activity to help them achieve these criteria. Marketing aims and objectives are the targets that are specifically set for the marketing department in order to help the business achieve its corporate aims and objectives, i.e. the aims and objectives for the business as a whole. 1.Research a company that you are familiar with, for example, Walkers crisps. What do you think are the business aims and objectives of the company? 2.Investigate the type of promotions that your chosen company undertakes as a part of the marketing mix, for example, television advertising. Explain how th e promotions that your chosen company uses relates to other elements of the marketing mix by answering the following questions. How does promotion affect price? How does promotion affect product? How does promotion affect place? 3.How does the integration of all elements of the marketing mix help the company meet its corporate aims and objectives? E2 Evaluate and justify promotional mix In order to meet the grading criteria for D1 learners must evaluate and justify the use of an appropriate promotional mix in relation to marketing objectives for the selected organisation. Learners should start by stating the marketing objectives of the company and then carry out the following activity. 1.Write a paragraph about the strengths of your chosen promotional mix. Which element of the promotion mix is the strongest? 2.Write a paragraph about the weaknesses of your chosen promotional mix. Which element of the promotion mix is the weakest? 3.Write a paragraph about how the promotion mix used helps to meet the marketing objectives of the company. 4.Of all the elements in the promotional mix which do you believe to be the strongest in this instance? Justify your answer. E3 Use of  professional agencies in promotions In order to meet the grading criteria for M2 learners must be able to explain the advantages and disadvantages of using professional agencies in ensuring promotional success. To do this, learners will need to look at the relative merits of using a professional agency over an in-house team. Learners could be shown or seek out examples of promotional campaigns created by professional agencies, for example, television or print advertisements, and then answer the following questions. 1.Which aspects of the campaign(s) do you think an in-house team could perform without the use of a professional agency? 2.Which aspects of the campaign(s) do you think required a professional agency? Justify your answers to both questions. E4 Rationale for a promotional campaign The grading criteria for M3 requires learners to provide a rationale for a promotional campaign. Learners will need to be able to identify each element of a promotional campaign and explain its role. Learners must also say why each element is important in order to develop their analysis. Learners could be given the following task to complete in preparation for the assignment. A health club organisation is planning a new fitness centre in your area. The company has a budget of  £20,000 and will be running its promotional campaign for two months before opening. The company needs to attract a large number of people to sign up for a one-year membership contract. It is targeting the club at both men and women. Using the information above, answer the following questions. 1.Are all elements of the promotional campaign important? Justify your answer. 2.If you have identified some elements that are not important to the campaign, do you think they are required at all?

Looking for Alabrandi and the Simple Gift Essay

Good morning teachers and fellow students. The idea that we continue on as we are: unchanged, unchanging is unbelievably illogical. In a time and world where things are constantly changing, it is impossible to be in existence without being affected by the process of change. Changes are inevitable, and they are happening everywhere around us. This idea is portrayed in the Prescribed film â€Å"Looking for Alibrandi† and my ORT The Simple Gift by Steven Herrick. The meeting of two personalities is like the contact of two chemical substances if there is a reaction, both are transformed. This quote by Psychologist Carl Jung is clearly evident in both texts looking for Alibrandi and The Simple Gift. During the opening scene of the film looking for Alibrandi there is a Qantas plane taking off or departing likewise in the Simple Gift the symbol of Change is more dramatic with Billy illegally riding the freight train out of town; he is unsure where he will end up. This is very contrasting to the symbolism of leaving in looking for Alibrandi where Josie believes she knows exactly what she wants to do, where she wants to go and who she wants to marry. Josie Meets Jacob Coote from cook high at a public speaking event, the two have an instant reaction it could even be described by chemical. Josie and Jacob are portrayed as opposites Josie’s believes that she is better than Jacob. When the Sydney schools have the first social event of the year Josie looks to John Barton (the son of the national liberal party leader) But john never asks her it is Jacob that asks her to dance, Jacob Says â€Å"It’s a pity you’re not school captain we could have been perfect† this highlights that Jacob is aware of Josie’s views towards him. In The Simple Gift Billy’s life changes significantly, as does Old Bill’s. When readers first get to know Old Bill, the technique of recounting is used as we learn why he is a homeless man. When Billy enters Old Bill’s life, he is prompted to change the way he lives. At first, Old Bill opposes these changes, as he swears â€Å"piss off kid†. He then begins to accept the changes as we observe him getting up early, having showers and quitting drinking. Old Bill’s attitudes towards change develop through the novel and by the end, he looks forward to change as he deals with his past When Billy first becomes homeless I believe that this moment is the catalyst for change in Billy’s life. Billy meets many challenges in this new place, such as where to sleep and where to find food. He meets these challenges head up, as he is determined to enter this new world and make a new life for himself. He sleeps in an old train carriage, and most of his meals are scraps from McDonalds. His attitude towards this change is enthusiastic and he feels that this change is beneficial for him. Josie meets thernominal challenges also with the death of John Barton, Josie’s world is thrown into turmoil and Josie seeks answers as to why someone like John Barton with all the things he had going for him would commit suicide. And asks the rhetorical question â€Å"I wonder what his parents will do with the sheets, will they throw them away or will they scrub and scrub so that they can always sleep on them. † Josie is in an emotional state for quite a while. One day on the train Josie and Jacob cross paths and Josie has a break down, Jacob comforts her. I believe that this is the catalyst of change for Josie between her and Jacob. Josie’s Initial reaction to her father Michael Andretti coming back into her life was nothing short of her dismissing him as a useless selfish object. This is parallel with the reaction of Billy towards his father. This is supported by the extracts ‘soulless tyranny’ of â€Å"the old bastard’ his father. This technique of expletive language is used to depict the poor relationship he shared with his father. I believe that Josie chooses to have a positive relationship with her father when she calls him after Josie hits Carly with one of her ancient history textbook. Michael gets Josie out of trouble at school and also changes Josie’s perception about fathers Josie now believes that fathers have a use, she is also growing quite fond of her father. Josie now stays at her father apartment on Sydney harbor on most weekends and enjoys spending time with her father. In the closing scene of the film it is exactly one year later on tomato day again and the picture quality is a lot sharper this conveys that Josie is clear about her decision to be there and even invites her friends over this time. The key idea conveyed in both â€Å"Looking for Alibrandi† and â€Å"The simple Gift† is quite nicely summed up by â€Å"The meeting of two personalities is like the contact of two chemical substances if there is a reaction, both are transformed† this is clearly evident in both with Josie’s relationships with Jacob Coote and her father Michael Andretti and Also for Billy with his relationships with Old Bill and Caitlin.

30 Words Containing the Letters sm

30 Words Containing the Letters sm 30 Words Containing the Letters sm 30 Words Containing the Letters sm By Mark Nichol After writing a post about the suffix -ism, I explored the class of words that include the letters s and m in sequence in which the letters are not a consonant blend (as in small) or in which the s is not at the end of a prefix (as in besmirch and dismiss); with some exceptions (specified), they have in common an origin in Greek. Here are the qualifying words I found that do not use the suffix -ism or do not refer exclusively to a medical or scientific condition or phenomenon (though a couple of specialized terms that have acquired one or more figurative senses are included). 1. abysmal: very bad; abysm is a poetic alternative to abyss, from the Late Latin abyssus, meaning â€Å"bottomless pit† (which derives abyssos, meaning â€Å"bottomless pool,† although the sm ending either resulted from the superlative abyssimus or was created in imitation of Greek words) 2. basmati: a variety of rice, from Hindi, meaning â€Å"something fragrant† 3. cataclysm: a deluge, from kataklysmos, meaning â€Å"flood† or â€Å"inundation† 4. charisma: charm, from kharisma, meaning â€Å"favor† or â€Å"divine gift†; originally referred to exceptional authority or leadership 5. chasm: a deep crack, from khasma, meaning â€Å"gulf† 6. chiasmus: the inversion for rhetorical effect of two or more clauses (as in Voltaire’s quotation â€Å"The instinct of a man is to pursue everything that flies from him, and to fly from all that pursues him†), from khiasmos, meaning â€Å"crosswise or diagonal arrangement† 7. chiliasm: belief in Christ’s 1,000-year reign on Earth, ultimately from khilioi, meaning â€Å"a thousand† or referring to the number 1,000 8. chrism: a balm in oil used in church rituals, from khrisma, meaning â€Å"an anointing† 9. cosmetic: a substance used in improving one’s appearance (the plural form, cosmetics, refers to such products collectively), or, as an adjective, pertaining to personal beautification- and the words have an additional sense of â€Å"superficial† or â€Å"for the sake of appearances†- from kosmetikos, meaning â€Å"skilled in adorning or arranging†; these words and cosmetology, the term for the study of beautification, are related to cosmos (see below) in the sense of order or arrangement 10. cosmos: the universe (referred to as â€Å"the cosmos†), from kosmos, meaning â€Å"order† or â€Å"orderly arrangement†; more often seen as cosmic, the adjectival form, and cosmo- is the root word of cosmology (a word for the study of the universe) and other words, and a form of the root is also seen in macrocosm, meaning â€Å"something seen as a miniature version of something larger,† and microcosm, meaning â€Å"a large system consisting of many smaller ones† 11. desmesne: a domain or estate, or possession or use of one’s land, from a respelling in Anglo-French of the Middle English term demeine (â€Å"domain†) 12. dismal: wretched, from the Latin phrase dies mali (â€Å"evil days†) 13. enthusiasm: eagerness or zeal, from enthousiasmos, meaning â€Å"divine inspiration† 14. gismo: gadget (variant spelling of gizmo, of unknown origin) 15. iconoclasm: criticism of conventional beliefs or standard institutions, from eikonoklastes, meaning â€Å"image breaker†; originally referred to literal destruction of images and objects considered idolatrous 16. jasmine: a plant, from Persian 17. kismet: fate, from Arabic qisma, meaning â€Å"portion† or â€Å"lot† 18. melisma: one of several specific types of musical expression, from melisma, meaning â€Å"song† or â€Å"melody† 19. mesmerize: captivate, or hold spellbound, from the name of hypnosis pioneer Anton Mesmer 20. miasma: a literal or figurative cloud or fog of an unhealthy or unpleasant or obscuring nature, from miasma, meaning â€Å"pollution† 21. orgasm: sexual excitement, from orgasmos, meaning â€Å"excitement† or â€Å"swelling† (also a verb referring to the sensation); the noun refers, by extension, to any stimulating experience (note also two slang terms modeled on orgasm: geekgasm, referring to a nerd’s exultation about, for example, a new computer program or video game, and eargasm, the result of an extremely pleasurable song or sound 22. osmosis: movement of a liquid through a solid, or, figuratively, learning or understanding something easily or smoothly; this word is an invention of New Latin and does not come from Greek 23. paroxysm: a sudden attack or a convulsion, from paroxysmos, meaning â€Å"irritation† or â€Å"exasperation†; now also used colloquially to refer to an outburst of emotion 24. phantasm: a ghost or illusion, from phantasma, meaning â€Å"image† or â€Å"phantom†; a related word is phantasmagoria, referring to an exhibition of optical effects or illusions, a constantly changing scene, or a bizarre collection 25. prism: a medium or a shape that refracts light, from prisma, meaning â€Å"something sawn†; also, figuratively, something that colors, distorts, or slants one’s perspective 26. sarcasm: a form of darkly humorous criticism in which the words stated are the opposite of the intended meaning, as in â€Å"Well, that went well!† for a disastrous incident, from sarkasmos, meaning â€Å"jest† or â€Å"taunt† 27. schism: originally referred to dissension within the Catholic Church but now also pertains to any disagreement in philosophy or policy, from skhisma, meaning â€Å"division† 28. seismic: pertaining to earthquakes, from seismos, meaning â€Å"a shaking,† â€Å"a shock,† or â€Å"an earthquake†; several words derived from the root seismo-, such as seismology (the name for the study of earthquakes) and seismograph (the word for a device that measures the motions of an earthquake) also exist (seismic also might be used to describe something of hugely significant import) 29. spasm: a sudden violent muscular contraction, ultimately from spasmos, meaning â€Å"convulsion†; also loosely employed to refer to an emotional outburst 30. talisman: a good-luck charm or something believed to have magical or miraculous powers, from telesma, meaning â€Å"consecration† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Wether, Weather, WhetherUsing the Active Voice to Strengthen Your WritingIs Your Novel "Mystery," "Thriller," or "Suspense"?

HS630 week 6 Conf 2nd Essay Example | Topics and Well Written Essays - 750 words

HS630 week 6 Conf 2nd - Essay Example Usually in event of an incident people involved do not know what they should do. There is lack of communication and panic which results in misguided employees. Without setting objectives or goals, it is not possible to fight any disaster situation whatsoever. An important aspect of management by objective is to ensure that management and employees are on the same page, and everyone is aware of what is expected of them. This is even important in incident management as everyone should know what their job is when fighting a disaster. When this element of management by objective is not applied correctly what usually happens is that there is disconnect between management and employees. Goals are set by management only and input from employees is not taken. Employees are just communicated what is expected of them without listening to them. This causes problems because employees might not even have the resources or capabilities to do what is expected of them. The incorrect application of management by objective therefore creates more problems than it solves. Employees feel helpless as they are being asked to do something that is impossible. Completely ignoring this element results only in total mayhem as people will have no guidance as to what they should do. When people are not aware of their responsibilities or their objectives then there cannot be a unified command which is essential in incident management. Orders should flow from a unified command so that there is no confusion about the roles and responsibilities and objectives. When management by objective is applied all employees are taken on board and their input and opinions are taken before setting goals for them. Objectives should be set in a way that employees agree to them and only then they will be motivated to work towards those goals. Any hurricane or massive accident in the transportation sector can result in

Computer Security or Ethical Issue (see Laudon & Laudon text below) Research Paper

Computer Security or Ethical Issue (see Laudon & Laudon text below) - Research Paper Example In this scenario, corporations don’t like their business information such as customers’ data and economic statements to be exposed to the public. Therefore, computer system security is considered to be the vital aspect in any organization (Armor2net Software Ltd., 2011; Laudon & Laudon, 2010). In addition, intruders or hackers usually try to break into business information. Frequently these hackers like to get control over company’s computer system in order to initiate devastating attacks over further computers. In this scenario, if a business has a system linked to the web based technology just to send communication messages, so business system can definitely be the target. Moreover, these hackers have the power to change or delete sensitive business or personal data and information. Furthermore, web based technology and digital companies make it simple to collect, incorporate, and share business information, offering new fears regarding the suitable usage of cu stomer details, the safety of individual confidentiality, as well as the security of intellectual property of the organization (Armor2net Software Ltd., 2011; Laudon & Laudon, 2010). This paper presents a detailed overview of computer security. This paper discusses how computer security has become an important issue for the companies. This paper outlines various security issues along with their solutions. Introduction Computer security can be perceived as the procedure of averting as well as identifying illegal exploitation of a company computer system. For a large number of companies averting actions facilitate them to prevent illegal users/impostors from seeing and understanding the data lying onto a company system. In this scenario, the procedure of identification or detection assists businesses to decide if anybody tries to force an entry into our system, so if they get the access and what would happen with our system consequently. In view of the fact that the word computer secu rity is employed regularly; however the framework of a computer system is defenseless to a number of threats except the system is linked with more computer systems using some sort of network arrangement. Additionally, with the utilization of computer and communication networks, particularly the web based technology like internet the idea of computer security has extended to indicate problems regarding the exploitation of computer systems inside the network (Armor2net Software Ltd., 2011; Kinkus, 2002; Laudon & Laudon, 2010). However, for most of the businesses, the imperative technological domains of computer security are typically characterized through the word known as CIA which means confidentiality, integrity, and authentication. In general terms the word confidentiality denotes that the business data and vital information is not able to be used by illegal users. Confidentiality is as well acknowledged as concealment or privacy. However, the integrity implies that business infor mation is secured beside illegal access that is not obvious to authoritative computer system users. Additionally, lots of attacks to computer security occurrences of hacking usually negotiate the integrity of system database as well as additional contrivances and services. In this scenario, the computer security is concerned with various fields like ethics, risk assessment, computer system offense, the preclusion, recognition, and measures against various computer attacks; as well as individuality and secrecy inside cyberspace world (Armor2net Softwa

Criminal Law Essay Example | Topics and Well Written Essays - 750 words - 2

Criminal Law - Essay Example , or crime within the concerns of the office, the report was made intentionally knowing it was false, the defendant had an intention to obstruct, deceive, or hinder the police from preventing the crime or in favoring someone who was a part of the crime (Leo, 2009). In order to be found guilty under false statements or report to the police officer, the defendant must cover these elements; the most important being the intention. The defendant must be having the knowledge about the statement or report being false. In this case, the defendant was trying to save her husband from arrest but this would cause her severe consequences as she is charged for a criminal offence. The defendant can be charged fines or given a sentence for up to 10 years in jail depending upon the statement and the consequences that were bought because of that statement (Barrineau, 1987). Officer Jones then suspected an individual who partially fitted in the description provided by the victim. The description was given by a reasonable person who was of reasonably sound mind and injured. The officer believed her false statement which accounted to a reasonable suspicion against the individual. Reasonable suspicion is a standard of proof that allows police officers to suspect a person who fits in the description of a criminal. However the officer warned the individual twice to stop yet he didn’t, and furthermore asked him to keep his hands where the officer could see him, that he rejected too. Ignoring police officer’s orders, specifically the ones in uniform, is a crime and can subject to consequences (Leo, 2009). However, the individual refused to comply with the police orders and placed his hand in his pocket which gave the police officer a reasonable suspicion that he carried a weapon, even though he didn’t. On those grounds, the police officer shot his left shoulder in order to defend himself. There is no liability on the officer as he had reasonable grounds for suspicion, and there was

The James Bond Phenomenon Essay Example for Free

The James Bond Phenomenon Essay The James Bond series of movies is unarguably the most successful film franchise of all time. This is so due to countless of reasons. The spy in the black tuxedo who prefers his Martini shaken and not stirred and possesses a genuine taste for extremely beautiful women is the embodiment of a lot of elements. The book has thoroughly explored what needs to be explored in the mystique surrounding the world’s most famous British super spy. The book in general was not only convincing, but it was of utmost believability. There were times in my own reading that I found myself having a smirk on my face because of the way Mr. Lindner stroked the obvious facts that everyday people like us can see and yet totally ignore or be unaware of. The book wanders on the realism of James Bond and its counterpart on the superficial side, and that was in my opinion, the most sensible asset the book has to offer. The phenomenon which James Bond brought about to the world, according to the book, could never be discounted, for it defined the contemporary and yet timeless tale of a spy against the bad folks. For Mr. Lindner, James Bond changed the mindsets of people in varying ways and how the world in general was perceived by mankind. On the other hand, stated Lindner, â€Å"how the people viewed crime totally changed when the phenomenon of James Bond occurred. † Christopher Lindner not only focused on how James Bond literally changed the world, but focused equally and emphasized on the ways he did it. Not only in the way it penetrated culture but on how the Bond franchise became a sort of a tradition among moviegoers and aficionados. From the perspective of the book, James Bond thrives in the world of popular art, and yet embedded in a world of his own. Not only was the James Bond the motion picture franchise touched by the book, but on how it became so enduringly successful and how it managed to hold its own against time, the generations, and the changing of the tastes and preferences of the merciless critics, moviegoers and the viewing public in general. The evolution of the James Bond as portrayed by actors and Bond’s hard road to finality and success were stunningly described in Mr. Lindner’s fabulous work. Concurrently, he had managed to be the voice of the ordinary moviegoer in how he had stated the differences of the impact that Sean Connery, Roger Moore, Timothy Dalton and Pierce Brosnan had inflicted upon the tradition and at the same time being an avid showbiz insider in the way he elaborated all the negotiations and the processes in which the mere novel underwent en route to become a phenomenon. And moreover, not only the difference among the actors were thoroughly touched by Lindner, and their fortes, on how they captured the audience and most significantly, the figurative sense in which they wore the black tuxedo and their general appeal in the eyes of the world. Even though Lindner had tackled the personas of James Bond throughout the spy’s existence for almost half a century, he still managed to dig much, much deeper into the persona, the man with the most gentlemanly of manners, with the most cunning of ways, and those three sheer convincing eternal words that virtually every civilized individual on earth could recite. â€Å"Bond, James Bond. † No stone was left unturned in the book, no apparent detail about the world’s most famous spy was overlooked, and there no exaggerations, just plain and simple obviousness, a more elaborate and keen obviousness regarding the mystique, the thrill, the ways and the wave that James Bond infectiously swayed upon the world, yes, the whole world. Works Cited: Lindner, Christoph. The James Bond Phenomenon: A Critical Reader. Manchester: Manchester University Press, 2003.

Preventing Limb Amputations Across Borders In Latin American

Preventing Limb Amputations Across Borders In Latin American The collaborative partnership was established to raise the awareness of diabetes. The project showed that with a collaborative partnership among countries would enable a stronger health care system. (Long, Rodriguez, Holtz. 2008) The five countries that participated were Bolivia, Ecuador, Peru, Columbia, Venezuela. The focus was on education, treatment, care of diabetes to improve reduction and prevention methods. Long J., Rodriguez B., and Holtz C., (2008), Global Perspectives on Diabetes and Respiratory and Orthopedic Chronic Diseases, In Holtz (ED), Global Healthcare: Issues and Policies, (pp. 267-297), Sudbury, MA: Jones and Bartlett Publishers. What are the philosophical and practical pitfalls encountered? The philosophical and practical pitfalls were the implementation and prevention of foot amputations among health care professionals. The health care workers had local knowledge and it was difficult to implement new knowledge of diabetes care. 3. What is the most difficulty boundary to work across? The most difficult boundary to work across was foreign and local knowledge (Long, Rodriguez, Holtz. 2008). According to the World Bank Group, indigenous knowledge is the knowledge of a particular society, and foreign knowledge is short solutions into society (n.d). So in order to overcome this boundary the project has had to explain any foreign knowledge and implement it into local knowledge. Long J., Rodriguez B., and Holtz C., (2008), Global Perspectives on Diabetes and Respiratory and Orthopedic Chronic Diseases, In Holtz (ED), Global Healthcare: Issues and Policies, (pp. 267-297), Sudbury, MA: Jones and Bartlett Publishers. World Bank Group, (n.d.), What is indigenous knowledge, revised from www.worldbank.org/afr/ik/basic.htm 4.  How was the projects action plan developed? The projects action plan was developed to reach many different individuals or organizations affected by diabetes. By reaching everyone involved, the project would be able to implement the plan so that everyone would have the same knowledge of the projects purpose. 5.  What was the projects priority? The EVA (Eja Vascular Andino) Project was implemented to inform health care providers and society about potential risks. The priority of the EVA was the abatement and prevention of amputations in diabetes patients in the Andean countries. 6.  What was the commitment of the five Andean countries? The commitment of the five Andean countries was the EVA project, Program for prevention, and early detection of the diabetic foot (Long, Rodriguez, Holtz. 2008). The five countries constructed all parts of the programs and followed up with the results. Long J., Rodriguez B., and Holtz C., (2008), Global Perspectives on Diabetes and Respiratory and Orthopedic Chronic Diseases, In Holtz (ED), Global Healthcare: Issues and Policies, (pp. 267-297), Sudbury, MA: Jones and Bartlett Publishers. 7.  What was the EVA project community-based initiative? The EVA project community-based initiative was to focus on only people with diabetes and health professionals. With the projects focus, they could implement education about diabetes and prevention methods to people with diabetes and health care professional. 8.  What was the geo-political goal of the Diabetes Intervention Project? The geo-political goal of the diabetes intervention project was to bring together the five Andean countries, and the IDF-SACA. By combining all of these regions within the project, the healthcare providers and people with diabetes can improve the health care system and prevention methods. The foot care knowledge will also be increased and will ensure better foot care to people with diabetes. 9.  What was the purpose of the Project? The purpose of the project was to bring more people with diabetes to get interventions (Long, Rodriguez, Holtz. 2008). Interventions include education on amputations of the foot in order to prevent foot injuries. Prevention methods such as annual checkups would be introduced to the healthcare professional and diabetic patients. Long J., Rodriguez B., and Holtz C., (2008), Global Perspectives on Diabetes and Respiratory and Orthopedic Chronic Diseases, In Holtz (ED), Global Healthcare: Issues and Policies, (pp. 267-297), Sudbury, MA: Jones and Bartlett Publishers. 10.  What were the objectives of the Project? The objectives of the project were to prevent complications and amputations of the foot of people with diabetes. Interventions and prevention was the main focus to achieve this objective with people who already had neurological and vascular complications. 11.  The Eje Vascular Andino Project (EVA) objectives guided a process to identify three objectives. What were those? The EVA guided a process to identify objectives of people with diabetes and foot complications. The first objective was to discover patients with diabetes that were most at risk for foot complications. The second objective was to educate about foot complications, promote early detection, and how to get proper treatment for any foot problems. Lastly, the third objective was to provide knowledge to people with diabetes about prevention of foot complications. 12.  What was the Problematic Situation addressed by the Project? The most problematic situation that the project addressed is the diabetic foot. The diabetic foot refers to all injuries of the lower body parts in diabetic patients. The biggest problem that occurs with the diabetic foot is lower extremity amputations (Long, Rodriguez, Holtz. 2008). Long J., Rodriguez B., and Holtz C., (2008), Global Perspectives on Diabetes and Respiratory and Orthopedic Chronic Diseases, In Holtz (ED), Global Healthcare: Issues and Policies, (pp. 267-297), Sudbury, MA: Jones and Bartlett Publishers. 13.  What were the five basic steps for prevention? There are five basic steps to prevention according to IDFs International consensus of the diabetic foot. Diabetic patients must regularly check the foot and footwear used. Discover who is at risk the most and focus on those patients. Educating people with diabetes of any complications that may arise with a diabetic foot. Making sure adequate footwear is worn with people that have diabetes. Lastly, the treatment of the diabetic foot. 14.  What was the relevance of the project? The project was relevant due to many factors. One factor is the high percentage of diabetes mellitus in the five Andean countries. Physical ability and healthcare costs impact high costs to the patient and the health system is another factor relevant to the project. 15.  What was the intended outcome of the project? The intended outcome of the project was to promote prevention of amputations among patients with diabetes. With having more patients with diabetes receive treatment and education on prevention, injuries and amputations would be decreased dramatically. 16.  What was the challenge of the project? The biggest challenge the project faced was foot complications. With so many living with foot complications, one can assume the costs involved. The implementation of prevention awareness to those with diabetes is imperative to not just the patient, but the health system as a whole. 17.  Who were the key team members? There are several key team members who participated in the project. Representing each country is the PAHO/WHO, PAHO Washington, societies related to diabetes, people with diabetes, the five Andean countries and the IDF-SACA (Long, Rodriguez, Holtz. 2008). All of the participants played a key role in developing and implementing the project. Long J., Rodriguez B., and Holtz C., (2008), Global Perspectives on Diabetes and Respiratory and Orthopedic Chronic Diseases, In Holtz (ED), Global Healthcare: Issues and Policies, (pp. 267-297), Sudbury, MA: Jones and Bartlett Publishers. 18.  What were the protocols developed? The protocols developed were the clinical protocol and the project protocol. The EVA used the protocols already developed and introduced them into the Andean countries along with what was already happening within the countries. 19.  How was training provided? The training was provided by people trained with knowledge of diabetes of the EVA. A work shop was provided to each country so that the country may train the health care professionals (Long, Rodriguez, Holtz. 2008). It was very helpful to be trained by experts within the field when it came to training the health care professionals. Long J., Rodriguez B., and Holtz C., (2008), Global Perspectives on Diabetes and Respiratory and Orthopedic Chronic Diseases, In Holtz (ED), Global Healthcare: Issues and Policies, (pp. 267-297), Sudbury, MA: Jones and Bartlett Publishers. 20.  How were the training sites selected? Several factors helped select where the training sites would be located. First the amount of individuals with diabetes played a role in selecting the sites. The ministries of health of each country and the PAHO also had input about where the training sites would take place. Lastly, the five Andean countries chose how the training sites would be selected (Long, Rodriguez, Holtz. 2008). Long J., Rodriguez B., and Holtz C., (2008), Global Perspectives on Diabetes and Respiratory and Orthopedic Chronic Diseases, In Holtz (ED), Global Healthcare: Issues and Policies, (pp. 267-297), Sudbury, MA: Jones and Bartlett Publishers. 21.  What facilities were targeted? The facilities that were targeted were the public and private facilities (Long, Rodriguez, Holtz. 2008). Both of these were targeted because in order for a patient to be treated properly for diabetes, they must work together to ensure adequate treatment. Long J., Rodriguez B., and Holtz C., (2008), Global Perspectives on Diabetes and Respiratory and Orthopedic Chronic Diseases, In Holtz (ED), Global Healthcare: Issues and Policies, (pp. 267-297), Sudbury, MA: Jones and Bartlett Publishers. 22.  How was information related to foot care transmitted? The information related to foot care was transmitted to the diabetic patients as they went to seek treatment. The health care workers were responsible of the education and training of patients on how to properly take care of the diabetic foot. 23.  Who was responsible for monitoring the implementation of the project in each respective country? In each of the countries, there is a head of the project. The head of the project was responsible of their country in the monitoring and implementation. (Long, Rodriguez, Holtz. 2008). Long J., Rodriguez B., and Holtz C., (2008), Global Perspectives on Diabetes and Respiratory and Orthopedic Chronic Diseases, In Holtz (ED), Global Healthcare: Issues and Policies, (pp. 267-297), Sudbury, MA: Jones and Bartlett Publishers. 24.  What were the four components of the project? The four components of the project was delivery of care, education, promotion, and referral system. Delivery of care ensured that all diabetic patients received care. Education was ensured to all health care professionals about the diabetic foot and to make sure the patients are being educated by the health care professionals. Promotion of knowledge and how to care for one-self was shown to the patients. The referral system is the last of the components and it was implemented to ensure treatment and follow-up was received. 25.  What are the Current Status and Expected Outcome for the EVA Project? The current status is considerably lower than what the expected outcome is. The number of people receiving treatment is only 10% compared to the expected 90%. There is yet to have implementation of standards and protocols when it comes to treatment, expected outcome are that clinics have the use of the necessary tools to achieve diabetic protocol and technical capabilities. There is no promotions set in place for the diabetic patient, while they expect at least 90% of patients to know how to self help themselves. There are limited referral systems so far, when the project would like to have high standards of referral system in all health settings. 26.  How was the project implemented? In order to implement the project, the treatment protocol must be implemented, training of health care workers and patients and a referral system must be set in place. All of these must be successful in order for the project to work effectively. 27.  What were the parts of the projects evaluation? The evaluation process had four parts involved. First the implementation of treatments in all parts of the diabetic foot process. Training health care workers and people with diabetes was second and third part of the evaluation, and this process was very essential for the understanding of the disease. The last was the implementation of the referral system and counter referral system. All parts of the referral system are vital to ensure proper treatment of patients. 28.  What are the expected results? It is projected that there will be a minimum of ten care facilities in each of the five countries. A minimum of fifty people were trained in the three to four training sessions. Three hundred individuals are expected to attend per clinic, resulting in about three thousand patients in each country (Long, Rodriguez, Holtz. 2008). Long J., Rodriguez B., and Holtz C., (2008), Global Perspectives on Diabetes and Respiratory and Orthopedic Chronic Diseases, In Holtz (ED), Global Healthcare: Issues and Policies, (pp. 267-297), Sudbury, MA: Jones and Bartlett Publishers. 29.  What conclusions are expected to be drawn for the study project? The conclusions expected are similar among the different countries. These include services provided, duties and rights, centralization of social services, coverage issues and domination of a powerful structure. Although all of the countries have differences, the EVA project tries to implement the plan so that it may be similar and easily implemented to all. 30.  What is the key to the EVA project? The key to the EVA project is the five Andean countries. The project may be able to focus on the differences in diabetes knowledge, laws, and treatments of the five Andean countries and help improve the quality of care of diabetic patients. 31.  How will the project be sustained? The project will be sustained by the cooperation of the Ministries of health, scientific societies, trained health workers and evaluations of the project. With the help of all of these, the program can ensure that it will sustained and improve the quality of care for people with diabetes. 32.  What is the Andean community? The Andean community is made up of five countries (Bolivia, Colombia, Ecuador, Peru and Venezuela. These countries combined are the organization that supports the people with diabetes.

privatization :: essays research papers

The social impact of privatization has been an appendage rather than being built into the design of public sector reform programs and particular measures from start to finish. The objectives and the process of privatization has to be rethought because democracy requires the fullest participation of all people in American society, not just those deemed to live in the â€Å"public sector†. What is happening is not only increasing fear of the poor, but also the privatization of public space, which is given an added push by government cut-backs. Public streets are moved indoors into malls and become private preserves. Parks and streets in gated communities are barred to anyone who does not live there. User fees are charged for the use of other parks and public facilities so that, in practice, they become the property of those who can afford the fees. Privatization of the home sector begins with high fences, heavy gates and barred windows, then proceeds to the hiring of private police to patrol the neighborhood. When that still does not produce the attitude of security, the next step is gated communities: whole subdivisions, entire condominium developments, or apartment complexes protected from the outside world by armed guards or electronic security. Ironically, the gates only provide an illusion of security, as the authors of â€Å"Fortress America† demonstrate both through the testimony of interviewees and by demonstrating the penetrability of gates by sneaking through them. Moreover, while residents idealize the gates as a means of creating community, they find that gates can actually promote divisiveness, as residents argue about gate policy and homeowner's association policies. More ominously, Blakely and Snyder argue that gates lead to increasing polarization, us-vs-them attitude of citizens, leaving cities deprived. Among the deprived and polarized are children. They are usually denied a variety of culture as many gated communitites tend not to be richly diverse in class or ethnic standing. This deficiency of being raised surrounded by diversity can play a key role in the increase of feelings of apathy toward those of different ethnic or social background; and in extreme cases, can lead to school violence. Young people who grow up together in the streets and in the poorer neighborhoods are more likely than others to develop attitudes based on respect, and on the pleasure of being together. Gated communitites have a tendency to become inward-looking, withdrawing into itself, combined with a rude, exclusive and stigmatizing attitude with regard to particular groups or individuals who are perceived as threats; or increased social control by one population group over another.

Frankenstein vs Planet of the Apes

Frankenstein VS Planet of the Apes: A Frightful Showdown Humans as a species like to experiment with the world around them and push the limits of any known law. As a result, the human race is constantly toying with the everlasting puzzle: What is life and how can it be manipulated? Through many realistic fiction stories—such as Mary Shelley’s Frankenstein and Rise of the Planet of the Apes—the general public is able to take a look into how far the human mind wants to go.Both stories use technology as a vehicle to enhancing human life and end up with horrible endings. Though these tales share a common theme, they diverge in plot lines by exploring different ways that technology can affect life as usual. By examining these tales one will notice the difference of experiments, consequences, and relationships. The first major difference is the means of experimentation between the two protagonists. In Frankenstein, Victor uses a mysterious â€Å"spark of life† t o bring his creation alive in order to fulfill his own ambitions.In Rise of the Planet of the Apes, the protagonist’s motivation for experimenting on life is for the greater good from the get go. By these plots being different, the audience can see how even though scientists can have totally separate ideas and reasoning the end game is usually the same. However, this was not the only difference between the cautionary narratives. The other key thing that made these stories different was the endings. In the film, the experiments wreak havoc on the city just so that they could get to safety.In the novel, the creation causes destruction for the sole purpose of tormenting its creator. The apes reach their destination and though they leave a wake of terror in their path are generally safe and complacent, while the protagonist quietly mourns losing his friend. On the other hand, Victor loses his life in the hunt for the creation and the monster commits suicide leaving no trace of an y the events that took place. These two differences are what make each tale unique. The film and novel have one commonality: they warn humans of the dangers that can be self-inflicted.Each story results in suffering, loss, and destruction caused by the creations. They try and convey the message that manipulating life can be a volatile process and should be handled with the utmost care. Though one lead character lives while the other main character dies, they both reach a point where they realize the power and seriousness of their actions therefore teaching the reader/ viewer. Watching/ reading these interesting narratives can leave a person more cautious of their actions and decisions.Overall, the book and film differed in a variety of ways, ways such as plot line and end results. However the overall theme of the power of technology in human lives remained dominant in both tales. One is a film with wonderful visual effects and the other is an aged book that still retains the vividne ss of its day. They are both striking entertainment and could be interchangeable for instilling a sense of power and responsibly in reckless youth. There were few things that could be tweaked and more informative tales should be made revolving around this universal subject.

Effects of the Issue on Early Childhood Education Essay

This study examines the effects of Tulsa, Oklahoma’s early childhood education programs on social-emotional outcomes at kindergarten entry. As such, it extends our prior work demonstrating substantial positive impacts of the Tulsa pre-K and Head Start programs on cognitive development, including pre-reading skills, pre-writing skills, and pre-math skills (Gormley, Phillips, & Gayer, 2008). We focus on children who were enrolled in either the Tulsa Public Schools (TPS) pre-K program or the Community Action Project (CAP) of Tulsa County Head Start program during the year prior to kindergarten. Oklahoma’s pre-K program has received national attention because, as one of a handful of programs with universal eligibility, it reaches a higher percentage of fouryear-olds (68%) than any other program in the nation (Barnett al. al. , 2007). It also offers atypically high quality preschool education (Phillips, Gormley, & Lowenstein, in press), perhaps in part because Oklahoma requires a lead teacher with a B. A. degree who is early-childhood-certified in every classroom and pays these teachers regular school system wages. In Tulsa, the CAP Head Start program follows the same guidelines. As a result, this investigation may be seen as offering a â€Å"best case scenario† look at the potential contribution of high-quality school-based pre-K and Head Start programs to children’s social-emotional development. Social-emotional Development Young children’s social-emotional development captures a broad swath of specific outcomes, ranging from the ability to identify and understand one’s own and others’ feelings, establish and sustain relationships with both peers and adults, and regulate one’s behavior, emotions, and thoughts (National Scientific Council on the Developing Child, 2005). The importance of these foundational capacities has been welldocumented. Having behavior problems in early childhood, for example, is associated with low peer acceptance, maladaptive teacher-child relationships, and anti-social disorders and delinquency in middle childhood and adolescence (Brody et al. , 2003; Ladd & Burgess, 1999; Nagin & Tremblay, 2001; Shaw, Owens, Giovannelli, & Winslow, 2001; White, Moffitt, Earls, Robins, & Silva, 1990). Early childhood behavior that is more internalizing in nature, such as fearfulness or behavioral inhibition, is also associated with the development of serious anxiety problems in middle childhood and beyond (Tincas, Benga & Fox, 2006; Fox et al. , 2005; Schwartz, Wright, Shin, Kagan, & Rauch, 2003). The emergence of emotional and behavioral problems in children is much more likely under conditions of adversity, with poverty and low social-economic status having been studied extensively in this context. Deep and prolonged poverty, perhaps especially during the early childhood years (Duncan, Yeung, Brooks-Gunn, & Smith, 1998), has been found repeatedly to predict emotional and behavioral problems in children, even after accounting for parent and family characteristics (Bradley & Corwyn, 2002; Dodge, Pettit, & Bates, 1994; Duncan, Brooks-Gunn, & Klebanov, 1994; McLoyd, 1998; Ripke & Huston, 2005). The effects of poverty appear to be more pronounced for externalizing behavior problems (e. g. , aggression, defiance) than for internalizing behavior problems (e. g. , social withdrawal, depression) (Bradley & Corwyn, 2002; Brooks-Gunn & Duncan, 1997).