Childhood Education - Free Essay Example

Sample details Pages: 6 Words: 1802 Downloads: 4 Date added: 2019/06/24 Category Education Essay Level High school Tags: Philosophy Of Education Essay Did you like this example? When I think of the future, I think of those much younger than I. I believe teachers are the ones who truly help shape our future. I aspire to make an impact on the world. Don’t waste time! Our writers will create an original "Childhood Education" essay for you Create order With a statement that cliche, I knew my goal would not be easy. As I would ponder just how I would attempt to do something so meaningful, I went through several ideas and one day all of the sudden it came to me- what better way to shape the world than to teach the ones who become our future. I personally remember several teachers who helped mold me into the person I am today. There were a few specifically who left a lasting impression on my heart and the way I envision my future. My previous interest before teaching was psychology. Psychology had always been something which peaked my interest and I wanted to do something in the field. This last January, I was given the opportunity to travel to the Dominican Republic with the Amarillo College Presidential Scholars to teach children in the little town of Monte Cristi. After this experience, I decided I wanted to become an educator. It seemed as if I had an epiphany of some sort. I wanted to shape lives. I want to become an early childh ood educator to inspire and motivate students to become the best version of themselves in and out of the classroom. As a future educator it is important to incorporate theories and standards into ones classroom. An early childhood educator needs to familiarize themselves with the development of a child. Child development includes stages of mental, physical, social, and linguistic growth from birth to age two (Morrison, 2015, p. 5). It is essential for an educator to have knowledge of each individuals needs in the classroom. By being aware and knowledgeable of the development one is promoting Standard 1: Promoting Child Development and Learning. There are several influences on a childs development. This can range from their culture, relationships, socioeconomic conditions, and if there is a disability involved. Being in the position of an educator it would be my responsibility to adjust curriculum based on my students needs. Not only would I need to be able to adjust my curriculum but my classroom as well. I would need and want to reflect on myself and how my students are responding to me (Morrison , 2015, p. 5-8). Tying into the first standard, Abraham Maslow developed a theory named, self-actualization. His theory is based on basic needs. He believed children would not be able to function nor achieve well if the satisfaction of basic needs were not intact. Maslows hierarchy of needs theory states basic needs must be obtained before moving to the next level (Morrison, 2015, p. 147-148). As an educator, it is important I make a child feel as if though they are having those basic needs met. Educators need to be aware of what is going on in a childs personal life at home. Children will not excel if they are not provided with adequate food. I would make it a goal to work with my students families to make sure children are meeting those basic needs. The level which stands out most to me is belonging and loving. Children need to feel as if they belong in my classroom. I want to create a relationship with each individual in my classroom so there are no questions on whether or not t hey belong. I believe it is important to create relationships with students family and community. Standard 2: Building Family and Community Relationships is important to a childs learning. It is beneficial to a teacher to create these relationships because it gives one insight to see how a childs home life is as well as giving the teacher an opportunity to see how families view education. Planning activities which involve families help you learn more about the child. If a child comes from a family who speaks a different language, it would be useful to learn a few words and attempt to speak the childs native language. This makes the child feel validated as well as shows the family you are trying (Morrison, 2015, p. 12). Along with building those relationships, showing you respect your student and their family is necessary. Reggio Emilia Approach was developed by Loris Malaguzzi. Children are the constructors of their own knowledge is the basic belief of this approach (Morrison, 2015, p. 170). Thi s approach emphasizes the importance of respecting children. Along with respect, creating relationships is of utmost importance. I do not believe I will integrate every aspect of the Reggio Emilia Approach, I do believe I will incorporate the fact children learn through social interactions. Another concept I find interesting and useful is Malaguzzi believed children express themselves in many languages, hundred languages (Morrison, 2015, p. 171). These languages include drawing, building, discussing, and modeling. This approach believes children are best expressed through art. I do want my classroom to be child-centered to an extent. Meaning all children should have an education, have something unique about each of them and the childs ideas and preferences should be considered when planning instruction (Morrison, 2015, p. 121). Being able to accommodate for children in my classroom is important to me. A way to know if accommodations need to take place is Standard 3: Observing, Documenting, and Assessing to Support Children and Families. It is a responsibility an educator has to their students. Assessment helps determine if any accommodations need to be made based on a childs development, learning, or academic process (Morrison, 2015, p. 12). Gathering this information can be done in several different ways. One of my personal favorites is the portfolio. A portfolio is a compilation of a students work taken over time as well as a teachers observation (Morrison, 2015, p. 81). This specific method may require a little more upkeep, but I believe it is worth it to see how a child progresses over time. This is also a great way to show a parent what a child has done over the year in a conference or towards the end of the year. A theory which goes along with standard 3 is Blooms Taxonomy. Blooms Taxonomy is the clas sification of objectives educators set for students. This also mentions learning at a higher level is dependent on already having foundational knowledge and lower level skills mastered (Morrison, 2015, p. 82). Blooms Taxonomy is a set of three models; affective, psychomotor, and cognitive. I will implement Blooms Taxonomy in my classroom. This will help me gain a better understanding of a childs knowledge if I decide to use an interview as a way to observe. Depending on the types of questions Id ask, I would be able to see where a student does not understand a specific concept and modify instruction and do what is needed to be done to help the student succeed. Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families is beneficial to have implemented in a classroom. As stated before, relationships are important when it comes to the field of education. Relationships with colleagues, students, and their families. By creating those relationships, it enables you to notice things you may not have before. Once children begin to get comfortable with you as their teacher, they will start acting like they normally would somewhere else. This gives an educator an opportunity to see how they may learn. For example, Bandura and the Social Learning Theory states children learn and gain new information by observation (Morrison, 2015, p. 143). I believe this theory is true to an extent. I do not believe children only learn by observing what others do, but I do believe there is a great influence on a child based on what they observe. The environment is important in this theory. It is important to me a student feels welco me in the environment of the classroom. I want to make my classroom as welcoming as possible. This allows them to fully immerse themselves into learning. Another theory which falls into this same area is behaviorism. This is the idea behaviors are learned through punishment or rewards (Morrison, 2015, p. 142). I will use a rewards system in my future classroom. I am unsure of the exact reward system, but one will be in place. I encourage the idea of students being rewarded for good behavior. I believe being rewarded or punished for a behavior does build learned behavior to a point. A student will learn their action (if positive) will result in good. If the opposite will result in something negative. I do not believe in constant rewards. Process praise provides a foundation for continuous good behavior (Morrison, 2015, p. 428). I believe encouraging is more beneficial than praise. Encouraging focuses more on the childs effort and their success. A child educator is more aware of specific circumstances which impact families of students. Advocacy is the act of engaging in strategies which help improve circumstances of children and their families (Morrison, 2015, p. 18). I believe I need to be the biggest advocate for my students. I would like to work in a school who is known for their advocacy when it comes to their students. Being involved in the community is important to me and I would like to carry this on in my profession. An advocate is part of Standard 6: Becoming a Professional. Becoming a professional means to me that I am always looking for improvement. I am never a finished product. A specific way to help me grow as an educator is to become familiarized with my students community and advocate for improvements where needed. Trainings and workshops will help me learn how to become an advocate. I will need to go to trainings and find other ways to continuously grow as an educator. Learning from others is something I wan t to take advantage of. Early childhood education is influenced by various theorists and their theories. This is the foundation of early education and is still implanted today. I believe children are the future and as a future educator, I want to be able to nourish this concept as effectively as possible. Including all children and their learning styles in a classroom is crucial to me. With so many resources available to teachers, it is not as difficult to adjust an instruction to better suit a child, or to modify your teaching style to benefit a child with a special need. It is evident those who are interested in this field have a passion for others. There is a substantial amount of effort which goes into becoming an early childhood educator. I believe each child can learn and all it takes is a specific individual to make this feasible for them. There will be trials within this profession, but knowing I have the potential to make even one student realize all they are capable of, is worth it.

What Makes A Good Leader - 1507 Words

At its simplest definition, a leader is someone who leads other people. But what makes someone a leader? How come some people are leaders and some people are not? How can someone become a leader? Before we can examine what makes a good leader, we have to understand what is the meaning of leadership. Leadership is a topic that has interested historians and philosophers since ancient times. Introducing the expression â€Å"managers are people who do things right, and leaders are people who do the right thing†, Bennis and Nanus (1985) asserted that an individual couldn’t be both a leader and a manager because leaders and managers have fundamentally different values and personalities. It germinated theidea implying that leaders are inherently good while managers are essentially cold-hearted. This perspective sees the manager as logical, strict, productive, impersonal, and short-term focused. In comparison, leaders are creative, innovative, they can adapt and they are long-term focused. I truly believe that beyond the personal traits of a leader, there are specific skills someone must master if they want to be a leader. The first one is â€Å"Effective communication†, being more than just simply speak and write to someone else. A leader s communication must move people to work toward the goal the leader has chosen. That way, a good leader will clarify the goal of the communication, express his meaning with conviction, identify the action to be taken and confirmShow MoreRelatedWhat Makes A Leader A Good Leader? Essay1528 Words   |  7 PagesWhat makes a leader a good leader? If being a leader was an easy task, then anyone would become a leader. In order for an individual to rise above others and become a good leader, they need to acquire a few personal skills and characteristics. A common belief is that a good leader must have high intellectual abilities and technical skills in order to be successful. 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Teams and Groups Literature Review

Question: Discuss about theTeams and Groupsfor Literature Review. Answer: Introduction Teams and groups have for a long time characterized the formation of alliance in human beings (Whelan, 2014). The two distinct entities have allowed different entities to achieve a common goal. Although used interchangeably by most people, the aspects bring out different perspectives when used in a given context. A group is usually comprised of two or more individuals who always share common characteristics and interests and identify with each other due to these aspects (Whelan, 2014). Teams, on the other hand, comprise of different members who come together to achieve a common goal and share responsibility for the teams success (South, 2007). It is, therefore, important that one perfectly understands the difference between the two to properly incorporate their use in daily lives. Additionally, the independent concepts advanced by each aspect should also be grasped to properly implement them towards the achievement of common goals. Literature Review Teams and groups differ in several ways with regard to achievement of goals and overall targets. Teams usually have a particular task orientation which requires them to coordinate different tasks and activities to ensure achievement of the set targets and goals (Turner, 2014). However, groups do not always need to focus on specific outcomes or a common purpose when working towards a set of goals. The two concepts also differ from one another with regard to degree of interdependence where team members hugely rely on each other since they bring to bear a set of resources to produce a common outcome (Whelan, 2014). The situation is, nevertheless, different in groups as the individuals can be entirely independent from each other and not rely on the members (Brown, 2015). The aspects may also be differentiated with regard to purpose where teams usually have a set of outlaid targets and particular reasons for existence. Groups, on the other hand, exist for the sole purpose of fact. In this regard, a group may exist since its members share an ethnic or racial background The degree of formal structure may also be used to differentiate the two entities where the team members tend to have specific set of roles and duties that are clearly defined. Groups, however, do not need such formalities and roles usually do not need to be assigned (Braithwaite, 2015). The situation also includes the familiarity of members as the team members are mostly aware of each other as they regularly interact to accomplish the laid out strategies and tasks. This is different in the case of groups where the members may have personal relationships with each other or have no knowledge or interaction whatsoever (Hinds, 2015). Nevertheless, teams and groups share the same ideals with regard to management that enhances the achievement of their objectives. It is important that leaders of the respective teams and groups try to understand the different nature of the members and try to integrate them to allow achievement of overall goal (Landy Conte, 2016). The aspect will make it easy for the members to form and maintain healthy relationships which are important for the team. Additionally, the concept allows the members to develop interpersonal skills which are important especially in the case where the team wants to achieve a long term goal (Meredith, 2011). This concept, however, usually escapes most managers leading to them making wrong decisions concerning their members. One of the major problems with many managers is they attempt to manage people as if they were resources or as simply means to an end. (Reeves Read, 2013) This factor contributes negatively to the output of the members. It creates a situation where they feel as though they are other machines and equipment and the manager fails to appeal to their emotions. Research has shown that team members usually tend to be more thrilled with managers who express their interest to engage with them rather than issue out instructions in a dictatorial manner (Page, 2008). It cripples the ideals that have characterized team membership for a long time. Team membership is also characterized by aspects of delegation of duties. This is the process through which managers transfer the responsibility for a task to a subordinate with the appropriate authority to carry it. It is imperative that the team or group leader understands this concept effectively to avoid possible cases of abdicating control or losing their power to lead the members towards the common objective (Galegher et al., 2014). Therefore, the leader needs to demonstrate a complete understanding of the process through understanding what and when it is appropriate to delegate and to whom. It is also important to understand the concept of empowerment during delegation and develop strategies effective for the empowerment of the members who have been delegated the respective duties. To effectively enhance the concept, the leader should try to enable them get their work done by developing a sense of self efficacy (Dima, 2013). Additionally, there is also need to energize the people through mobilizing intrinsic excitement factors which are responsible for the overall reaction of the people involved. The varied nature of groups and teams may lead to development of corporate psychopaths who may hinder the overall objective of the people involved. They may be in the form of bullies who use intimidation, cons that exert influence or even the puppet master who are good at manipulating (Duranti et al., 2012). These distinct features of members may make it difficult to build and maintain interpersonal relationships in groups or teams. In recent times, most people have fallen prey to these psychopaths due to the distraught notion that they have feelings and care for other normal people. This, however, is not the case. They lack empathy but develop extraordinary acting skills enabling them to encourage us to empathise with them (Gibson, 2012). The difficult nature of these people may make it difficult for the team or group to withstand the test of time. They tend to be violent and rude towards other members even though they might be shown empathy. In a group setting, it is important that action is taken immediately and such people are put under medical care. The problem may arise since the individuals may not understand the consequences of their action. The Peter Principle, therefore, calls for proper guidance and counselling to allow the team achieve its targets. Diagnostic Tools Various diagnostic tools have been used over the years to help improve the relationship between members of a team or group. The Johari window has been successful in recent years due to its focus on key issues that affect the wellbeing of the people involved (Lowi Hood, 2011). It involves giving the subjects the opportunity to choose adjectives that best describe their personality. Their peers are also given these adjectives to help explain the behaviour of the subjects. In this regard, the answers are placed in four rooms; room one explains the part of ourselves that we and others see, room two is the aspects that others see yet we are not aware. Room three explains our private spaces that we tend to hide from others while the fourth room explains a part neither seen by the subjects or the peers (South, 2007). Therefore, it is important that effective measures are established to see to it that the distinctive aspects are understood and respected by each member of the group. Accordin g to Mindtools, the tool effectively assists the overall improvement of relationship between teams and groups (Whelan, 2014). It is also important that when selecting teams, one understands the effective personalities of each member to ensure that they come up with proper strategies to accommodate them. The big five personality test, therefore, comes in handy at this particular period to help the members explain their general attitudes and feelings towards each other (Milfont Sibley, 2012). The test does not include a yes or a no to ensure that the right feeling is brought out by an individual. The team leader can, consequently, use the answers to help set strategies for the betterment of the team (Komarraju et al., 2011). The test involves numbers where 1 is strongly disagree, 2 is disagree, 3 is neither agree nor disagree, 4 is agree and 5 is strongly agree (Cobb Clark, 2012). They help communicate the general thoughts of oneself as well as how they impact to other members of the team or group. The Belbin team inventory can also be used to assess the role and behaviour of an individual when in a controlled environment such as a team. It includes feedback from both the observer and the individual regarding their thoughts on the subjects behaviour at a given time (van Dierendonck Groen, 2011). The feedback generated helps classify the individuals into; coordinator, shaper, plant, monitor evaluator, implementer, resource investigator, team worker and completer finisher. Recent developments have seen the introduction of the role of the specialist to help complement the whole aspect. The method (Whelan, 2014) has, however, been criticized since it may not always guarantee accuracy especially in the cases of the overall team role of the individual at the time. There are also possibilities that the role outlined by the traits of the subject may not actually reflect the input and hard work which is actually put in place. Nevertheless, the diagnostic tool has been able to stand the test of time and enabled different individuals understand as well as appreciate their roles and that of their colleagues. Additionally, it emphasizes on the aspects of collective improvement towards a certain objective. Areas for Improvement The aspects, therefore, help point out the need to come up with effective measures which will see to it that the overall cohesion of members of a team or group is improved. There is need to develop interpersonal skills which are vital in such gatherings to further the overall goal. Additionally, it allows easy achievement of set goals and targets especially in the case where the team wants to achieve a long term goal (Beebe, 2014). The issue also lies with the need for the group leaders to effectively adopt strategies which help in the overall betterment of the group or team. Thus, relevant strategies and frameworks for approach need to be explained immediately. The aspect can be enhanced through improvement of knowledge and skills with regard to the functionalities of teams and groups. This can be improved through seminars and training programs where individuals are enlightened on the various issues and thematic concerns surrounding the concepts. It is important that experts are invited to help steer these training programs at a given time. Additionally, there should be clear cut goals, objectives and targets for each training session which should be reviewed at the end (Klitmller Lauring 2013). It helps impart the skills and knowledge that will help in the proper understanding of the concept. This is particularly important in an organization setting since there is a lot of incorporation of team work aspects. The members can also be encouraged to accept the diversity of people and, hence, develop interpersonal skills which help team build and maintain workplace relationships. Such skills are important since they help the members of the team find ways to accommodate each other to help advancement of the agenda. It is important to understand the concept of fitting in trough sacrificing or finding common avenues for interaction (Joshanloo Afshari, 2011). This may be through encouraging o team building activities which help create a bond among the members. The leaders too need to understand their roles in the team and relate with each member. They need to understand the importance of proper relationships as well as the concepts of delegation and empowerment. Moreover, the leaders need to develop strategies which accommodate the interests of all the members at the particular time. thus, the leader should first try to learn the importance and contribution of each member through the various diagnostic tools available and ensure that there is an overall understanding. The concept of trust should also be furthered by the manager to allow proper input by the employees. Conclusion Teams and groups are, hence, seen as important aspects of any institution. They help come up with effective measures which are in the interests of the people involved. It is imperative, thus, that they are taken in high regard by the society and incorporated in their activities. However, the fact that there is diversity should also be appreciated and respected. This will allow the members to develop interpersonal skills relevant to the study and the achievement of the group goals and objectives. References Beebe, S. A., Masterson, J. T. (2014).Communicating in small groups: Principles and practices. Pearson Higher Ed. 17(1), 20-40 Belbin, M. (2004). Belbin team roles.Book Belbin Team Roles. Pearson Higher Ed. 18(1), 19-24 Braithwaite, J. (2015). Bridging gaps to promote networked care between teams and groups in health delivery systems: a systematic review of non-health literature.BMJ open,5(9), e006567. Brown, A. D. (2015). Identities and identity work in organizations.International Journal of Management Reviews,17(1), 20-40. Cobb-Clark, D. A., Schurer, S. (2012). The stability of big-five personality traits.Economics Letters,115(1), 11-15. Dima, I. C., Vladutescu, S. (2013). Certain Current Considerations on the Managerial Communication in Organizations. Pearson Higher Ed. 17(3), 10-40 Duranti, C. M., de Almeida, F. C. (2012). Is more technology better for communication in international virtual teams?.International Journal of e-Collaboration (IJeC),8(1), 36-52. Galegher, J., Kraut, R. E., Egido, C. (2014).Intellectual teamwork: Social and technological foundations of cooperative work. Psychology Press. 8(1), 36-52 Gibson, M. F. (2012). Opening up: Therapist self-disclosure in theory, research, and practice.Clinical Social Work Journal,40(3), 287-296. Hinds, P. (2015). Teams and groups.Wiley Encyclopedia of Management. 8(1), 36-52 Joshanloo, M., Afshari, S. (2011). Big Five personality traits and self-esteem as predictors of life satisfaction in Iranian Muslim university students.Journal of Happiness Studies,12(1), 105-113. Klitmller, A., Lauring, J. (2013). When global virtual teams share knowledge: Media richness, cultural difference and language commonality.Journal of World Business,48(3), 398-406. Komarraju, M., Karau, S. J., Schmeck, R. R., Avdic, A. (2011). The Big Five personality traits, learning styles, and academic achievement.Personality and individual differences journal,51(4), 472-477. Landy, F. J., Conte, J. M. (2016).Work in the 21st Century, Binder Ready Version: An Introduction to Industrial and Organizational Psychology. John Wiley Sons. 17(3), 20-40 Meredith Belbin, R. (2011). Management teams: Why they succeed or fail.Human Resource Management International Digest,19(3). 16(1), 10-20 Milfont, T. L., Sibley, C. G. (2012). The big five personality traits and environmental engagement: Associations at the individual and societal level.Journal of Environmental Psychology,32(2), 187-195. Lowy, A., Hood, P. (2011).The power of the 2 x 2 matrix: Using 2 x 2 thinking to solve business problems and make better decisions. John Wiley Sons. 2(1), 8-11 Page, S. E. (2008).The difference: How the power of diversity creates better groups, firms, schools, and societies. Princeton University Press. Reeves, B., Read, J. L. (2013).Total engagement: How games and virtual worlds are changing the way people work and businesses compete. Harvard Business Press. South, B. (2007). Combining mandala and the Johari Window: An exercise in self-awareness.Teaching and Learning in Nursing,2(1), 8-11. Turner, M. E. (2014).Groups at work: Theory and research. Psychology Press. van Dierendonck, D., Groen, R. (2011). Belbin revisited: A multitraitmultimethod investigation of a team role instrument.European Journal of Work and Organizational Psychology,20(3), 345-366. Wheelan, S. A. (2014).Creating effective teams: A guide for members and leaders. Sage Publications.

When Brothers Share a Wife by Melvyn C. Goldstein Essay Example

When Brothers Share a Wife by Melvyn C. Goldstein Paper Goldstein is an American Anthropologist and Tibet scholar whose mall focus Is on the Tibetan society. In this article, It speaks about these three brothers who are Tibetan living in Limb, Nepal. They are all to marry one wife who leaves her home to live with them. All of the brothers share working and having sex with their wife. Unlike our own society, Tibetan society allows a variety of marriage types: monogamy, fraternal polyandry and polygon. They have these family plans for each type of marriages. Monogamy Is when the three brothers take three wives and each have three sons and so on. Polyandry Is when the three brothers take one wife and have three sons. In my opinion both these types are wrong. Im not sure of anyone being in their right mind, would think its okay for brothers to marry one wife together. Its odd to think the wife doesnt seem to care, she thinks of it more as a way that three husbands are better and more helpful than one. We will write a custom essay sample on When Brothers Share a Wife by Melvyn C. Goldstein specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on When Brothers Share a Wife by Melvyn C. Goldstein specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on When Brothers Share a Wife by Melvyn C. Goldstein specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This article reminds me of the video we watched in class only a little different. The video had to do with men who had more than one wife; each woman would watch their own area near their hut. The one message to receive and get out of this article is the culture relativity. It goes to show that each culture is valid in its own way. The Tibetan society were grown up to learn that their relationships are okay Just as how weve grown up in our own society to think it isnt normal and that are way is the right way.

Legalizing Marijuana Essays - Herbalism, Medicinal Plants

Legalizing Marijuana Essays - Herbalism, Medicinal Plants Legalizing Marijuana To the AIDS or cancer patient, it is the plant that fights nausea and appetite loss. To the nutritionist, its seed is second only to the soybean in nutritional value, and is a source of cooking oil and vitamins. To the paper or cloth manufacturer, it is the plant that provided much of our paper and clothing for hundreds of years and produces four times more fiber per acre than trees. To the environmentalist, it is the plant that could greatly slow deforestation, restore robbed nutrients by other crops, and help prevent erosion. And according to Lonnelle Aikman, "Preliminary findings show the drug may prove effective against glaucoma and asthma, and control such side nausea in cancer treatment" (158). Unfortunately, to most people in this country, it is a useless plant when it comes to economic or medical value. Marijuana should be legalized in the United States. In technical terms, hemp, cannabis, or for the average American, marijuana, it is used only for recre! ational purposes. I think marijuana is a plant that could save the world. In this paper I hope to reverse prejudices, relieve ignorance, and inform people of the known and potential therapeutic uses of this remarkable plant. As of today the nation stands behind three basic ideas of what to do with marijuana; legalize marijuana, make it legal only as a prescription drug, or keep it as it is, illegal. People who are pro-marijuana, argue that marijuana is considerably less harmful than tobacco and alcohol, the most frequently used legal drugs. Furthermore marijuana has never directly caused anyone's death. People who side with the legalization of marijuana for medical purposes believe that the ends justify the means. But the people who want to keep it illegal think that the medical uses do not outweigh the harmful side effects. Before deciding whether marijuana should be legal or illegal, one needs to know some basic facts. Lester Grinspoon, M.D. and James B. Bakalar note "most botanists agree that there are three species of marijuana; Cannabis sativa, the most widespread of the three, is tall, gangly, and loosely branched, growing as high as twenty feet; Cannabis indica is shorter, about three or four feet in height, pyramidal in shape and densely branched; Cannabis ruderalis is about two feet high with few or no branches" (1). They also say that "Cannabis has become one of the most widespread and diversified of plants. It grows as weed and cultivated plant all over the world in a variety of climates and soils" (1). Marijuana was first cultivated in China around 4000 B.C. It was mainly used as a sedative and analgesic, but today it is commonly used for the "high" or the euphoric feeling it causes. The most active ingredient in marijuana is delta-9-tetrahydrocannibinal commonly referred to a! s THC, which wasn't discovered until the 1960s. Marijuana is illegal today because of the Marijuana Stamp Tax Act passed in 1937. This act prohibited the use, sale, and growing of marijuana. It was made illegal because no one understood why smoking marijuana made people feel the way they did, and because it was associated with Indians and other so called "immoral people." Today marijuana is illegal because research has shown some intoxicating effects. Such as hallucination, anxiety, depression, extreme variability of mood, paranoia and schizophrenia lasting up to six hours. Raphael Mechoulam says, "Although cannabis causes initial restlessness, excitement, and sometimes boisterous, impulsive behavior, pacing and dancing, the main picture is of reduced physical activity apart from speech" (316). Physical effects include reddening of the eyes, dryness of the mouth and throat, a moderate increase in heart rate, tightness in the chest, drowsiness, unsteadiness, and uncoordinated muscular contractions. Marijuana buffers ! the central nervous system, but is not known to produce a considerable amount of tar in the lungs. Although marijuana has not been proven to be physically addictive, its use can be psychologically addictive. These are the negative effects of marijuana, and the primary reasons why domestic people, doctors, and politicians want to keep marijuana illegal. Supporters of legalizing marijuana state that some legal drugs are just as bad. For example, alcohol has many of the same side effects of marijuana. Alcohol

Run Batch Files (DOS Commands) From Visual Studio

Run Batch Files (DOS Commands) From Visual Studio Microsoft Visual Studio integrated development environment doesnt run DOS commands, but you can change that fact with a batch file. When IBM introduced PCs, batch files and the original BASIC  programming language were among the few ways to write programs. Users became experts at programming DOS commands. About Batch Files Batch files might be called scripts or macros in another context. Theyre just text files filled with DOS commands. For example: ECHO off ECHO Hello About Visual Basic! ECHO on The suppresses the display of the current statement to the console. So, the command ECHO off is not displayed.ECHO off and ECHO on toggles whether statements are displayed. So, after ECHO off, statements are not displayed.ECHO Hello About Visual Basic! displays the text Hello About Visual Basic!ECHO on switches the ECHO function back on so anything following is displayed. All of this was just to ensure that the only thing you actually see in the console window is the message. How to Execute a Batch File in Visual Studio The key to executing a batch file directly in Visual Studio is to Add one using the External Tools selection of the Tools menu. To do this, you: Create a simple batch program that executes other batch programs.Reference that program using the External Tools selection in Visual Studio. To be complete, add a reference to Notepad in the Tools menu. A Batch Program That Executes Other Batch Programs Heres the batch program that will execute other batch programs: cmd /c %1 pause The /c parameter carries out the command specified by string and then terminates. The %1 accepts a string that the cmd.exe program will try to execute. If the pause command wasnt there, the command prompt window would close before you could see the result. The pause command issues the string, press any key to continue. Tip: You can get a fast explanation of any console command- DOS- using this syntax in a command prompt window: /? Save this file using any name with the file type .bat.   You can save it in any location, but the Visual Studio directory in Documents is a good place.   Add an Item to External Tools The final step is to add an item to the External Tools in Visual Studio. Click Here to display the illustration If you simply click the Add button, then you get a complete dialog that allows you to specify every detail possible for an external tool in Visual Studio. Click Here to display the illustration In this case, enter the complete path, including the name you used when you saved your batch file earlier, in the Command textbox. For example: C:\Users\Milovan\Documents\Visual Studio 2010\RunBat.bat You can enter any name you like in the Title textbox. At this point, your new batch file executing command is ready. Just to be complete, you can also add the RunBat.bat file to the External Tools a different way as shown below: Click Here to display the illustration Rather than make this file the default editor in External Tools, which will cause Visual Studio to use RunBat.bat for files that are not batch files,  execute the batch file by selecting Open With... from a context menu. Click Here to display the illustration Because a batch file is just a text file that is qualified with the .bat type (.cmd works too), you might think that you can use the Text File template in Visual Studio to add one to your project. You cant. As it turns out, a Visual Studio Text File is not a text file. To demonstrate this, right-click the project and use Add New Item ...  to add a text file to your project. You have to change the extension so it ends in .bat. Enter the simple DOS command, Dir (display a directory contents) and click OK to add it to your project. If you then try to execute this batch command, you get this error: nDir is not recognized as an internal or external command, operable program or batch file. That happens because the default source code editor in Visual Studio adds header information to the front of every file. You need an editor, like Notepad, that doesnt. The solution here is to add Notepad to External Tools. Use Notepad to create a batch file. After you save the batch file, you still have to add it to your project as an existing item.

Critical Perspective on Management and Leadership (Indians call Essay

Critical Perspective on Management and Leadership (Indians call centers) - Essay Example In many organizations, the issue of stress has recorded an escalating trend over the years. In this context, therefore, there is a dire need for managers and leaders to come up with effective mechanisms that can alleviate the causative agents of stress in the workplace. Stress has been linked with the ability to reduce job satisfaction, employee involvement and engagement in the workplace and most importantly derails the ability of the organizations to maintain an upward trend of job performance (Elliot, Herbane and Swartz, 2009). Putting this in perspective, it is warranted to argue that critical management and leadership cannot be alienated from the fact that, organizations need to perform their utmost best. In this context, therefore, this essay shall endeavor to highlight the Indian call centers and the repercussions of critical management in the workplace. The essay shall also scrutinize the contributions that critical leadership and management has imposed on the Indian call centers. The implications of critical management on leaders will also be a point that will be put under careful consideration. These two factors will be discussed under the theme of workplace bullying in the Indian call centers. ... To a great extent, the form of bullying that takes shape in this workplace has been accredited to the fact that, the employees have made great attempts to fit in the demanding conditions of the workplace. Workplace bullying according to Oade (2010) has been described as the negative implications that revolve around aggression and hostility in the workplace. If the bullying becomes extreme and persistence, there is a great likelihood that the entire process will be recurrent; thus, cause massive effects on the employees. One of the major reasons behind the predicaments in the workplace is that employees are continually subjected to circumstances in their environments that result into consistent exploitation in the workplace. Indian’s call centers are responsible for employment of a myriad number of people in Indian call centers. The Indian call centers serve a large clientele base, inclusive of the United States of America. Cruz and Noronha (2009) indicate that it is this fact that has led to outsourcing beings a major setback in the operations of the Indian all centers. The employees of Indian call center are not only faced with the challenge of handling Indian’s large clientele base, but also clients from other nations. In the perspective of the development of the country, this can be attributed to the solution towards development, but in the context of employee satisfaction, it can be argued that the workplace is a burden to almost all its employees. In terms of working hours, Cruz and Noronha (2009) argue that the employees in the call centers hardly have time for themselves. A case in point is when the management of the call centre made attempts to come up with

Teenage drug addicts Essay Example | Topics and Well Written Essays - 1250 words

Teenage drug addicts - Essay Example A study by National Center of Education Statistics during the year 2009 found out that the main reason of this proliferating numbers of teen drug addicts is that 22% of high school teens are being provided in drugs in their respective schools (Russell, 2008). This teen population, around 45% of this part of teen population cannot see any ‘risk’ due to excessive drug use. That means lack of awareness is the dominant reason that has led to such a grave issue. Teens living in UK are also in the running. They too fall in the same category that is severely attacked by this issue of Drug Abuse. They too are falling in the trap and ruining their lives, UK’s society and the country as a whole. Teen Drug Addiction in UK – Causes, Effects and Current Trends Even after the government’s several attempts of implementing strict policies on its teen population, the numbers of ‘Teenage Drug Addicts in Britain’ are increasing at a high rate. The deaths i n Britain due to drug abuse rose from 1952 to2182 deaths in total. Before peeking into the world of Teen Drug addicts in UK, we first need to know who these drugs came into this country and ruined the lives of many people, enjoying their teenage life. In case of Cocaine, UK is considered to be the most affected country due to drug abuse in the entire world. With 2% regular users of cocaine in UK, teens living between these people will surely fall in this trap and try their first drug, and this is what really happened. With a 19million share of the cost of drugs in the GDP of UK, more than 40% of this is paid by the UK teens. These figures clearly demonstrate the scenario of drug addicts who are teenagers and are living in Britain (Plant, et al, 2010). Overview of Teen drug Addiction During the time 2008 to 2009, around 8.1% increase has been observed in the number of teen drug users in UK. In UK, drug abuse is not just an epidemic, but a plaque. United Kingdom has a long history of teen drug abuse in its regards, because it was the first ever country of European Union that was reported to see the emergence of the drug misuse. In United Kingdom, drugs are commonly supplied around the country that’s why teens cannot find difficult in finding them and becoming huge big drug addicts in a short time period. This has led to a creation of social norm about this country as now the teen population have become really open minded when it comes to use drugs openly in social gatherings (Paylor et al, 2012). The current scenario of teen drug addicts in Britain has illustrated that this issue is getting out of hand. In a European Schools Survey Project, with 42% teen boys and 39% teen girls, illegal drugs have been used. Alcohol abuse, alcohol one of those drugs widely used in teenagers in UK, is prevailing commonly in UK, and this situation is getting worse in case of girls. Professor Martin Plant, of the University of West of England said: â€Å"One of the big prob lems is that vast numbers of young people who engage in these behaviors believe that they are completely invulnerable†. Causes of Teen Drug Addiction One of the reasons of a high rate of teenage drug addicts in UK reported by this professor are poor parenting. Parents living in UK are very broad minded and don’

Member of Parliament Essay Example for Free

Member of Parliament Essay Delegation is to give another person authority and responsibility of a certain task that you would normally do yourself but you still take accountability for the outcome. In order to delegate effectively you need to first decide what tasks to delegate. You need to track what you can delegate by making a list of tasks that you do and from this the things that you can give to others. It is a more cost effective way of giving others responsibility rather than hiring someone else to do the work. Planning is essential when you are delegating. You need to identify the individual’s knowledge on the task, the skills they have to do it efficiently. Give them control of the task completely but follow it up regularly by meetings and asking them how it is going, what is going good and what they need help on. Communication between the other person and you has to be very clear and precise. You should have their full attention. They need to have a clear understanding of what needs to be done and by when. SMART objectives need to be set for them and discuss the standard that you expect from them. Ask them how they will do it and what help you can give them in the task. Give them reassurance, confidence, offer them your support and appreciate them. Believe in them. When delegating tasks there are several levels of delegation to consider. Everyone is different, not everyone can handle or respond well to certain styles. A good manager knows which level to use with each member of staff when assigning a task. Level 1- this is when the manager asks the staff member to look into the situation, get all the facts needed and come back to him/her. The decision of what to do is made by the manager. This type of delegation is usually used for new employees who have no experience in the business. It is also used when you cannot physically do it yourself as you are handling quite a few other things at the same time. For example, at SS during a busy patch at lunch time, if there is a customer who comes in who has problems with his glasses. You cannot see him as you are already dealing with two other customers. You ask a member of staff to check the glasses thoroughly, find out what problem they are having by getting all the facts from the customer. You have delegated this task out to that member of staff but you make the final decision on what should be done. You control the delegation. Level 2- this is when the manager asks the member of staff to look into the situation but also come up with possible solutions to the problem. For example, in the above example, the manager  would have asked the member of staff to come up with reasons why the customer is having problems and ways to fix the problem. However, the final decision is still made by the manager. The manager still controls the delegation. This level offers opportunities for more instruction, coaching, and development of the employees. It is often used for employees who may be changing companies but staying in the same career, so they are familiar with the task but not with the new employer’s working style and requirements. Level 3 –this is when the manager asks the member of staff to look into the situation and come up with possible solutions. The staff member picks the best solution for the customer but gets the manager to approve before going ahead with it. For example the above mentioned member of staff would have the measurements rechecked by the manager before he remakes the customer’s glasses. The manager still controls the delegation but it conveys more trust and faith in the chosen employee, it also facilitates training, improves the overall experience and increases educational opportunities for the employee. This is a good happy medium for both new and experienced employees and works well in large workplaces where the tasks must be managed properly for structural purposes. Level 4 – this is when the manager asks the member of staff to look into the situation and carry on and finish it till the end of the solution unless he says not to. For example, in the above example, the member of staff would be able to finish it off unless the manager said not to. The staff member controls this type of delegation. It shows a lot of faith and pays a compliment to the staff as to their manager’s level of confidence in their ability to complete the task successfully. It is often left for experienced employees, particularly those who have performed the repeated task successfully in circumstances prior. One problem to this approach is it can also be a source of frustration for an employee who is told they have the expertise and capability to do what is requested the way their manager wants it done, but then if they lack the confidence in their manager to follow through or if something goes wrong, then it makes this person almost entirely accountable. This Level requires trust, rapport, confidence and understanding. Level 5 – this stage is when the managers asks the staff member to complete the task and to report back to him when it is done and what was done. For example in the above situation, the manager will want to know when the problem is sorted and what the member of staff  did to solve it. The manager doesn’t even require a heads-up or check-back before the staff member starts work on the task. Many companies who have experienced staff members use this type of delegation to accomplish more. It can also be beneficial for smaller companies who trust in their employees to help them perform at maximum potential. They control the delegation. Level 6 – this is when the manager tells the staff member to take action and follow it up if needed. For example in the above example, the manager gives full authority for that staff member to deal with the customer. He does not get involved at all. This is not only complete freedom, but also the ultimate compliment in terms of a manager’s confidence in the staff member’s ability to complete a task to the manager’s complete satisfaction. When it comes to effective delegation, you cannot just order people around. Each individual is different and responds differently to different styles of delegation, criticism and praise. This means in order to be most effective, and get the best results from staff chosen to have tasks and projects delegated to them, employers must be both creative and knowledgeable when it comes to picking the right person for the right kind of delegated assignment.

The Importance of Truth in Jean Rhys Wide Sargasso Sea Essay -- Wide

The Importance of Truth in Wide Sargasso Sea In Wide Sargasso Sea " Rhys presents a white Creole family living in a Caribbean Island (Jamaica), which is a lush and insecure world for them, after the liberation of the slaves. The husband had once been a slaveholder, the mother is a confused and crazy lady and Antoinette, the daughter, is a child in an atmosphere of fear, recrimination and bitter anger. She becomes increasingly isolated-this isolation is broken by her scheming stepbrother, who signs Antoinette's inheritance over to the naive Mr. Rochester. The book's account of Antoinette's marriage to Mr. Rochester is a study in sexual manipulation and cultural misunderstanding. There is also foreshadowing, irony, and symbolism throughout Wide Sargasso Sea. In Wide Sargasso Sea, Antoinette's family is shattered when the ex-slaves torched their home. Her brother died in the fire and that caused her mother to go insane, then her husband left her, which even made her situation worse. Under the care of her aunt, she attended a convent. The convent became her refuge and sunshine, a place where she wished for happiness. "I thought at first, is there no happiness? There must be. Oh happiness of course, happiness, well." (Rhys 34) After all, Antoinette never was a very happy child. Her parents never really gave her love, her father was too busy drinking himself to death and her mother was too busy doing her own thing. After her stepfather's death, her stepbrother decided to marry her off to this Englishman, Mr. Rochester, which she knew nothing about. Mr. Rochester did not marry Antoinette for love or because he fancied her. He married her to claim her fortune. Mr. Rochester seemed to marry Antoinette for money, or perhaps ... ...uld be to disclose everything about herself and her past that she would think Mr. Rochester   wanted to know before he would   want to marry her. But she might think that it's in the past, so it's not really important to let him know every little detail, just the basics or maybe she wanted to give her version of the truth . For example, when Mr. Rochester asked Antoinette what happened to her mother. She told him that her mother died in the fire. Me and Mr. Rochester might look at   her and call her a liar because her mother did not die in the fire, she died years later. But to Antoinette her mother did die in the fire, because from the day of the fire her mother changed. she was not the same person, she was now a mad woman. So as you can see this novel is based on truth. But what is the truth?    Work Cited: Rhys, Jean. Wide Sargasso Sea. London: Penguin, 1997.

Literature Review on Lime Essay

LIME Grenada Ltd is a well established company that has been in operation since 1989 on the island of Grenada. Currently, LIME Grenada serves a customer base of over 109,000 residents, excluding the large number of visitors to its shores. This company has a significant role to play in bringing the telecommunication services to the nationals of Grenada. They are referred to as the market leader in fixed-line services and broadband services in the state of Grenada. As a result, this company has the competitive advantage of offering the widest range of broadband and fixed-line services. With one competitor namely DIGICEL, LIME Grenada operates as one of the leading providers of mobile technology and as such, facilitates an important aspect on the path towards globalisation. â€Å"Mobile communications have fundamentally changed the way in which we are able to live our lives. The way we work, the way we play, the very way in which we communicate have all changed since the advent of the mobile phone† (Cable & Wireless Communications Plc. 010). This company, competing strongly with its market challenger DIGICEL, offers a wide choice of quality, leading-edge mobile devices including the latest blackberry, Samsung galaxy and much more of the latest gadgets used in data and voice services to ensure that nationals of Grenada is on the same level with the rest of world. In terms of fixed-line services, LIME Grenada stands strong since they are the sole provider of this service which facilitates the quick and easy communication amongst nationals themselves and the rest of the world. With the provision of broadband services via fibre-optic submarine cable and satellite system, LIME Grenada proves be very valuable in the transformation of various means of conducting activities. In the education sector, LIME Grenada facilitates E-learning through the provision of internet or broadband services. Students are no longer confined to the walls of a classroom since LIME Grenada makes it possible for persons to pursue education through distant learning via the internet. Individuals are now able to access, interact and share information without the physical classroom. Importantly, this company allows easy access to a wide choice of sources of information for educational purposes to enhance learning and teaching. Added to this, is the implementation of videoconference connectivity to link campuses on the island and thus, allow access to a wider range of programmes to all individuals. This was not possible many years ago, however, with the assistance of LIME Grenada this has become a reality. The education sector is therefore transforming in this rapidly evolving digital society as Grenadians are now privileged to capture and utilize various educational opportunities. In Grenada’s domestic business sector, there is an increasing use of the internet, a key factor propelling ICT use, for conducting business transactions. In the banking sector, LIME Grenada makes available the opportunity for banking institutions to provide 24-hour online services to their customers. Persons can visit the various websites and access their accounts to conduct and view transactions. Among the many companies are Grenada Cooperative Bank, Republic Bank Grenada Ltd and First Caribbean International Bank. Furthermore, individuals and businesses can also conduct electronic commerce (e-commerce) via the internet. One such example of this is Carriasoap. com where numerous electronic, household, office and even party supplies are sold over the internet. Besides the aforementioned, LIME Grenada also provides employment opportunities in the business sector as the company endeavour to meet the needs of its market. In the not too distant future, there is high anticipation for the potential use of the broadband services provided by LIME Grenada to include E-taxation services through the Electronic Governance Regional Infrastructure Project (E-GRIP) within the country. This would comprise persons registering online and obtaining a tax identification number, taxpayers filing their monthly and annual returns online and taxpayers paying their taxes online thereby avoiding long lines. With the introduction of this system, the Inland Revenue Division will provide 24 hour online services to all taxpayers (Mitchell, Keith C. 2013). There is also the potential for development of an ICT knowledge park, the provision of WI-FI service in public buildings such as Government offices, schools, hospitals and police stations, which has already begun as stipulated by Prime Minister Dr. Keith Mitchell in his budget presentation in March of this year. With this, the importance of the telecommunication sector in Grenada is certainly visible. With proper measures in place the telecommunications sector is bound to encourage technology transfer across the globe which results in improved productivity in all sectors and increased standard of living. On the contrary, there are many hurdles that may be faced by LIME Grenada Ltd in the telecommunication sector. With globalisation, competition among mobile operators is inevitable. In Grenada, this is evident with the establishment of DIGICEL, a company offering mobile services to nationals of the country. This has ended LIME Grenada’s monopoly in that aspect and increased the potential for the penetration of other mobile service providers. Although competition amongst companies results in low costs and continuity in bridging the digital divide, LIME Grenada has to critically improve services in order to effectively compete with its rivals. This company has to look critically at the services they can offer and at the pricing strategies they can use so as to counteract the hindrances or threats that new competitors present. They have to effectively monitor their competitor’s strategies and develop many ways to counteract their plans and tactics to gain customers. Another hurdle that LIME Grenada may be faced with is the ability to speedily obtain updated technological and communication infrastructure and to modify operations. As with many other developing countries in the Caribbean region, lack of resources, particularly financial and qualified human resources, may also significantly hamper their development process. The telecommunication sector in Grenada is not alone in facing challenges on the path towards rapid growth and expansion via the globalisation process. According to Hylton, Shallon (2012), in Jamaica the challenges encountered with the provisions of telecommunication services vary in nature. Despite the many employment opportunities, there still remains a shortage of trained and highly qualified workers in the field. There is also the problem of cybercrime ranging from software conspiracy, the spreading of software viruses, software hacking and phishing. In Barbados, the high cost of the underlying transport network is creating a drag on the economy†¦. Service firms are keen on liberalization of telecommunications services. Hotels, tour operators and travel services recognize the need for a state-of-the-art network infrastructure for local and international clients. Banks, insurance firms and retailers are heavy data users that require economically priced telecommunications services to be competitive†¦.. Service companies are already at a disadvantage in the lending market due to regional loan practices that fail to recognize intellectual property and soft assets as a basis for working capital. Barbadian service firms advocate telecommunications reform to lower the cost of communications (Schmid, Linda. 2013). Overall, in previous years, people could not communicate across the world or interact without barriers, delays or difficulty (Hylton, Shallon. 012. p. 3). Currently, the new digital and mobile technologies along with the internet services offered by LIME Grenada allow persons to operate as if the world has no boundaries. Grenada in undertaking the liberalisation of its telecommunication market enhances its competitive position and economic growth and improvements in many sectors. Though there are challenges, the benefits outweigh them significantly. The literature exploring the significance and impact of telecommunication in this globalising world is quite extensive. Jeniffer Mohammed in Caribbean Studies– An Interdisciplinary Approach (2007) provides a critical insight into information on globalisation and information and communication technologies (ICT’s) which has guided this research thus far. Mohammed stated, â€Å"What a truly globalized world is about is one where there is a ‘level playing field’, where, for instance, everybody can benefit from the trade in technology. This has been happening with cell phones. From the nomadic people of the Sahara to Caribbean people in shanty towns to fishermen going about their trade, almost everyone uses cell phones to communicate. This is an example of something that has been truly globalized and gives us a good understanding about what globalization as a process is really about. It is not that those groups of people are necessarily communicating globally, but the use of the cell phones is a global phenomenon touching all income groups†. (p. 270). â€Å"Digital technologies, the internet and cell phones truly operate as if the world has no border†¦This is the logical meaning of – globalisation – whether applied to trade, finance flows or communication- for some commodity to be equally available to all, anywhere, as if the nation- state did not exist†(p. 70). Moretti, Marco (n. d), in his writing in Globalisation of Mobile and Wireless Communication: Today and in 2020 (2010) stated â€Å"what is happening to the mobile communication market is a good example of positive globalization: in few years mobile phones have spread all around the world becoming a low-cost tool capable of providing wireless connectivity almost everywhere†(p. 19). â€Å"Mobile communications, thanks to the effect of a globalized process of development, are probably one of the most effective means to close the digital divide†. p. 23). The World Bank in their June 2012 publication stated â€Å"Information and communication technologies (ICTs) have great promise to reduce poverty, increase productivity, boost economic growth, and improve accountability and governance. That promise only grew when ICTs underwent a revolution in the 2000s. Nearly 5 billion people in developing countries now use mobile phones, up from 200 million at the last decade‘s st art, and the number of Internet users has risen 10-fold. People across the globe do much more than chat and play games. They learn where best to fish and what market to sell their produce in. They trace cattle from pastures to supermarkets. They report illegal logging and misuses of local budget. They pay bills, send money back home, and receive cash transfers. They do business on mobile phones. They use ICTs to prevent violence against women—and community radio to empower them. They get state-of-the-art schooling online†¦Ã¢â‚¬ ¦. Governments can use ICTs to transform public service delivery across sectors—health, education, social protection, justice, agriculture, water, energy, and transport—both central and local. ICTs offer an opportunity to revolutionize public service management by capturing information efficiently in shared databases accessible to all government agencies (such as a national database of electronic identification of citizens). ICTs help governments to simplify administrative procedures and share services (such as citizen authentication and payment systems). And governments can pool resources, reduce costs, adopt common standards for information exchanges, and perform government functions more efficiently (with faster response time and fewer errors)† (The World Bank. 2012).

Applied Motivation Essay

Students who do not reach their potential are labeled as underachievers. They are not motivated to do their schoolwork and if their attention is gained, they lose interest easily. This does not mean that the underachiever is slow or retarded. Many underachievers are gifted. Depending on the student and the situation, underachievers who have been labeled as gifted can suffer from unhappiness, disorganization, low self-esteem, confusion, emotional inferiority, and apprehension (Center for Applied Motivation). Gifted underachievers have a high intellect but they do not use their intellect towards intellectual achievements. Instead, they use their intelligence to manipulate those around them for personal gain. â€Å"Gifted underachievers rely inappropriately on their intelligence to manipulate their environment to make themselves feel better† (Center for Applied Motivation). Young gifted underachievers are often not emotionally ready to handle the knowledge they have. As children grow, confusing emotions escalate as growth hormones take effect and puberty hits (Fisher, pg. 16). Emotional ups and downs affect the gifted underachiever socially as well. If they are not careful, gifted underachievers will isolate themselves from peers and helpful teachers/adults (Center for Applied Motivation). This action is motivated by fear of failing. These students worry about failing and that worry can lead to them not trying at all. â€Å"They said they were afraid of failing, afraid of being kept back, afraid of being called stupid, afraid of feeling stupid†¦children are afraid, many of them a great deal of the time, some of them almost all the time† (Holt, pg. 71). Fear of failure is serious and can be detrimental for the gifted underachiever who is intelligent enough to grasp concepts but refuses to do so. It is important to present tasks that are challenging but an opportunity for failure must be allowed so students will learn that it is okay to make mistakes (Center for Applied Motivation). Turn failures into learning experiences. Jason is one such gifted underachiever. As a 7th grader, Jason has been a consistent C-/D+ student. For the past few years he has been of the borderline of failure although he continues to test well above average on state tests. Labeled as gifted in elementary school, Jason’s performance in school dropped in the 4th grade during his parent’s divorce. His father moved out the home and Jason denies being upset about this situation. Jason’s father is a construction worker and was often away from home. Jason is used to his father’s absence. Science has always been his favorite subject and although his science teacher is able to keep Jason’s attention longer than his other teachers, his grades and work ethic are still low. He has no interest in his classes and is often sent to the office for disruptive behavior. Jason feels his classes are boring and his teachers don’t understand him. For the past two years, Jason has been seeing a counselor to help him overcome his lack of motivation but nothing has worked. Jason often tells his counselor that school is like a prison for kids. He can’t wait until he gets out. His counselor found his attitude alarming, but in the last two years he has missed only five days of school. That gives him one of the best absentee rates among his classmates. The only thing Jason seems to find pleasure in is tennis. He began playing tennis as a toddler. Taught by his grandfather, he has become a very competent player. The middle school does not have a tennis team but the high school does. Jason often walks to the high school after school to watch the tennis team practice. He often wishes he could participate but he too afraid to ask. He has not shown any interest in the sports offered at the middle school. Last year Jason started a petition to form tennis team at the middle school but was not successful. Jason is tall for his age and lanky. Almost 6 feet tall by the time he reached the 6th grade, Jason’s classmates began to tease him. Taking his counselor’s advice to laugh at himself, he began making jokes about his height. Once his classmates realized their jokes didn’t bother him, the teasing stopped. Since then, Jason’s social status has risen. His classmates often imitate him and since he can be something of a class clown, his supporters have followed him to detention. Jason has always made friend easily yet he does not spend much time with friends after school. He has no close friends but always has a large group around him in the cafeteria and hallways. He has leadership potential even though where he is leading is questionable. Emotionally, Jason is immature in some areas and mature in others. He has the ability to act three years his junior and then abruptly act like someone twice his age. He derives pleasure from pushing his teachers to lose their tempers but can also be sweet and extremely likable. His parents, teachers and his counselor have tried to encourage Jason to focus his energy on his work, telling him his attitude now will affect his future success. At this point, nothing has worked.

Definition and Examples of Inflectional Morpheme

Definition and Examples of Inflectional Morpheme In English morphology, an inflectional morpheme is  a suffix thats added to a word  (a noun, verb, adjective or an adverb) to assign a particular grammatical property to that word, such as its  tense, number, possession, or comparison. Inflectional morphemes in English include the  bound morphemes  -s (or -es); s (or s); -ed; -en; -er; -est; and -ing. These suffixes may even do double- or triple-duty. For example, - s can note possession (in conjunction with an apostrophe in the proper place), can make count nouns plural, or can put a verb in the third-person singular tense. The suffix -ed can make past participles or past-tense verbs.   Kristin Denham and Anne Lobeck, authors of Linguistics for Everyone, explain  why theres overlap:  This lack of distinction in form dates back to the  Middle English  period (1100–1500 CE),  when the more complex inflectional affixes found in  Old English  were slowly dropping out of the language.(Wadsworth, 2010) Contrast With Derivational Morphemes Unlike derivational morphemes, inflectional morphemes  do not change the essential meaning or the  grammatical category of a word. Adjectives stay adjectives, nouns remain nouns, and verbs stay verbs. For example, if you add an -s to the noun carrot to show plurality, carrot remains a noun. If you add -ed to the verb walk to show past tense, walked is still a verb. George Yule explains it this way: The difference between  derivational  and inflectional morphemes is worth emphasizing. An inflectional morpheme never changes the  grammatical category  of a word. For example, both  old  and  older  are adjectives. The  -er  inflection here (from  Old English  -ra) simply creates a different version of the adjective. However, a derivational morpheme can change the grammatical category of a word. The verb  teach  becomes the noun  teacher  if we add the derivational morpheme  -er  (from Old English  -ere). So, the suffix  -er  in  modern English  can be an inflectional morpheme as part of an adjective and also a distinct derivational morpheme as part of a noun. Just because they look the same (-er) doesnt mean they do the same kind of work.  (The Study of Language, 3rd ed. Cambridge University Press, 2006) Placement Order When building words with multiple suffixes, there are rules in English that govern which order they go in.  In this example, the suffix is making a word into a comparative: Whenever there  is  a derivational suffix and an inflectional suffix attached to the same word, they always appear in that order. First the derivational (-er) is attached to  teach, then the inflectional (-s) is added to produce  teachers. (George Yule, The Study of Language, 3rd ed. Cambridge University Press, 2006) Linguistics for Everyone lists additional examples to drive home the point about placement order of the affixes: For example, the words  antidisestablishmentarianism  and  uncompartmentalize  each contain a number of derivational affixes, and any inflectional affixes must occur at the end:  antidisestablishmentarianisms  and  uncompartmentalized. (Kristin Denham and Anne Lobeck. Wadsworth, 2010) The study of this process of forming words is called  inflectional morphology.

Must-Reads on Every 12th Grade Reading List

Must-Reads on Every 12th Grade Reading List This is a sampling of the titles that often appear on high-school reading lists for 12th-grade students, and are often discussed in greater depth in college literature courses. The books on this list are important introductions to world literature. (And on a more practical and humorous note, you might also want to read these 5 Books You Should Read Before College).   The Odyssey, Homer This epic Greek poem, believed to have originated in  the oral storytelling tradition, is one of the foundations of Western literature. It focuses on the trials of the hero Odysseus, who tries to journey home to Ithaca after the Trojan War. Anna Karenina, Leo Tolstoy The story of Anna Karenina and her ultimately tragic love affair with Count Vronsky was inspired by an episode in which Leo Tolstoy arrived at a railway station shortly after a young woman had committed suicide. She had been the mistress of a neighboring landowner, and the incident stuck in his mind, ultimately serving as the inspiration for a classic story of star-crossed lovers. The Seagull, Anton Chekhov The Seagull by Anton Chekhov is a slice-of-life drama set in the Russian countryside at the end of the 19th century. The cast of characters is dissatisfied with their lives. Some desire love. Some desire success. Some desire artistic genius. No one, however, ever seems to attain happiness. Some critics view  The Seagull  as a tragic play about eternally unhappy people. Others see it as a humorous albeit bitter satire, poking fun at human folly. Candide,  Voltaire Voltaire offers his satirical view of society and nobility in Candide. The novel was published in 1759, and it is often considered the authors most important work, representative of The Enlightenment. A simple-minded young man, Candide is convinced his world is the best of all worlds, but a trip around the world opens his eyes about what he believes to be true. Crime and Punishment, Fyodor Dostoyevsky This novel explores the moral implications of murder, told through the story of Raskolnikov, who decides to murder and rob a pawn broker in St. Petersburg. He reasons the crime is justified.  Crime and Punishment is also a social commentary on the effects of poverty. Cry, the Beloved Country, Alan Paton This novel set in South Africa just before apartheid became institutionalized is a social commentary on the racial inequities and its causes, offering perspectives both from whites and blacks. Beloved, Toni Morrison This Pulitzer Prize-winning novel is the story of the lingering psychological effects of slavery told through the eyes of escaped slave Sethe, who killed her two-year-old daughter rather than allow the child to be recaptured. A mysterious woman known only as Beloved appears to Sethe years later, and Sethe believes her to be the reincarnation of her dead child. An example of magical realism, Beloved explores the bonds between a mother and her children, even in the face of unspeakable evil. Things Fall Apart, Chinua Achebe Achebes 1958 post-colonial novel tells the story of the Ibo tribe in Nigeria, before and after the British colonized the country. Protagonist Okonkwo is a proud and angry man whose fate is closely tied to the changes that colonialism and Christianity bring to his village. Things Fall Apart, whose title is taken from the William Yeats poem The Second Coming, is one of the first African novels to receive universal critical acclaim. Frankenstein, Mary Shelley Considered one of the first works of science fiction, Mary Shelleys master work is more than just a story of a terrifying monster, but a Gothic novel that tells the tale of a scientist who tries to play God, and then refuses to take responsibility for his creation, leading to tragedy. Jane Eyre, Charlotte Bronte The coming-of-age story of one of the most remarkable female protagonists in Western literature, Charlotte Brontes heroine was one of the first in English literature to serve as first-person narrator of her own life story. Jane finds love with the enigmatic Rochester, but on her own terms, and only after he has proven himself worthy of her.

Discuss the similarities and differences between organisms in the Essay

Discuss the similarities and differences between organisms in the domains Bacteria and Archaea - Essay Example Archaea cell wall does not have a cell membrane and peptidoglycan and utilizes ether-linked lipids compared to an ester-linked lipids used by bacteria (Decker and Hinton, 2013). Archaea flagella developed from type IV pili bacterial while bacterial flagella advanced from type III secretion system. Bacterial flagellum is hollow and appears alike a stalk assembled by subunits that move up freely on the central pore causing a growth on the tip of flagella while, in archaea, flagella subunits grow at the base The reproduction of Archaea is asexual utilizing binary fission process, fragmentation and budding. Bacterial reproduction is asexually through a process binary fission, fragmentation budding, but bacteria show a unique ability by forming spores that enable them remain dormant for many years, characteristics not displayed by Archaea. Growth of bacteria follows three phases, the lag phase where cells adaptation to the environment, log phase where exponential growth happens and stationary phase when depletion of nutrients occur (Szukics, Hackl,and Zechmeister, 2012). Archaea survives in places and environment of extreme and cruel conditions like springs, marshlands, salt lakes, oceans, ruminants gut, and humans. Bacteria are everywhere and found in soil, radioactive waste, hot springs, organic matter, plants and animals bodies. These two microorganisms have a difference in biochemical and genetic ways (Mao, Yannarell, Davis, and Mackie 2013). Szukics, U., Hackl, E., Zechmeister-Boltenstern, S., & Sessitsch, A. (2012). Rapid and dissimilar response of ammonia oxidizing archaea and bacteria to nitrogen and water amendment in two temperate forest soils.  Microbiological research,  167(2), 103-109. Mao, Y., Yannarell, A. C., Davis, S. C., & Mackie, R. I. (2013). Impact of different bioenergy crops on N†cycling bacterial and archaeal communities in soil.  Environmental microbiology,  15(3),

Week 8 Essay Example | Topics and Well Written Essays - 500 words - 2

Week 8 - Essay Example In fact, the inner structure of organization now is â€Å"a forum for its 193 Member States to express their views, through the General Assembly, the Security Council, the Economic and Social Council and the other bodies and committees† (â€Å"UN at a Glance†). And so, the main functions of organization are concentrated around protecting peace and security in the world by providing humanitarian assistance, public information and discussions, recommendations and other measures in order to complete the leading tasks of the organization. In this context, the role of Security Council is crucial. In particular, its body is composed by fifteen states (The Republic of China, France, Russia, the United Kingdom of Great Britain and Northern Ireland, and the United States of America as permanent states and ten non-permanent members) who should provide an affirmative vote for nine members; moreover, Security Council has a â€Å"primary responsibility for the maintenance of intern ational peace and security† (â€Å"Charter of the United Nations† Ch. V). And so, the UN in general and Security Council in particular are created in order to keep the world protected and harmonious. Nevertheless, during its existence the UN had met numerous obstacles on its way. In particular, the current situation in Africa shows that significant humanitarian aid granted by Western countries does not solve the continent’s problems at the root. In fact, the inability to compromise with African leaders turns the UN assistance into the political weapon that is used by local leaders as the tool to blame others in the inner problems. Moreover, the inner structure of Security Council causes problems in making all the decisions due to the necessity to provide an affirmative vote for all the permanent members. At first, in the bipolar system of the Cold War the friendly atmosphere was impossible to be set in conditions of the struggle between permanent members (USA and USSR) who had blocked all the

Logistics - Transport and Inventory Essay Example | Topics and Well Written Essays - 3000 words

Logistics - Transport and Inventory - Essay Example However, with the advent of technology, the complexity of logistics has been greatly reduced (Ault, 2003). There has recently been development of requisite simulation software to handle the complications involved. Inventory (also known as stock) is the name used to refer to the materials and goods a business establishment keeps to ultimately resell (or repair). Inventory management as a science is concerned with the specific percentage amount of goods in stock, along with their shape. It may be required at various locations in a facility or in different locations of one supply network (Button, 2011). Factors to consider in this field involve replenishment time, available inventory space, carrying costs, management of assets, forecasting and valuation of inventory, inventory visibility, physical inventory, future forecasting of inventory prices, quality management, defective goods, replenishment and returns. It is necessary to balance these requirements for the business establishment to run optimally. An establishment set aside for the storage of such goods is known as a warehouse (Montano, 2004). Warehouses can be used by manufacturers, wholesalers, importers, exporters, customs, transport businesses, etc. For many years, storage and retrieval of goods from warehouses has been physically done and controlled. This means that a great deal of human resource has been used. This has led to delays, more expenses along with common preventable human mistakes. With this in mind, most major business establishments have nowadays put in place an automated storage and retrieval systems (ASRS). These systems are computer-controlled and they place and retrieve loads from particular defined locations (Eden, 2002). Such systems were formally applicable to many business facilities that produce large scale goods. With time, however, the size of goods has slowly grown smaller. It is now easier to install

Social Pedagogy in Child Development

Social Pedagogy in Child Development The education success of both children and young people cannot be comprehended, not in education terms, but must also align with social and economic circumstances that afflict them. Community education can be perceived as grounded in three key pillars, namely: the nature of man; the prevailing social conditions and social challenges; and, pedagogy. The idea of social pedagogy avails a fascinating collection of paradigms in facilitating education for sociality. The social education plus the social group manifests some overlapping concerns as pedagogue has tended to strip away its democratic and communal significance minimizing it to pedagogy for case management. Until the end of the last century, in UK, the local and national policy remained grounded in concise boundaries between the disciplines of education, social care, and childcare. The distinct divisions were evident at diverse levels whether conceptual, organizational, professional, and in relation to training and education. Nevertheless, the UK has witnessed significant changes in administrative reorganization of the responsibility for childrens services and a change in the manner in which individuals envision provision for both children and young people. Social pedagogy delineates education in the expansive sense of the word or a perspective entailing social action that aims at facilitating human welfare via child-rearing and education practices; to safeguard or ease social problems by availing individuals with the means to manage their own lives, and effect changes within their circumstances. The fundamental notion of social pedagogy centres on facilitating social functioning, inclusion, involvement, social identity and competence as fully functional members of the society. Social pedagogy in practice incorporates an all encompassing and personal approach to child care in all its facets that connects education and care, and support for families. In addition, social pedagogy avails a prospective approach to training at diverse levels that integrates education, psychology, and philosophy with the spheres of child care, family support, and the advancement of childrens rights. Social pedagogy can be viewed as an activity and a collection of ideas that, while mirroring the broader concerns for the welfare of children, is organic and adjustable to the attributes of the society, and mirrors humanistic values grounded in a representation of children as active agents in society. As such, social pedagogy operates in the here and now and employs the moment as a launch pad for pedagogical practice. Social pedagogues have been implemented across Europe in a broad range of service such as early years, schools, residential care, youth work and family support, disability services, and in some instances support for the senior citizens. Public policy within England has started to acknowledge that social, pedagogic training is a significant way to enhance practice within social care. This stems from the realization that this bears the potential to underpin a more collaborative approach, and aid to establish a shared language for working with children that could be adopted by diverse professionals operating within their own practice contexts. Social pedagogy bears a critical focus on constructing relationships via practical engagement with children, the youth, and families. It avails the basis for training entities working with children and young people and presents a certain expertise in working with groups and utilizing the group as a support. Social pedagogy can be employed as a foundation for workforce reform within UK since it can avail a strong basis for an approach to children, young people, and families that exemplify ideals of active citizenship, rights, and participation. The positive aspects that can be derived from social, pedagogic practice entail: it avails a holistic view to engaging children and youth by exploring on the whole child/young person and availing support to their overall development. Social pedagogy underlines relationship building with children and young people, especially in the development of practical skills to assist in the relationship building. Similarly, social pedagogy highlights child ren and young peoples development, especially on their emotional wellbeing. Social pedagogy demonstrates the significance of reflection, and the capability to herald both theoretical understanding and self knowledge to the process of working with young people, besides it facilitates childrens rights, participation, and empowerment. Effectiveness of social pedagogy in working with children, young people, and families Drawing from several case studies on successful approaches to enhancing the wellbeing of looked after children within other countries such as Denmark, Germany, and France, British stakeholders working within childcare settings and with young people can draw immense and promising lessons from social, pedagogic models with the primary social, pedagogic objective being fostering healthy cognitive, and social development within everyday settings. Bringing social pedagogy to England is likely to better childrens services and herald greater coherence with several services becoming largely social pedagogic provisions. The holistic notion of social pedagogy combines two dimensions: the social (caring) and the pedagogic (cognitive). This prompts some elementary alterations in the way in which the government should engage children and young people. The adoption of social pedagogy will aid to deliver a stronger workforce manifesting better communication professionals engaged with both children and young people, thus highlighting elevated focus on every aspect of the childs life. According to the UNICEF report (2007), UK ranks low in terms of child wellbeing assessment in which factors such as health and safety, material wellbeing, childrens relationships, education wellbeing, young peoples behaviours and risks. Thus, is essential that action undertaken by UK at the national level matches its European counterparts. The incorporation of social pedagogy in the work of children and young people will work towards elevating UK standards, and enhancing childrens and young peoples overall wellbeing. The adoption of social pedagogy can avail a number of benefits to social policy. As an overarching concept, social pedagogy could bring enhanced coherence to childrens and young peoples services as demonstrated by the adoption of Childrens Plan. In addition, pedagogy could also avail a platform for discussing aspirations of children and young people within the society. Social pedagogy also manifests the capability to establish the family support network and reinforce childrens overall development. Social pedagogy can serve several aspects of government policy towards both children and young people. Pedagogy manifests the possibility for an inclusive approach. The normalizing approach inherent in social pedagogy aligns with governments aims for children with exceptional needs. Pedagogic approaches are mainly child-focused, instead of procedure-focused. Although attention to procedures is a significant part of work, it should not necessary shape it basis. Overall the adoption of social pedagogy will deliver immense support to reinforcing professionalism of the worker and enhancing the transparency of practice, which avail best guarantee to child safety. Social pedagogy plays a role in working with young people via the provision of personal advisor services. Fundamental to the concept of social pedagogy is the pursuit to enhance current welfare practice by facilitating creativity. Creativity depicts an active process whereby the social pedagogue works with the individual employing their service in the manner in which they maximize their potential, their capability t arrive at decisions and enhance their life chances. The inventive and all-encompassing approach to social pedagogy can deliver beneficial effects with regard to enhancing self belief and self confidence of individuals within a range of varying situations. A critical feature of social pedagogy is the recreation of relationships depicted by an attempt to enhance social assimilation and a commitment to guaranteeing that the people pedagogues work with, connect and/or re-engage with the communities in which they reside. According to Eischesteller and Rapey (2007), social pedagogy could play a critical function in reclaiming the nucleus values of the youth work within the UK. The adoption of social pedagogy can empower the participants and reinforce their self esteem, their acting, skill and individual development of productive new life. As such, young people will be able to turn a problem into something that they can be able to work with as mirrored by the close and compassionate character of the social pedagogues rapport with the young people. The social pedagogues can aid young people to exercise significant steps with regard to developing essential life skills. Social pedagogy is likely to benefit children and young people within the UK, as is avails support and direction to young people who might feel dislodged and cut off from the society by aiding them to gain support and direction. Social pedagogy highlights excellence in youth work and social work practice and facilitates children and young people to be proficient fully functional members of the society. Social pedagogy is beneficial in constructing positive informal relationships that enable professionals to view individuals in a holistic way. Problems and/or Barriers to the adoption of Social Pedagogy It is apparent that the implementation of social pedagogy is reliant on its social context; therefore, the implementation of social pedagogy within the UK will differ from that of the European counterparts and must be assembled in dialogue with professionals, building on the present practice, motivating them with diverse ideas, and underlying their practice with pedagogic thinking, concepts, and theories. There may be barriers to introducing the term social pedagogy to the children, and youth workforce n England owing to deficiency in familiarity with the language of social pedagogy, diverse interpretations on the connotation of social, pedagogic policy, and absence of a tradition of social pedagogy policy, training, theory, and practice. One of the outstanding problems that manifests in the adoption of social pedagogy is the perceived competition with social work, plus other professions. The greatest divergence social work and social pedagogy centres on the degree to which social pedagogues remained trained for work within group settings, in which they share the daily lives and activities of both children and young people. This is less factual for social work within UK since in the rest Europe, social work and social pedagogy do not appear to be in competition as they manifest diverse complementary facets of work. Another barrier to the introduction of social pedagogy into the UK entail the possibility that it will be perceived as being too idealistic; not adequately appropriate; not adequately well understood or valuable within a UK context; not essentially appropriate for all professionals working with young people or children; and, a discrepancy in its education and training. There may also be concerns centring on the challenges of funding and the potential dilution of individual specialisms, and the possibility of resistance of the workforce in the event that appropriate account was not considered of the cultural variations between the UK and the European countries. Another barrier stems from the observation that devoid of publicly funded training opportunities that match the duration and depth of those found in the rest of Europe a profession comparative to that of the pedagogue cannot be effectively established. Youth work within UK stands to be re-energized by the incorporation of social pedagogy framework within the activities of youth workers. The adopted perspective should move beyond an individual focus to one that employs an approach that appreciates structural perspectives. Nevertheless, in adopting a social pedagogy for work with children, young people, and families, it is critical to consider the difficulties of integrating social pedagogy into a diverse cultural, political, and social context. The practice and cultural shift apparent in the adoption of social pedagogy may not be always welcome. For instance, social pedagogy perceives risk taking as an educational goal that conflicts with the considerable priority awarded to health and safety within childrens homes. Whereas the values and the general approach of social pedagogy appeals to practitioners, there remain embedded difficulties within the organization of services for children within residential care when it comes to initiating social pedagogy. This implies a need to respond to social pedagogy not only as a training issue, but also a sector development issue. Conclusion UK should integrate social pedagogy for work with children, young people, and families in a constructive and beneficial way. The adoption of social pedagogy in the work with children and young people is likely to create an environment that cultivates relationships between young people and staff, and fashions a sense of positivity and wellbeing. The social, pedagogic model should be grounded in nurturing relationships, creativity, and individuality. Social pedagogy spotlights positive youth development that highlights young peoples assets rather than their deficits. This perspective can be broadened by identifying young people as agents of change. Social pedagogy would promote the children and young peoples workforce as it: persuade professionals not to compartmentalize certain facets of children or young peoples lives; delivers more person driven approach; persuade professionals to highlight the views of the children or young people; and, persuade professionals to consider all facets of a childs life.