The Controversies in the Education System of US Free Essays

Consider an incredible amount is spent attempting to become familiar with everything you can and improve yourself arranged for the â€Å"real world. † We begin tutoring at age five or six. Kindergarten is about finger paints and learning the letters in order. We will compose a custom exposition test on The Controversies in the Education System of US or then again any comparable point just for you Request Now Before we know it, we are remaining before our group and guardians tolerating a secondary school confirmation. That is thirteen years in that spot. At that point, on the off chance that we truly need to â€Å"succeed† we need to get past another 4 to 6 years of school. That is just about 20 years aggregate in school. Are those 20 years very much spent? Is it true that we are totally happy with the instruction we gotten? The appropriate response is â€Å"no. † It is clear that today†s instruction framework in the United States isn't fulfilling the necessities surprisingly. One of the principle discussions in the training arrangement of the United States is the substance of what is educated. Everything that is instructed in school is uniform for the whole evaluation. Be that as it may, only one out of every odd individual understudy is uniform in what they definitely know and how competent they are of learning new things. That, yet in addition is every understudy keen on realizing what every other person is learning? Today there are numerous schools that have placed more accentuation in showing learning aptitudes instead of the information that is expected to proceed onward to the following level (Hirsch 129). A few schools have gone what exactly is known as â€Å"core knowledge† to ensure that every single understudy has a similar establishment whereupon to fabricate the remainder of their training. They accept that through the technique for â€Å"core knowledge†, everybody can profit together (Hirsch 129). Inverse that thought is the possibility that we shouldn†t be filling a child†s mind with â€Å"miscellaneous facts†, yet rather be attempting to remove the information that is inside each person†s mind (Harris). The fundamental contention with that assessment is that without some filling, there won†t be anything to extricate from an individual. One positive thing that our kids are learning is the capacity to think inventively and be creative. Numerous Americans ignore the way that in this nation, kids can explore different avenues regarding thoughts and figure out how to put stock in themselves and in their own innovativeness (Ho 126). Be that as it may, is insignificant inventiveness enough to compensate for different setbacks in training? Another huge contention in instruction is the manner in which the kids are educated. Huge numbers of similar contentions that are made with respect to what is educated, can be made in regards to how it is instructed. The individuals who are normally capable and scholarly state that filling a child†s head with different kinds of information isn't profitable, yet shouldn't something be said about those kids that need that information just to be at an equivalent level with different understudies. Youngsters who have not learned especially at home or outside of school won†t have particularly to give mentally, so educating to draw out close to home information won't work. How would you reasonably show a class that will mean whether you will keep your activity? Numerous instructors face this predicament today due to the procedure of unknown assessment. Educators who get an awful assessment could lose their positions as a result of it, therefore there is an ever-developing issue of instructors giving better evaluations to perhaps spare their activity. Shouldn't something be said about the evaluations that are given? For whatever length of time that there has been a school, there have been grades given to understudies to show how well they are getting along in school. Be that as it may, are grades the best method to show a student†s progress and all the more significantly, what they really realized? Some call reviewing â€Å"tyrannical and indefensible† and even go the extent that colloquialism the evaluating framework is â€Å"criminal† (Lean 131-32). Evaluating is likely the most examined of all practices in instruction. It is anything but difficult to see the distinction between a â€Å"A† and a â€Å"F† in a subject like math where the appropriate response is either right or wrong. However, how would you give an evaluation in a subject like craftsmanship where each piece is something from an individual†s own innovative psyche? There is no set in stone, or positive or negative. So how might anybody say that his work of art is a â€Å"A†, while her model is a â€Å"F†? For a situation like that, reviewing can be viewed as just close to home inclination. So how does evaluating influence understudies and educators? The evaluations given to understudies influence the students† lives, however the teachers† lives too. For understudies, terrible evaluations mean not getting into their preferred school, and for the educators, awful evaluations mean conceivable awful assessments. Numerous individuals have reprimanded awful evaluations for giving a youngster low confidence, however shouldn't something be said about those kids who have magnificent evaluations and no public activities. Don†t they have low confidence? Building confidence in understudies shouldn†t be a replacement for fundamental tutoring (Moore 136). It has been contended that instructors bring down their evaluating guidelines so as to raise the confidence of their understudies. Those instructors accept that a high confidence is vital for an understudy to learn well and have a high confidence (Moore 136). Genuine confidence doesn't originate from a high GPA, a bit of paper called a confirmation, or even a high status socially; it originates from difficult work and important achievements. Do you need kids to be loaded up with paltry data or urged to think all alone and investigate their own insight? Would you like to get letter reviews simply like you or do would you rather get assessments on their advancement? Do you feel that their confidence ought to be founded on their evaluations or something progressively significant? These are questions we should reply in new thousand years and as we become unseasoned parents. The training of our kids is something too critical to even think about overlooking. The most effective method to refer to The Controversies in the Education System of US, Papers

The Ancient Art Of Feng Shui Essays - Taoist Cosmology, Divination

The Ancient Art Of Feng Shui The Ancient Art of Feng Shui The History of Feng Shui Feng Shui has been polished in China for a great many years and is accepted to have begun in 2953 B.C. when Hu of Hsia found a tortoise that had an ideal enchantment square on its back. From this revelation developed the I Ching, the most established book in Chinese history, and conceivably the world (Webster 1). This book contains the principal composed guidelines on the hypothesis of Feng Shui. Feng Shui was viewed as a consecrated force, to such an extent that in antiquated China, just the favored class approached the information. There are even accounts of individuals from the Imperial family who made a special effort to darken the writings so as to forestall the individuals who may be a danger to them from getting the consecrated information. The primary Ming head even arranged that the nation be overflowed with books containing misdirecting speculations and inaccurate rules on Feng Shui (Too 2). When Chiang Kai Shek fled the terrain he took a large number of books on Feng Shui with him to Taiwan and utilized its standards in building a system there. From that point it headed out to Hong Kong and inevitably toward the Western World through Marco Polo (Cassidy). Current Feng Shui depends on the editorials from Wang Chi and different researchers from the Sung tradition, 1126-960 B.C. (Webster 3). What is Feng Shui? Feng Shui is the antiquated Chinese craft of living in amicability with nature and your environmental factors, so as to boost your wellbeing, success and karma. It truly interprets as wind and water and it includes the position of structures comparable to their environmental factors, and the arrangement of furniture inside the structure so as to amplify the chi, the first vitality source on the earth, from which everything else was made (Webster 4). As the mythical serpent is viewed as the most loved heavenly animal of Chinese way of thinking, chi has been known as the breath of the monster. Chi is an imperceptible vitality that courses all through the world yet in addition assembles in specific regions. The fundamental thought of Feng Shui is to tackle however much chi as could be expected by permitting it to assemble where you are, regardless of whether it is in your home or in your office. Chi is the existence power that is all living things, and can be found, in its flawlessness any place things are done impeccably. A craftsman who makes a magnum opus is making chi. Through Feng Shui, we are searching for places where chi is aggregated or where it is shaped. For instance, chi is dispersed by solid breezes, so a blustery area is certainly not a decent wellspring of chi. Be that as it may, chi is limited by water, so an area close to water is loaded with the aggregated life power. As indicated by Feng Shui folklore, the first occasion when that chi moved it made yang, the male rule, and when it rested, it made yin, the female standard. After these significant manifestations chi at that point made the remainder of the universe. The hypothesis of the yin and the yang are of indispensable significance to Feng Shui (Webster 6). Yin and Yang Yin and yang are the two contradicting energies associated with Feng Shui and neither one of the ones can make due without the other. Truth be told nothing is totally yin or totally yang, everything is a mix of the two energies. This is delineated is the famous yin yang image in which a little hover of dark is situated in the huge white shape and a little white hover is inside the dark (Feng Shui Society). This image is known as the Taichi image of fulfillment because of its ideal parity of the yin and the yang. Together, yin and yang make up Tao, the way. The whole universe is comprised of yin and yang energies continually interfacing with one another, and flawless amicability is built up through an ideal equalization. Since chi is the existence power and it made the yin and yang, neither yin nor yang can be underhanded or acceptable. They simply are (Webster 7). It is just when you have an unequal measure of the two that your chi become adversely influenced. As indicated by Feng Sh ui, mountains, slopes

Christina Royce Analyzing Re-entry Systems

Christina Royce Analyzing Re-entry Systems To manufacture the silicon chips that run your computer, silicon wafers must undergo repeated cycles of deposition, patterning, implantation of impurities, and heat treatments (1). Thus, the same piece of silicon must be processed using the same set of machinery several times. This type of manufacturing system is called a re-entry system, where a silicon wafer re-enters the system with a higher priority each time it is processed. Christina Royce, a senior double majoring in Mechanical Engineering, with a concentration in Manufacturing through the 2A program, and Economics, is doing her senior thesis project on re-entry systems through the Lab for Manufacturing and Productivity (LMP). Her thesis advisor is Dr. Stanley Gershwin, who literally wrote the book on manufacturing systems engineering and is the associate director of the LMP. To analyze these systems, Christina is developing computer simulations which will eventually be compared to mathematical approximations which were developed by applying observations to fundamental theories. Her simulations receive input regarding process flow, equipment availabilities, and process times, and use it to calculate the probability that a certain machine will be working on a given part and the final output volume. These calculations are not a trivial matter considering the huge number of machines that are used to simultaneously process millions of parts in a given factory. Christinas research has several important real-world applications. For example, semiconductor manufactures are always looking to improve their process technology to create the next generation of smaller, and therefore more efficient and economical, chips. Intel just came out with the first 45 nm static random access memory (SRAM) chip, which will allow them to fit twice as many transistors in a given area (2). It would be economically infeasible for Intel to scrap all of their existing machinery, which is designed to make 65 nm chips, in favor of manufacturing the newer SRAM chip. Hence, its important to have flexible manufacturing systems that have the ability to apply different processes to a wide variety of parts, so companies can save a significant amount of time and resources. Also, by using simulations like the ones that Christina is developing, Intel can identify bottlenecks and increase their production. This is Christinas first faculty-supervised UROP. As a freshman, she participated in Terrascope, where students apply core science knowledge to solve complex, real-world problems that relate to Earth systems. As part of the program, she traveled to the Amazon and became interested in issues related to refugee camps. After returning from the trip, she and a group of three other students decided to continue the research that they began in Terrascope. So, in the fall of their sophomore year, they began the project by finding an advisor, monetary support, and a group of 20 students. They worked together to create a 60-page booklet with information about the current state of refugee camps, along with areas for improvement and future research. She describes it as a very challenging but rewarding experience. Next year, Christina will be working at General Electric! They have a manufacturing division, but her first 6-month rotation will be in energy-related research. We wish her the best of luck =) 1. http://www.bell-labs.com/org/physicalsciences/projects/silicon/silicon.html 2. http://intel.com/technology/silicon/new_45nm_silicon.htm Picture from http://www.absolutestockphoto.com/albums/userpics/10012/normal_Absolute_12_5416.jpg

Essay on Racism in Shakespeares Othello - 2541 Words

Racism in Othello Samuel Taylor Coleridges Literary Remains is just one of the essays that presents an attack on Shakespeare for his lack of realism in the monstrous depiction of a marriage between a beautiful Venetian girl, and a veritable negro, in Othello. He sees Shakespeares transformation of a barbarous negro into a respected soldier and nobleman of stature as ignorant, since at the time, negroes were not known except as slaves. (Appendix) The extract seems to raise two questions - how central is the taboo of miscegeny to the play, and to what extent is Othellos reputation able to counter this prejudice? It is certainly not hard to conclude that Othello is probably Shakespeares most†¦show more content†¦Othello is structured so that the main premise of the play, introducing the main themes, appears near the beginning. It is obvious that Iago has an agenda planned of malevolent proportions with Othello at its target. He is the catalyst of all the destructive happenings within the play starting from the very beginning when he and Roderigo approach the residence of Brabantio in 1.1. He uses crude, racist language to appeal to the senators traditional beliefs, including such phrases as, IAGO: Even now, now, very now, an old black ram Is tupping your white ewe! Othello 1.1.87-88 Iago even goes so far as to propose that Brabantios grandchildren will be animals because of his daughters base marriage with an other. IAGO: ...youll have your daughter covered with a Barbary horse, youll have your nephews neigh to you, youll have coursers for cousins, and jennets for germans. Othello 1.1.109-112 Later we are told that Iagos motive is jealousy and he uses the rhetoric of racism to undermine Othello, playing on Brabantios prejudices to provoke him, even though, as Othello relates later, Her father loved me, oft invited me. [1.3.129] A shock and a few crude comments from Iago is all it takes to make a respected figure turn against a close friend of equal stature simply because of skin color. Technically, Brabantio wasShow MoreRelatedRacism in Shakespeares Othello2768 Words   |  12 PagesRacism in Othello Racism seems to be a big concern in Shakespeare’s tragic play, Othello. Because the hero of the play is an outsider, a Moor, we have an idea how blacks were regarded in England, in Elizabethan times. There are many references that bring about the issue of racism from the very beginning to the end. In the tragedy, where Othello is coming from is not mentioned, yet through the descriptions the reader is informed that he belongs to one of the Eastern nationalities such as AfricanRead More Racism in William Shakespeares Othello Essay1059 Words   |  5 PagesRacism in William Shakespeares Othello The play, Othello, is certainly, in part, the tragedy of racism. Examples of racism are common throughout the dialog. This racism is directed toward Othello, a brave soldier from Africa and currently supreme commander of the Venetian army. Nearly every character uses a racial slur to insult Othello at one point in the play. Even Emilia sinks to the level of insulting Othello based on the color of his skin. The character that most commonly makes racistRead More Racism in William Shakespeare’s Othello Essay2606 Words   |  11 PagesRacism in William Shakespeare’s Othello    In William Shakespeare’s tragic play Othello racism is featured throughout, not only by Iago in his despicable animalistic remarks about Othello’s marriage, but also by other characters. Let us in this essay analyze the racial references and their degrees of implicit racism. Racism persists from the opening scene till the closing scene in this play. In â€Å"Historical Differences: Misogyny and Othello† Valerie Wayne comments on the racism inherent inRead MoreExposing Racism in William Shakespeare’s Othello Essay2036 Words   |  9 Pagesfear unnatural a racist’s hate plagues a vulnerable community of black slaves, with religion and war corrupting diverse cultures in the attempts to purify the existence of sin. This enlightening argument of what inspires William Shakespeare’s to compose the play Othello contaminates romantic relationships, Before the integration of black-skinned people into Elizabethan culture, Christian ideology coalesce Satan’s appearance with babies born black, with such manifestations supported by centuriesRead MoreOthello Reflects the Context and Values of its Time Essay1342 Words   |  6 Pagescontext and values of their times. Within Shakespeare’s Othello and Geoffrey Sax’s appropriation of Othello, the evolution of the attitudes held by Elizabethan audiences and those held by contemporary audiences can be seen through the context of the female coupled with the context of racism. The role of the female has developed from being submissive and â€Å"obedient† in the Elizabethan era to being independent and liberated within the contemporary setting. The racism of the first text is overtly xenophobicRead MoreRacism In Othello And The Tempest By William Shakespeare1145 Words   |  5 PagesRacism in Shakespeare or Absurdity? Is there racism in Shakespeare’s works or is this notion absurd? Shakespeare may not be racist, but two of his plays do contain racism. One may argue that Shakespeare does not openly speak of racism in his plays, but Shakespeare does write with the idea of racism in mind, because his characters do make comments that can be considered racist. In Shakespeare’s plays Othello and The Tempest, the underlying idea of racism is present in these works, and his audiencesRead MoreDifferences Between Film And Othello1503 Words   |  7 PagesThroughout the years the play Othello by William Shakespeare has been adapted both on the screen and on stage many times. The questions or race and racism that have quite often been a point of discussion with William Shakespeare’s play Othello can be seen through the bard, however some may argue that Othello’s skin colour was purely a plot device. This paper will look at two film that have been re-made since the 1960’s, w hich provides an analysis of the concept of race and how political ideas andRead MoreTheme Of Racism In Othello And The Tempest By William Shakespeare1102 Words   |  5 PagesIs there racism in Shakespeare’s works or is this notion absurd? Shakespeare may not be racist, but two of his plays do contain racism. One may argue that Shakespeare does not openly speak of racism in his plays, but Shakespeare does write with the idea of racism in mind, because his characters do make comments that can be considered racist. In Shakespeare’s plays Othello and The Tempest, the underlying idea of racism is present in these works, and his audiences can come to this conclusion, becauseRead MoreRacism In Othello Analysis829 Words   |  4 Pagesof Racism in Othello.† Shakespeare Quarterly, vol. 44, no. 3, Oct. 1993, p. 304. In this article, the author relates the idea of primal scene to racism in â€Å"Othello† . Primal scene is a psychoanalysis theory by Sigmund Freud. This theory claims once a child imagines or sees their parents having sexual relations they will be unable to repress this image from reappearing in their mind. The author relates this theory to the play â€Å"Othello† byRead MoreOthello, By William Shakespeare941 Words   |  4 PagesBlack Racism and the public’s reliance on stereotypes to judge individuals of a different decent can be traced throughout literature. The Elizabethan’s are no exception, and as their view of the word grew so did the permeation of racism and xenophobia in their society. Theater in Elizabethan England was full of stereotypical black characters that further perpetuated society’s racist tendencies. One play that challenged these stereotypes was Williams Shakespeare’s play Othello which depicts the

Uncle Sam Real Person or Myth

Emergency Preparedness A Natural Part Of Life - 1340 Words

Local Emergency Preparedness Name College Local Emergency Preparedness Disasters are a natural part of life. The history of humankind is littered with major catastrophes that altered the change of history. These catastrophes sometimes have devastating effects and show the weaknesses of the response teams put in place to mitigate them. In recent history, two events have shaped disaster preparedness and response in the country. These disasters are the September 11 terrorist attacks and the hurricane Katrina (Canton, 2007). After the September attacks, homeland security was formed and tasked with preventing future terrorist attacks. However, after Katrina, there was a realization that nature had the potential of inflicting deadlier attacks. The result is that homeland security was expanded to include all catastrophic events that affected American citizens (McEntire, 2007). The national policies adopted affected all states. For example, for a state to qualify for federal funding, it needs to outline disaster mitigation strategies the disaster mitigation act of 2000 requires all local authorities to have disaster mitigation strategies in order to qualify for federal grants (Schwab, 2010). Such conditions inspire mitigation strategies across the country, including the state of Illinois. Current goals of the community The objectives of the community about disaster bear many similarities with the general goals in the nation. They are merely concerned with disasterShow MoreRelatedEssay on Differences Between Mitigation and Preparedness1703 Words   |  7 PagesPart I What are the primary differences between Mitigation and Preparedness? Research and describe three examples of each. The United States experiences a variety of natural disasters throughout the year. Because of hurricanes on the Pacific, Atlantic, and Gulf of Mexico coasts, earthquakes near the San Andreas and other fault lines, volcanic eruptions, tornadoes in the plains, and floods throughout the Midwest, the United States suffers approximately $1 billion in losses each week. From 1990-93Read MoreDisasters Caused Destruction On The Health Of The Public1290 Words   |  6 Pagesthe disasters and effective response actions when the disaster occurs can help minimize the long-term effects of the disaster. Today, disasters are of even greater concern than in the past. The frequency of disaster events has increased, due to, in part increasing technology. Human communities are also much more condensed, increasing the potential for exposure to disasters. Furthermore, due to increasing population size and new technologies, people are more likely to settle in areas of increase disasterRead MoreThe Federa l Emergency Management Agency961 Words   |  4 PagesHospital or other healthcare staff With the current changes in weather patterns, strange climatic conditions and other uncontrollable natural disasters, there has been a lot of attention directed towards the mitigation of the negative effects such natural disasters can have on man and the society at large. Disasters are bound to strike at a given time and they more often find us unaware, this is the sole reason why the majority of the disasters that happen are usually fatal and destructiveRead MoreGlobal Disasters And Manmade Events1197 Words   |  5 PagesCombating Storm Complacency The damage caused by natural disasters and manmade events can be extensive. June 1st will be the beginning of the 2017 hurricane season. While there are multiple challenges with regards to storm preparation, one of the most reoccurring themes as it relates to storm preparedness is complacency on the part of the public. In the days, months, and even years following natural catastrophic disasters emergency officials have had significant challenges deterring pre storm complacencyRead MoreEmergency Preparedness and Disaster Response in Schools979 Words   |  4 PagesEmergency Preparedness and Disaster Response in Schools Jennifer Cox Walden University NURS 4010 Section 06, Family, Community, and Population-Based Care May 5, 2013 EMERGENCY PREPAREDNESS AND DISASTER RESPONSE IN SCHOOLS The professional nurse uses clinical judgment and decision making skills to provide appropriate nursing care and collaborates with other health care professionals responding to the emergency or disaster. The purpose of this paper is to outline the professional nurse’sRead MoreDisaster Disasters And Its Impact On A Population1421 Words   |  6 Pages For preparedness, risk formulas are insufficient in the absence of context and consideration for social vulnerability, Birkmann (2007) encourages us to shift away from viewing disasters as large-scale events requiring similarly complex technological solutions to consideration of a potentially damaging natural occurrence in relation to a community’s vulnerability, which itself is intrinsically linked to human action and behaviour. Considerable work has been done to promote preparedness for naturalRead MoreThe 2016 Arizona Threat Identification Risk Assessment1038 Words   |  5 PagesAcross the United States, there have been natural and human-caused disasters which have led to increasing levels of death, injury, property damage, and more affecting business and government services. In addition, the negative impact causes an even immense impact on families and individuals. People and property in the state of Arizona are at risk from a variety of hazards that have the potential for causing widespread loss of life and damage to property, infrastructure and the environment. The 2016Read MorePublic Health and Health Care. Hcs 535 Final Essay1701 Words   |  7 PagesDisease Control and Prevention (CDC) has been dedicated to protecting health and promoting quality of life through the prevention and control of disease, injury, and disability,† (CDC, 2012, p. 1). The organization has a focus of decreasing the health and economic disadvantages of the principal reasons of demise and incapacity through diverse programs, thus safeguarding an extended, prolific, vigorous life for people, (CDC, 2012). This paper will expound on The Centers for Disease Control and PreventionRead MoreThe Federal Emergency Management Agency ( Fema ) Of The United States Department Of Homeland Security1702 Words   |  7 PagesOne dominant agency is the Federal Emergency Management Agency (FEMA) of the United States Department of Homeland Security. FEMA was created on 1979 by the late President Jimmy Carter that signed the executive order to support the citizens and first responders to ensure that as a nation, people work together to build, sustain and improve our capability to prepare for, protect against, respond to, recover from and mitigate all hazards. Another program called National Earthquake Hazards Reduction ProgramRead MoreJustice Floral Distribution And A Disaster Recovery Plan Essay1731 Words   |  7 Pagescontinue its services to its clients. Not having a disaster recovery plan in place can put the company at risk of high financial costs, reputation loss and even greater risks to our employees. Purpose We need to be prepared in case of an emergency, whether it is a natural disaster, network outages, active shooter events, data breaches and more. While doing research, I came upon two other types of plans that are also essential. They are a business continuity plan and a disaster recovery plan. According

A Story From America Essay Research Paper free essay sample

A Story From America Essay, Research Paper A Story From America August 14th 1960, I was working tardily at the office that dark. It was like one of those darks that gives you shiver, when you think about them. The cold air was titillating me in the cervix, when it easy blowed into the room from the unfastened window. The visible radiations from the street made me so annoyed that I hartly could happen and read the documents I was looking for. Finally I found them, they were concealing in my personal archive of instances connected with slaying. My attending all of a sudden breaks when my secretary, a immature talented adult female with many unusual accomplishments, approaches the office. She ever negotiations, normaly I merely pretend to listen, but this clip I could experience something was different. She had an thought, possibly she had found a hint, in the instance which had gone on my nervousnesss for the last three hebdomads. Cooper! , she manages to articulate before she throws some documents on my desk. Make you retrieve, when we were look intoing Mrs Alpher s flat? . Yes, what is it? I say, seeking to happen out what s on her head. You see, until now we haven t found anyone that perchance could hold gone into Mrs Alpher s flat, without anyone detecting him or her. You ve got a point at that place, I responded, what was on her head? That bluish frock surely showed her all right curves, really I coundn t get her of my head most of the clip. Well, her flat lies on the corner of Main Street and Baker Street, there re three Windowss, one on Baker St. and one Main St. plus one in the center. That dark Mrs Alpher was shot, it was really warm, and if she so had a window unfastened. A individual could hold shot her in hers apartment, from his or hers ain window, she looked satisfied after completing her composition. So what you re seeking to state, is that we possibly could happen the slaying in one of the fla ts opposite Mrs Alpher s Windowss. The thought wasn t bad at all I thoungt, she opened the new closet to acquire some files. OK. we ll travel over to her flat right off. It was rather unusual to come in the flat, it had an unusual construction, but besides it had a certain appeal with it s three Windowss in the terminal of the life room. I tryed to visualize what had been traveling on that flushing Mrs Alpher was shot. First she had come place after a dinner with her lover, to loosen up herself she starts to alter her apparels. Then she opens the Windowss because of the heat, the slaying is sitting in his or hers window frame, waiting for Mrs Alpher to stand in the right topographic point where he or she can fire the gun. No 1 will detect the shooting, because of loud noise the trafic usualy makes. The pieces eventually bagan to suit, now there was merely one thing left to make, cross-examine those with Windowss opposide Mrs Alpher s flat. Fortunately there were merely three existent suspects, Mr Appleton, Mrs Sherly and Mr Edwoods, my secretary and I went out to happen the slaying. Mr Appleton 33 old ages old, lives opposide Mrs Alpher s flat on Baker Street. Has a good point of position to the flat, and have permission to transport a gun. He was entirely place watching telecasting the dark of the slaying. Mrs Sherly 25 old ages old, lives opposide Mrs Alpher s flat on Main Street. Do non hold a good point of position, but have been covetous of Mrs Alpher, because of her new lover ( harmonizing to other close friends ) . She was place, but was kiping at the clip of the slaying. Mr Edwoods 34 old ages old, lives nextdoor to Mrs Sherly. Has a good point of position to all three Windowss, but wasn t place at the clip of the violent death. After hearing all three alibis, I sat down seeking to happen out who had the best ground for killing Mrs Alpher. Mr Appleton was seemingly the headsuspect, because he had permission to transport a gun. But all slayings didn T ever have permission to transport guns, so Mrs Sherly with her green-eyed monster was besides a headsuspect. Mr Edwoods whom said he wasn t place at the clip of the violent death, has the best point of position to the flat, besides he could hold make it, if he was lieing. Suddenly the phone starts pealing, I pick up the receiving system trusting something unbelievable had happened. It s the downtown policedepartment, Agent Cooper? One of your suspects was confessed the slaying of Mrs Alpher. I went down to the constabulary section right off, but who could it be? To my surprise, I saw Mr Edwoods standing at the counter. He looked baffled, besides he couldn t look me in the oculus. Mr Edwoods? , I couldn t complete what I was about to state, when he cryed out It was me, yes I admit it, it was me who killed that brainsick adult female. But why Mr Edwoods? Why did you kill a adult female you barely knew? , I couldn t stan her, she was a bitch! he said with strong belief in his voice. Well Mr Edwoods, why don T you tell me what had happened, all right. I ll better do that. I lean back in my chair, and started listening. For a long clip I had been following Mr Alpher, I dreamt every dark of her and so she finds this lover. He stoped speaking for a minute, so I asked him with no consideration But why didn T you at least talk to her? You see, I wasn t the sort of adult male she wanted, he looked up with cryings in his eyes. The lone manner out I could happen was to get rid of the lover, but at the clip I was traveling to kill, I couldn t see the dif ference between her and him. I didn t mean to kill Mr Alpher, it was a error, a awful error. But I m the one how shall be punished, and I ve got nil more to state. His face was all white, so I asked him to take it easy. Few proceedingss alter a police officer came to roll up Mr Edwoods, I saw him being taken away with handlocks on his dorsum. I needed a remainder, and the lone topographic point I knew where I could rest, was at the Johnsons Hotel. Possibly I should name my secretary? No, she already knew what had happened. I opened the door to the hotel anteroom, two adult females were sitting down in the white chairs, possibly waiting? Or merely loosen uping themselves. One of them, was reading a book. She besides had the same bluish frock as my secretary, no another error, the frock wasn T rather the same. But anyhow, I wasn t here to look at adult females, but to loosen up myself. It was non really warm in the hotel anteroom, so I keept my coat on. There were no to see behind the counter, but I was patient. Suddenly a adult male runs into the anteroom, he stops infront of on of the ladies. When he takes his coat off his arm, I can see he holds a scattergun in his manus. I m paralysed for a few seconds, so he fires the scattergun, and runs out of the back door. Merely when I m about to rest, something ever happens. I st art running alter him.

Reniassance Ergo Essays - Religious Persecution, Anti-Protestantism

Reniassance Ergo The cities of Ancona and Pesaro were each a place of refuge for Marrano Jews in the early sixteenth-century. The Marranos (formally Sephardic and Portuguese Conversos) who settled in the cities of Ancona and Pesaro fled the Iberian Peninsula (Spain and Portugal) in the late fifteenth-century as result of the Spanish Inquisition. Many Jews sought refuge in Renaissance Italy, and initially found ?acceptance? by many of its local inhabitants. Cohabitation was tolerated on a marginal scale upon the arrival of the Sephardic Jews. The two cities Ancona and Pesaro located in Central Italy were similar in that mercantile commerce was the main source of revenue. Large Numbers of Marrano Jews in Ancona and Pesaro had established themselves as competent businessmen. During the sixteenth-century, the Catholic Church underwent a significant change. Accompanying this new change was conflict with the relatively new Converso (Jewish) population. The cities of Ancona and Pesaro experienced the effect s of Counter Reformation that led to Inquisition or ?Acts of Faith in the summer and spring of 1556. The political and economic reasons behind leaders and the pope acting the way they did against the Jews, was to prohibit Jews from being an economic power in Italy, and to force Jews in to a subservient role. The Spanish Inquisition forced Sephardic Jews of Spain and Converso Jews living in Portugal to relocate to Italy. ?The Spanish Inquisition was established with papal approval in 1478 at the Request of King Ferdinand V and Queen Isabella I. This Inquisition was to deal with the problems of the Marrano Jews, who through coercion or social pressure had insincerely converted to Christianity?. Many Catholics in Spain felt that the end (Second Coming of Christ) was coming soon and did not want any ?non believers? to have a negative effect on the coming of their Messiah. As a direct result, thousands of Sephardic and Converso Jews were expelled from Spain and Portugal. Many of these Jewish families had lived in either Spain or Portugal for hundreds of years, but still faced the total eviction from their homes and personal property. We began to see Jews relocating to Italy in about 1492. The cities of Ancona and Pesaro like many cities in Italy, served as a place of refuge for many of the expelled Jews. These two cities were different from most, because they each possessed harbors, and had relatively small populations. This was beneficial to the small Jewish communities because they had the opportunity to participate in the business realm. Initially, upon the arrival of the Marrano Jews they were accepted with little discretion. At the time, the Catholic Church had tolerant attitudes towards the Jewish community. ?Pope Paul III adhered to the opinion of his counselors, who considered forced baptism null and void, and he allowed the settlement of conversos in the territories of the State of the Church, particularly at Ancona, where the newcomers were expected to make a positive contribution to the development of the economy?. We must understand that the Church was an elite power during the Renaissance. The Catholic Church dictated political policy, imposed taxes, rais ed armies, punished criminals, and held trials throughout the sixteenth- century. In essence, the Church's premise in allowing Jews to occupy various regions of Italy that were under Papal control was financially motivated. Many of the Jews who now found themselves living in Italy had a relatively easy time reestablishing the type of lives and positions that they held in their former homeland. A direct example was Marrano, ? Dr. Francisco Barboso, who had acquired riches and fame?and treated the governor of the city, and prior of local Dominican convent?. In addition, many Jews were involved in the money lending industry and pawnshops. Many Jews were also involved in trade with Levantine merchants. The Jewish population was prospering and things looked to be going well. The events that occurred throughout the latter half of the sixteenth- century, in Ancona and Pesaro were the effects of Counter Reformation. This began at the turn of the century with the expulsion of Jews from Spain and later Portugal. The desire of the Catholic Church to enforce its presence in Italy led to the Inquisitions in the 1530's, initially against

Critical review of casablanca essays

Critical review of casablanca essays Casablanca shows a heroes quest to find the right thing to do when rekindled desire conflicts with manifest duty. Ultimately, the priorities are set out and the necessary sacrifices are accepted. This underlying message can be seen through numerous characters, but predominantly through Rick Blaine, the own of Caf Americain. Throughout Casablanca, it can be seen that Blaine is extremely diverse. Valor, sacrifice and heroism are shown throughout the film. Each human action is driven by the benefit of its results; self-interest is never put aside. A highly respected business an, Rick runs a chic and expensive caf which possess an air of sophistication and intrigue; one crowded with Europeans in dinner jackets accompanied by their bejeweled, beautiful partners. Determined to remain at high social status, Rick tries to keep himself desirable. An example of this is that he never has drinks with customers in the caf. His actions never cease to impress his customers, infinitely adding to his popularity in Casablanca. Man should and will use all means to preserve and defend is body and members thereof from death and sorrows, no matter what the circumstances. Likewise, other citizens of Casablanca encourage Ricks actions and help in maintaining his status. Throughout the movie, Rick seems to have a detached attitude towards life, but we soon see a change once an object of desire enters back into his life. Upon the reappearance of his former lover, Rick transforms from a man of action to a man disillusioned in love, unsure of what is right. Rick is revealed as only seemingly tough on the outside and not so much tender as sentimental on the inside. This reveal is given by a statement made by Captain Renault to Rick. Captain Renault says to Rick: Ricky, I suspect that under that cynical shell youre at heart a sentimentalist. Virtue is whatever mental action or quality gives to a spectato ...

Prison system in America Essay Example | Topics and Well Written Essays - 1250 words

Prison system in America - Essay Example Arguments against imprisonment include the idea that prison is not being used as a last resort to deter criminal behavior, housing prisoners is expensive, imprisonment doesn’t deter crime and it is cruel and inhumane. Despite statistics that confirm these contentions, imprisonment has experienced a growing attraction as a political response to crime. An increased prison population and its inherent human and financial costs have little effect on the attitudes of some. Despite the obvious and extensive failures of our penitentiary system, more people are being sent to prison for more reasons primarily as a result of tougher sentencing laws specifically involving the ‘war on drugs.’ Over the past quarter century, the U.S. has added to its prison population and therefore to its social problems. Anyone who has seen a prison movie likely has witnessed the stereotypical ‘shower scene’ where gang members viciously attack a lone inmate. They put a knife tightl y against the victim’s throat and threaten to kill him if he puts up a fight. The lone inmate is then repeatedly raped by the gang and afterwards is too frightened to notify prison officials fearing retribution. This Hollywood recreation is not unlike the actual events taking place inside prison walls. Being brutally raped in prison is not simply a physical violation; it is an emotionally scarring event. According to the Human Rights Watch, this and other forms of gang-related violence occur regularly in prisons across the country. â€Å"Gang assaults are not uncommon, and victims may be left beaten, bloody and, in the most extreme cases, dead† (â€Å"No Escape†). However, violent and blatant rapes are but one type of sexual abuse many prisoners must endure. The most prevalent form of rape does not occur by means of violence nor have many of the victims been overtly threatened. Nevertheless, they engage in sex acts unwillingly because they do not believe they ha ve a choice. Prison is an intimidating place. Prisoners, especially those new to the system can be easily coerced into doing things such as allowing themselves to be raped or committing violent acts against others out of fear. This type of prison rape is easier to conceal than violent attacks and much easier for prison staff and the general public to ignore. â€Å"For some prisoners, the atmosphere of fear and intimidation is so overwhelming that they acquiesce in their sexual exploitation without putting up any obvious resistance† (â€Å"No Escape,† 2006). The intimidation begins early and forcefully. According to the account of a first-time offender arriving in prison, â€Å"as soon as I walked on the wing, the catcalls started.† According to another prisoner, â€Å"Most of prison is a mind game. People get taken advantage of when they’re green and don’t know what to expect† (â€Å"No Escape,† 2006). Prison is described by its detra ctors as inhumane, a brutalizing and damaging experience. The prevalent imprisonment trend invokes a high human cost to those who caused no harm to another individual or property. The war on drugs is policy based on morals, not on public health, and is taking a grave toll on the economics and civil liberties of our society. Crime is on the rise overcrowding the prison system while inner cities are becoming unlivable decreasing chances for the economic revival in those areas, all as a consequence of a misguided war on drugs to prevent the misuse of drugs. These governmental drug programs have had very little if any reduction in the use of drugs but a great many innocent victims have had their lives ruined. â€Å"

Outline the stages of specimen reception and initial processing, Essay

Outline the stages of specimen reception and initial processing, highlighting particular safety issues - Essay Example Once the primary specimen is received in the laboratory, a quick assessment is carried out regarding any clinical risk. Such risks include damage, leakage, missing request form, inadequate labeling, wrong sample sent for requested test or the clinical information does not match the blood sample. However, if a risk has been flagged, it will fall under the Clinical Risk Management guidelines. If there is no clinical risk to be dealt with, the specimen will proceed to the next stage. The sample and the request form have to show the patient demographics. Patient demographics refers to the information that identifies the patient and provides other data that is important to the clinician in coming up with a diagnosis. Demographics consists of the patient’s name, hospital number, and date of birth. Missing demographic data makes the specimen a clinical risk, and a request for a new sample is sent to the requestor. Other instances where the sample can be classified as inadequately labeled include those samples that are not accompanied by supporting paperwork, and those that are labeled differently from the request form in such cases, a request for a new sample is sent to the requestor If the details match the sample, the specimen will be taken for further assessment in the laboratory. Some exceptions can be made in certain situations, especially if there is a need to protect the identity of the one from whom the sample has been obtained. An example of such a s ituation is in the case of an unrelated bone marrow donor whose identity has been protected using an international code for identification based on the Patient International Data Protection. After the clinician has verified that the specimen identification matches the request form, the anticoagulant tube is then checked to ascertain that the correct sample has been sent to the laboratory. For HLA genotyping, an EDTA anticoagulant

Macbeths Ambition

Macbeths Ambition Macbeth goes through a steadily detrimental transformation in Shakespeares play Macbeth. Macbeth goes from being a conscientious, compassionate, logical and caring man in the beginning of the play and becoming logical, compassionate, caring, and conscientious man in the beginning of the play and becoming a cruel and insensitive excuse of a human being. His change in behavior from compassionate to insensitive and logical to illogical develops slowly, but surely. Macbeth shows that he is capable at his height in being compassionate and logical, which can be seen while he contemplates killing Duncan and in his final decision on the matter. Later, we see evidence of a descent from this when he is deciding to kill Banquo: his motives change, and he becomes less logical, less able to see the reasons against the deed. Finally, Macbeth shows that he has lost it all. Sanity, compassion, logic, everything is gone that once had been so evident at the beginning of the play. Macbeth becomes jaded and cynical, apathetically hopeless, a mass of entity that had once lived in honor. In trying to decide whether or not to murder Duncan in his soliloquy in Act I Scene VII, both the process by which Macbeth makes his decision and the final decision that he will not murder his king are indicative of conscience and thoughtfulness, morality and compassion. This is the high point from which Macbeth will fall. It is important to understand that he overcomes both the temptation of inherent ambition as well as provocation from his wife in regards to his fateful decision. He is on top of his own actions and decisions: compassion, an ethical attribute, takes precedence over vaulting ambition. However he firstly shows he is well aware of the punitive consequences of the murder, so he admits he would commit the assassination if it were the be-all and the end-all, lacking any negative repercussions. The fact that he can understand the judgment here shows he is thinking ahead. Then, he literally states what may happen; that the bloody instructions, murderous acts, may return to plague the inventor, comeback to murder he who committed murder in the first place. Only a person in a focused state of mind is able to grapple with specific potential consequences. Furthermore, he then goes through a laundry list of ethical reasons not to murder Duncan: I am his kinsman and his subject/ Strong both against the deed. He realizes, in a logical progression on these ethical points against the deed that he should protect Duncan, shut the door from the murderer not bear the knife [him]self. Here, he shows that he understands the responsibilities of being a host and a kinsman, and he is seen respecting the laws of hospitality in spite of tremendous external and internal pressure. He shows he cares. Then, Macbeth acknowledges that Duncan has borne his faculties so meekà ¢Ã¢â€š ¬Ã‚ ¹been so fair in officeà ¢Ã¢â€š ¬Ã‚ ¹that his virtues will plead like angels, and pity, like a naked new-born babe,Ã…Â  /Shall blow the horrid dead in every eye. Macbeth, in comparing virt ues to angels, shows us that in his present state of mind, he sees morality as something to strive for, as angels are the representative pinnacle of morality. Furthermore he believes the murder to be a horrid or in this case immoral deed, proving he is able to differentiate good from bad. The metaphor of the baby, who represents pity, shows that Macbeth understands that pity is pure, like a baby, untainted by immorality and vaulting ambition. Macbeth shows he aspires to be moral, because his final and adamant decision is in accordance with what pity demands. He is not at all numb to the idea of murder; he is virtually repulsed by it. In his soliloquy in Act III Scene I, Macbeth is shown to have descended dramatically from his original state: he is jealous, fearful, and certainly not compassionate. He finds no reason not to kill Banquo as he had with Duncan, though Macbeth freely admits that Banquo has a royal nature. The usage of royal here means Macbeth still can tell wrong from right, good nature from bad nature. But this does not in any way deter Macbeth from killing Banquo as it did with Duncan. Macbeth says, To be [king] is nothing; /But to be safely thus meaning that the only way to achieve safety, which Macbeth equates to happiness, is to slaughter Banquo. What is striking here is what is missing: there is no pro-con list, no reasons against the murder. We are also shown here by what is not said that Macbeth is losing his pragmatic skills, because logic dictates that for him to commit another cold-blooded murder, the first having already driven him to incurable insomnia, would cause him only to spiral furt her and further away from happiness. The fact that he doesnt consider Banquos morality as a reason against killing him shows that Macbeth is on his way to being totally numb when dealing with death and murder. And, instead of being thoughtful, Macbeth is blinded by fear and jealousy, because his genius is rebukd [by Banquo]. This fear is clear when he says explicitly that there is none but he /Whose being I do fear. Banquo is the only one Macbeth fears. Also, before he was concerned with the laws of hospitality which include modesty, and now by contradiction he calls himself genius and even compares himself to Caesar. His jealousy, not ambition like before, drives him to have contempt for the wis[e] Banquo, because Banquo, according to the witches, is father to a line of kings which means Macbeth has a fruitless crown. The why of the fear is explained by implication when Macbeth states that the barren scepter or pointless symbol of Macbeths status as king, will be wrenchd with an un lineal hand from his gripe. To wrench is to take forcefully, inspiring fear. This fear later turns to regret, as he says that only for Banquos descendants, only for them, rather than for himself has he murdered the gracious Duncan. In his mind, this means that he has sold his soul, his eternal jewel, to the common enemy of man Satan. This metaphor shows self-acknowledged moral decay, which is a double-sided coin: morally he has indeed decayed, and yet he can still recognize it, which is a step in the right direction. But he is so melodramatic about this point (the two exclamation marks: kings! and utterance!) that he is perhaps losing control over his words if not his sanity, which is confirmed concretely when Banquos ghost emerges from Macbeths tortured psyche later. Total descent is on the horizon. At first he cares about the morality of Duncan and himself. Pity had played an integral role in his life. Now he cares only for his own well-being. The next step is total apathy. By Act V Scene V, Macbeth has fallen entirely from his original state. He has lost all compassion, all conscience, even all fear. In essence, Macbeth is totally numb from life. He says explicitly that he cares so little that he has almost forgot[ten] the taste of fears. Progressively his fears had narrowed: originally he feared the punitive and moral consequences of killing Duncan. At least later he had feared Banquo though for less noble reasons. Now he fears almost nothing. A night-shriek can no longer rouse and stir him because he has suppd full with horrors. The only way horror could become unable to start Macbeth would be if he is too numb even to be able to recognize it. At the beginning, as shown, he is repulsed by the horror of murder; now he is too familiar with slaughterous thoughts even to be frightened. The word slaughterous implies violent, almost gory thoughts, which convey the extent to which Macbeth truly is numb to blood. Macbeth is then told that his wife is dead. S ummarily his reaction is one of apathetic despair, which is a huge fall even from caring about being safely king (in deciding to murder Banquo). He only says about his wife that she should have died hereafter, that she would have died sometime in any case. By saying this, Macbeth shows he no longer thinks of time as we do. Obviously, everyone dies, including his wife, but he fails to acknowledge or even care about the time that he could have spent with his dearest partner in greatness between her present death and when she would have died naturally. In fact, his new attitude of time is jaded, awful, hopeless. The monotony of the sound of the phrase to-morrow, and to-morrow, and to-morrow shows he feels that time truly is just many different paths leading to the same inevitable conclusion: dusty death. All of our yesterdays lead to this death. He leaves no loophole to beat this cynical system of existence. He even urges death on, in relation to himself, saying Out, out brief candle! The image of a candle slowly flickering away is Macbeths way of conveying poetically that life is truly nothing more that an empty shell approaching death, a walking shadowÃ…Â  that frets his hour upon the stage. The word frets implies wasting time. This candle is then heard no more, so therefore its existence, Macbeths existence, is pointless. Even though life is full of sound and fury, powerful events, it still signif[ies] nothing. Life is hollow. The descent is complete. He doesnt care for his wife, nor himself, because life is just a tale told by an idiot. Life, that which Macbeth had hoped to live safely and happily, has now been concluded to be insignificant, a waste of time. Concerning the difference between good and bad, life now for Macbeth is all gray, clouded by cynicism. He simply does not care anymore, because if something signif[ies] nothing then it means nothing. And if one finds no meaning in life, one certainly doesnt care about petty distinctions, such as good versus bad, morality versus immorality, life versus death. Nothing can be lower, emotionally, than this point in Macbeths regression. By depicting Macbeths regression from compassion to apathy, Shakespeare warns us that one should not try to exceed ones set manhood, as Macbeth says, I dare do all that may become a man; /Who dares do more, is none. He does dare to do more and consequently ends up as none. Shakespeare summarizes the entire play in a single quotation. By trying to please his wife, trying to prove to her his love, Macbeth violates his idea about what a man is. Up to that point he had been brave and even moral in defending his king Duncan on the battlefield. To him, this is what a man is. Now, for his wife, he goes beyond this definition, in a realm that is paradoxically so manly that it truly is not manly; it is a bravado. It is as if Macbeth is dared into drinking so much of the wine of ambition that he ends up first drunk, then dead. The first wife-inspired big sip is in murdering his king. This is clearly where he goes wrong, because his decision to kill Duncan ultimately leads to his destruction. Works Cited and Consulted: Adelman, Janet. Escaping the Matrix: The Construction of Masculinity in Macbeth and Coriolanus. Shakespeares Late Tragedies, ed. Susan L. Wofford. Upper Saddle River, NJ: Prentice-Hall, Inc. 1996, 134-167. Garber, Marjorie. Macbeth: The Male Medusa. Shakespeares Late Tragedies, ed. Susan L. Wofford. Upper Saddle River, NJ: Prentice-Hall, Inc. 1996, 74-103. Keirnan, Victor. Eight Tragedies of Shakespeare: A Marxist Study. London, NY: Verso, 1996. Nelson, T.A. ENGL 533 lecture February 18, 1999. Stallybrass, Peter. Macbeth and Witchcraft. Shakespeares Late Tragedies, ed. Susan L. Wofford. Upper Saddle River, NJ: Prentice-Hall Inc. 1996, 104-118. Staunton, Howard, ed. The Globe Illustrated Shakespeare. New York: Gramercy Books, 1979. Watson, Robert N. Shakespeare and the Hazards of Ambition. Cambidge, MA: Harvard University Press, 1984

Food and Agriculture in Panama Essays -- Panama Farming Agricultural E

Food and Agriculture in Panama Agriculture is big business in Panama. Not only does it account for much of the country's exports (over 50%), but subsistence farming still employs many Panamanians who only grow enough food to feed their families (nationalencyclopedia.com). The main crop in Panama is bananas by a large margin, and is also one of the countries largest exports. Besides bananas, the other main exports are sugar and coffee beans, while the largest domestic crops are corn, rice, cocoanuts, tobacco and the exotic root vegetable yucca (Bennett 78). In spite of the fact that agriculture employs a large portion of the population and uses approximately half of the land, agriculture in Panama is in trouble. Panama’s tropical maritime climate poses some restrictions to the growth of crops, but the troubling issue at hand is the erosion of soils. As Panama’s population grows rapidly and the rainforest is cleared, overuse of soils and improper agricultural methods are threatening t he growth of crops and draining Panamanian soils. As much of Panama’s political history and current economy is tied to agriculture, this is an issue that will raise many questions for the future of Panama. Bananas have a long history in Panama. Bananas are grown best in humid lowland regions, and in Panama, this means on the Atlantic side of the country (Bennett 70). Production does, however, extend to the Pacific side of Panama with successful irrigation methods (Bennett 71). United Fruit, an American company, moved into Panama in 1899, and owned as much as 70% of the Panamanian banana industry up until the 1970’s (country-studies.com). As bananas can count for as much as 33% of Panama’s total exports, very li... ...e and thus crop yields are declining (Croat 465). To avoid an agricultural crisis, sustainable agricultural practices must be developed and implemented in Panama. Works Cited Bennet, H. (1926). Agriculture in Central America. Annals of the Association of American Geographers, Vol. 16, No.2. pp. 63-84. http://www.country-studies.com/. Agriculture. Retrieved 11/27/07 from www.country-studies.com/panama/agriculture.html. Croat, T. (1972). The Role of Overpopulation and Agricultural Methods in the Destruction of Tropical Ecosystems. Bioscience, Vol.22, No. 8. pp. 465-467. http://www.frommers.com/. Food and Drink. Retrieved 11/27/07 from www.frommers.com/destination/panama/3285020880.html. www.nationsencyclopedia.com . Panama Agriculture. Retrieved 11/27/07 from www.nationsencyclopedia.com/economies/Americas/Panama-AGRICULTURE.html.

Learning Objective Essay

* A learning objective answers the question: What is it that your students should be able to do at the end of the class session and course that they could not do before? * A learning objective makes clear the intended learning outcome rather than what form the instruction will take. * Learning objectives focus on student performance. Action verbs that are specific, such as list, describes, report, compare, demonstrate, and analyze, should state the behaviors students will be expected to perform. Well-written learning objectives can give students precise statements of what is expected of them and provide guidelines for assessing student progress. Our goal for students is learning and if students don’t know what they should be able to do at the end of class then it will be difficult for them to reach that goal. Clearly defined objectives form the foundation for selecting appropriate content, learning activities, and assessment measures. If objectives of the course are not clearl y understood by both instructor and students, if the learning activities do not relate to the objectives and the content that you think is important, then your methods of assessment, which are supposed to indicate to both learner and instructor how effective the learning and teaching process has been, will be at best misleading, and, at worst, irrelevant or unfair. Learning objectives Specific statements describing what you and your students intend to achieve as a result of learning that occurs both in class and outside of class. They can be categorized in the following way: 1. Cognitive objectives emphasize knowing, conceptualizing, comprehending, applying, synthesizing, and evaluating. These objectives deal with students’ knowledge of the subject matter, and how students demonstrate this knowledge. 2. Psychomotor objectives involve the physical skills and dexterity related to the instruction. Successful instruction involves teaching new skills or coordination of old ones Attitudinal objectives Specific statements about attitudes, values and emotions, which students will have as a result of taking part in class activities. What learning objectives emphasize Learning objectives emphasize observed activity, student activity and student outcomes. Advantages of using learning objectives Writing and using learning objectives has numerous advantages. Writing learning objectives using Bloom’s Taxonomy Bloom’s Taxonomy of the cognitive domain, or thinking skills, can be helpful in constructing course learning objectives. Bloom and colleagues found that over 95% of exam questions required students to activate low-level thinking skills such as recall (1956). In addition, research has shown that students remember more content when they have learned a topic through higher thinking skills such as application or evaluation. Using Bloom’s Taxonomy as a guide, you can create learning objectives and exam questions that activate and assess different, as well as higher, levels of student thinking. Bloom’s Taxonomy Bloom’s Taxonomy is a hierarchy of six cognitive skills arranged from less to more complex. Knowledge Recognizes students’ ability to use rote memorization and recall certain facts. Action verbs to help write objectives or exam questions for this domain: cite, define, identify, label, list, match, name, recognize, reproduce, select, state. Example Learning objectives| Exam questions| The students will recall the four major food groups without error.| Name the four major food groups.| The students will list at least three characteristics peculiar to the Cubist movement.| List three characteristics that are unique to the Cubist movement.| The students will be able to define gram-positive bacteria.| Define gram-positive bacteria.| Comprehension Involves students’ ability to read course content, understand and interpret important information and put other’s ideas into their own words. Action verbs to help write objectives or exam questions for this domain: classify, convert, describe, distinguish between, explain, extend, give examples, illustrate, interpret, paraphrase, summarize, translate. Example Learning objectives| Exam questions| The students will summarize the main events of a story in grammatically correct English.| Using grammatically correct English, please summarize the main events – in three or four sentences – from the news story given below.| The students will describe in prose what is shown in graph form.| Given a graph of production trends in automobiles, describe what the graph represents in a memo to your boss.| From a â€Å"story-problem† description, students will convert the story to a mathematical manipulation needed to solve the problem.| A researcher wonders whether attending a private high school leads to higher or lower performance on an exam of social skills. A random sample of 100 students from a private school produces a mean score of 71.30 on the exam, and the national mean score for students from public schools is 75.62 (s x = 29.0). Convert the information in this word problem into a mathematical representation that will enable you to solve the problem.| Application Students take new concepts and apply them to another situation. Action verbs to help write objectives or exam questions for this domain: apply, arrange, compute, construct, demonstrate, discover, modify, operate,predict, prepare, produce, relate, show, solve, use. Example Learning objectives| Exam questions| The students will multiply ractions in class with 90 percent accuracy.| Solve for the ten following fraction multiplication problems. Please make sure to show all your work.| The students will apply previously learned information about socialism to reach an answer.| According to our definition of socialism, which of the following nations would be considered to be socialist?| The students will demonstrate the principle of reinforcement to classroom interactions.| In a teaching simulation with your peers role-playing 6th grade students, demonstrate the principle of reinforcement in classroom interactions and prepare a  ½ page description of what happened during the simulation that validated the principle.| Analysis Students have the ability to take new information and break it down into parts to differentiate between them. Action verbs to help write objectives or exam questions for this domain: analyze, associate, determine, diagram, differentiate, discriminate, distinguish, estimate, infer, order, outline, point out, separate, subdivide. Example Learning objectives| Exam questions| The students will read a presidential debate and point out the passages that attack a political opponent personally rather than the opponent’s political programs.| From the short presidential debate transcribed below: Differentiate the passages that attacked a political opponent personally, and those that attacked an opponent’s political programs.| The students will point out the positive and negative points presented in an argument for the abolition of guns.| From the argument given below, analyze the positive and negative points presented concerning the abolition of guns and write a brief (2-3 page) narrative of your analysis.| Students will discriminate among a list of possible steps to determine which one(s) would lead to increased reliability for a test.| Determine which of the following steps would most likely lead to an increase in the reliability estimate for a test: * Increasing the number of persons tested from 500 to 1,000. * Selecting items so that half were very difficult and half very easy * Increasing the length of the test with more of the same kinds of items * Increasing the homogeneity of the group of subjects tested.| Synthesis Students are able to take various pieces of information and form a whole creating a pattern where one did not previously exist. Action verbs to help write objectives or exam questions for this domain: combine, compile, compose, construct, create, design, develop, devise, formulate, integrate, modify, organize, plan, propose, rearrange, reorganize, revise, rewrite, tell, write. Example Learning objectives| Exam questions| The students will write a different but plausible ending to a short story.| Develop one plausible ending for all three short stories below.| After studying the current economic policies of the United States, student groups will design their own goals for fiscal and monetary policies.| Working in your groups and considering the current economic policies of the US that we have been studying, develop your goals for employment, price levels, and rate of real economic growth for the next three years. Write these goals on the newsprint and be ready to discuss why your goals are feasible.| The students will design a series of chemical operations to separate quantitatively the elements in a solution.| In the lab, you will be given a solution to analyze to see what elements make up the solution. Then design a series of chemical operations to separate quantitatively the elements in the solution.| Evaluation Involves students’ ability to look at someone else’s ideas or principles and see the worth of the work and the value of the conclusions. Action verbs to help write objectives or exam questions for this domain: appraise, assess, compare, conclude, contrast, criticize, discriminate, evaluate, judge, justify, support, weigh. Example Learning objectives| Exam questions| The students will use the principles of socialism to evaluate the US economic system.| Using the basic principles of socialism discussed in this course, evaluate the US economic system by providing key arguments to support your judgment.| Given any research study, evaluate the appropriateness of the conclusions reached based on the data presented.| For years, misinformation about negative effects of aspartame has proliferated on the internet. The committee evaluated peer-reviewed research from the scientific literature on this topic and concluded: â€Å"Aspartame consumption is not associated with adverse effects in the general population†. — Given the data we’ve looked at on this topic, evaluate how appropriate this conclusion is and defend your answer.| The students will compare two pieces of sculpture, giving reasons for their positive evaluation of one over the other.| Two pieces of sculpture from different eras and artists are displayed. Study these two pieces, use the compare-contrast method to determine which piece you prefer and write a 2-3 page report that describes your thinking process as you studied these pieces. Utilize the skills you have learned as we have studied various pieces of sculpture over the past two weeks.| Advantages of using learning objectives The writing of learning objectives focuses attention away from content and onto the students. This re-focusing often produces revisions in teaching methods. 1. Managing instruction: Objectives may be used by instructors and students to sort and direct learners and learning activities. They may be used for systematic pre-testing, allowing into the course students who demonstrate the required pre-requisite behaviors, redirecting to remedial work those who lack the pre-requisites, skipping ahead those who already have acquired the behaviors that the unit is designed to teach. 2. 3. Managing learning: Whereas management of instruction implies that the control rests with the instructor, management of learning suggests a more active role by the student. Students can use objectives to guide their learning efforts — choosing appropriate materials, reading selectively, etc. Objectives can also be used for self-evaluation which may direct the student’s efforts (e.g., skipping ahead or reviewing). When students are involved in determining objectives they develop an awareness of the difficulties in defining what it is they want to learn and of choosing from among equally attractive options. 4. Planning instruction: Once you have developed learning objectives for a course you can more rationally sequence instruction, allot time to topics, assemble materials, prepare outlines and booklists, etc. Learning objectives can also be used as a guide to teaching, as when you plan different instructional methods for presenting various types of content based on the desired learning outcomes (e.g., small-group editing of reports to give students experience in evaluating content logic and correct usage). A re-examination of course content may result from a look at the learning objectives for the course. After comparing previous examinations with your newly developed learning objectives, you may discover that you have been testing materials which are illustrative, but which are not really essential to the students’ mastery of the content/concepts. 5. Enhancing learning: If the student has a set of learning objectives which provide information about the content to be learned and the way in which he/she will have to demonstrate adequate knowledge, that student can make more appropriate choices about study methods and content emphasis. 6. Facilitating evaluation: Learning objectives can facilitate various evaluation activities, evaluating students, evaluating instruction, evaluating the curriculum. They can form the basis for grading or for determining levels of competence in a mastery learning system. They can also be used to demonstrate effective teaching by matching student learning, as measured by exams, etc., to the desired outcomes. 7. Aiding in communication with others: There is a need to communicate learning objectives to others: between instructor and student, with TAs, with other instructors. For example, exchanging learning objectives within departments is the most specific way to communicate to one’s colleagues what you really cover in your course. An objectives exchange might reduce redundancy in the curriculum. 8. Designing or redesigning curriculum: If you intend to improve instruction in a particular course, you usually begin with the learning objectives for that course and program outcomes for the program and work backwards. * Sets of learning objectives for one course may be compared with the expected entry behaviors for the next course in the sequence. The two should interlock; where they do not, curriculum adjustments can be made. * Study of the existing curriculum can draw attention to redundancy and omissions that can lead to curriculum revision. 9. Producing new insights: The process of clarifying objectives may produce major changes in those who engage in the effort. For example, instructors who spend time developing learning objectives are said to acquire increased understanding about what is a feasible goal. When more general goals are explicitly identified, many specific sub-goals emerge. Since it may not be possible to reach all the sub-goals, a hierarchy or â€Å"trade-off system† of goals must be produced.

Walt Disneys Three Little Pigs Help Childrens Cognitive,...

Almost every parent worries about their child’s wellbeing as they grow up, whether it be that it is their first child or not. As human beings, we are born as social creatures from the day we get out of the womb and it is our caretakers that teach us how to adapt to their cultures way of life and make connections. People make these connections through various things such as verbal speech, symbols, and writings that are pasted down through the generations of time. All of these things can be classified as language, which is a way we make connections with each other. Children are able to learn this language with their ever growing cognitive development. Cognitive development is the process in which the mind processes things. The brain gets new information and then classifies that information. Moral development is how we understand and perceive the things that we learn. Our morals are what shape us as people; they are the very gateway that helps form our thoughts and personality. Together a child’s cognitive, language and moral development help guide them to understand their world around them. In 1972 Walt Disney recreated the classic tale of the three little pigs, a story of about three brother pigs and a hungry wolf. In Walt Disney’s version the three little pigs are told that they are old enough to move out of their mother’s house, which is down the bottom of a hill. While all three pigs agree with their mother they were completely unaware of the wolf that lived up top ofShow MoreRelatedDeveloping Management Skills404131 Words   |  1617 Pagesmymanagementlab is an online assessment and preparation solution for courses in Principles of Management, Human Resources, Strategy, and Organizational Behavior that helps you actively study and prepare material for class. Chapter-by-chapter activities, including built-in pretests and posttests, focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY