Film philosophy about the Butler Assignment Example | Topics and Well Written Essays - 1250 words

Film philosophy about the Butler - Assignment Example ttingly and subtly nudged the course of American history through the tumultuous years of reform, contributing an equal importance to the Black American cause. The main point of the film is the Black Africans’ struggle for equality in America. It is not unlike the classic story of the American Dream as told in countless materials such as Forrest Gump. This particular American Dream was told from the Black American’s perspective and the experiences in Civil Rights Movement. This inevitably included that tragedy and sorrow of being Black man in modern America particularly before the Civil Rights movement with the segregation of the colored and the whites and immediately after as America was confronted by racial and relevant issues both at home and abroad. This key point is palpable across the entire film. As Gaines’s life progressed, so did the lives of African American. These transpired in a succession of flashbacks in the protagonist’s mind as he was waiting to meet the newly elected Black President. For this reason, the film was heavily structured in order to seamlessly integrate the phases of the Gainesâ€℠¢ life with the chronology of the American Civil Rights movement and the American contemporary political developments. The challenge of achieving this feat without digressing from the protagonist’s narrative was achieved through stylistic interplay of shots. In some parts of the film, bracketing was also used to carry on the narrative of Cecil Gaines and his familys life as the director integrated civil rights stories such as boycotts. These shots made use of a play of lighting, close-ups (like they were actually before the audience), the use of elements such as mirror and the flicker of television display as reflected on the face of the actors, among others. This approach was important especially in narrating the chronology of the Civil Rights movement without veering away from the logical sequence of Cecil Gaines’ narrative. There was also the

Vocational Education and Training Needs Analysis Essay Example for Free

Vocational Education and Training Needs Analysis Essay Training methods used to stimulate learning can be classified in three ways, one of which is †¢ CONFERENCES †¢ LECTURES †¢ ON-THE-JOB TRAINING †¢ INTELLIGENT TUTORING 2. In evaluating training programs, it is important to distinguish _____ from data-collection methods. †¢ ORGANIZATIONAL PAYOFFS †¢ COST-BENEFIT ANALYSIS †¢ INDIVIDUAL PARTICIPATION †¢ TARGETS OF EVALUATION 3. The evaluation phase is one phase of the process for effective training to occur. Which of the following IS NOT A PART OF THE EVALUATION PHASE? †¢ SELECT TRAINING MEDIA †¢ DEVELOP CRITERIA †¢ PRETEST TRAINEES †¢ MONITOR TRAINING 4. _____ analysis is helpful in determining the special needs of a particular group, such as older workers, WOMEN, OR MANAGERS AT DIFFERENT LEVELS. †¢ INDIVIDUAL †¢ ORGANIZATION †¢ DEMOGRAPHIC †¢ OPERATIONS 5. Which of the following is an example of an on-the-job training method? †¢ UNDERSTUDY ASSIGNMENTS †¢ ROLE PLAYING †¢ INTELLIGENT TUTORING †¢ CASE METHOD 6. Which of the following is an example of the simulation method of training? †¢ JOB ROTATION †¢ ORIENTATION †¢ CORRESPONDENCE COURSES †¢ IN-BASKET 7. The level of training needs analysis that attempts to identify the content of the training is _____ ANALYSIS. †¢ ENVIRONMENTAL †¢ OPERATIONS †¢ ORGANIZATIONAL †¢ INDIVIDUAL 8. _____ refers to the material that is rich in association for the trainees and is therefore easily UNDERSTOOD BY THEM. †¢ PYGMALION EFFECT †¢ TRAINING PARADOX †¢ ORIENTATION †¢ MEANINGFULNESS 9. Which theory is founded on the premise that an individual’s intentions regulate his or her behavior? †¢ CORRESPONDENT INFERENCE THEORY †¢ GOAL THEORY †¢ GROUNDED THEORY †¢ ATTRIBUTION THEORY 10. The impact of training on _____ is the most significant, but it is the most difficult effect to DEMONSTRATE. †¢ ORGANIZATIONAL RESULTS †¢ DEMOGRAPHICS †¢ ACTION LEARNING †¢ TRAINEE SELF-ESTEEM 11. When trainees are given the opportunity to practice far beyond the point where they have performed a TASK CORRECTLY SEVERAL TIMES, THE TASK BECOMES SECOND NATURE AND IS †¢ OVERLEARNED †¢ IRRELEVANT †¢ REPETITIVE †¢ BORING 12. The level of training needs analysis that focuses on identifying whether training supports the COMPANY’S STRATEGIC DIRECTION IS CALLED _____ ANALYSIS. †¢ OPERATIONS †¢ INDIVIDUAL †¢ ENVIRONMENTAL †¢ ORGANIZATION View as multi-pages TOPICS IN THIS DOCUMENT Vocational education, Training, Practice, Skill RELATED DOCUMENTS Vocational Education and Training THERE HAVE ALWAYS BEEN VOCATIONAL ASPECTS TO SCHOOLING IN AUSTRALIA. HOWEVER, IN RECENT TIMES THERE HAS BEEN AN INCREASED EMPHASIS ON THIS ASPECT OF SCHOOLING WITHIN BOTH THE GENERAL CURRICULUM AND THOSE AREAS THAT HAVE A PARTICULAR VOCATIONAL FLAVOUR. IN WHAT WAYS DOES THIS EMPHASIS PROVIDE A BROADER OR NARROWER CONCEPTION OF EDUCTION FOR SCHOOL STUDENTS? YOUR RESPONSE NEEDS TO REFER TO: (I) THE AIMS OF THE ? NEW VOCATIONALISM AND HOW IT IS 297   Words | 7   Pages READ FULL DOCUMENT TRAINING NEED ANALYSIS ? Training Needs Analysis and Skills Audit Easy seven step plan – covers: Who received training in your organisation last year? Does anyoneneed a refresher course? What about your staff’s career aspirations – do you know their capabilities? Step 1 How should I consult? It is recommended that employers consult with all staff on an annual basis to assess organisational training and development 297   Words | 6   Pages READ FULL DOCUMENT Training Needs Analysis Library Get Custom Help eBook Library About BrainMass Expert Profiles Blog Free Quizzes Videos Business  » Management  » Problem #416292 sample solutions faq Case Study: Training Needs Analysis Case ALL IT TAKES IS FOR GOOD MEN TO DO NOTHING In 1987, Ms. Dillman was hired by IMP to work in Hangar 3 at North American International Airport as a seamstress in their fabric shop. 297   Words | 4   Pages READ FULL DOCUMENT Training Development Need Analysis

Dow Chemical Essay -- GCSE Business Marketing Coursework

Dow Chemical Topic: â€Å"Dow Chemicals† I decided to construct my essay on Dow Chemicals (DC) Company after reading an article in Business Week. Dow Chemical appears to be developing an aggressive market strategy that aligns with our class topics, and that I have found very interesting. Dow Chemical (DC) company, over the last seven years has built their strategy around and focused on their â€Å"niche†, which is core chemicals & plastics-manufacturing operations, while simultaneously reducing infrastructure debt, expanding its market share, and apparently building new strategic alliances. According to Dow Chemical CEO William Stavropoulos, The mission and goals of Dow Chemical company is to be a world leader in chemical and plastics manufacturing by developing new customer demand product lines and expanding long-term profitability through global market expansion in such global markets as Europe and Asia. If Dow Chemicals currently owned assets did not align with and support this mission strategy, they were divested. Dow Chemicals has evidenced this by selling off more than $10 billion in business assets, while at the same time adding $10 billion in new business that support their new strategy, and the strategic addition of the Union Carbide Company. To develop Dow Chemicals new strategy, which is to say to develop a competitive advantage within their selected market, Dow Chemical appears to have thoroughly examined their role in the macroenvironment, which also encompasses the political/legal, technological, demographic, social, and macroenvironments elements. In analyzing their macroenvironment they would have considered such items as the current economy interest rates, currency exchange rates, and inflation rates, which could impact the customer demand for their products, as well as acting on other environmental factors such as: a) Technology: Through their advanced research and development of unique and new innovative products, they easily heighten the of barriers to entry for competitors. b) Social: Performing research on current and future trends for healthier and safer products. c) Demographic: Considered the age and education levels of surrounding manufacturing plants. Skilled workers directly impact production capacity. d) Political & legal: What rules and regulations are in place, what is the state of the governm... ... a) Potential competitors: This area represents a threat to profitability, which can be combated by raising the barriers to entry/exit costs, brand loyalty, absolute cost advantages, economies of scale, and possibly through the development of superior reputation influence and enjoy protection from local governments. b) Rivalry: Monitor the competitive structure of the consolidated industry, which could affect market share, and even start price wars, which could be costly. Monitor demand trends, which could call for market expansion or retraction, and finally monitor exit barriers, which be a deterrent for potential entrants. c) Power of Buyers: Monitor supplier industries, when there are many suppliers, buyers can dominate a bargaining position, and thereby generate cost savings. Consolidate purchases with Union Carbide to maximize a combined buying power position. d) Power of Suppliers: Monitor supplier markets for new supplier entrants or potential suitable substitutes. e) Substitute products: Monitor the market for suitable substitutes for your manufactured product, which could negatively impact your market share.

The Titanic - Depth of the Heart of the Ocean Essay -- Movie Film Ess

The Titanic - Depth of the Heart of the Ocean "Ahh, open your heart to me, Rose," pleads Caledon Hockley of the young Rose in James Cameron's film, Titanic, just after he gives her a most expensive diamond. The actor Billy Zane plays Hockley as a callous, jaded, been-there-done- that sophisticate who seems to want her heart simply because he believes it is for sale and he has a right to it. His blindness to higher motives in love totally disqualifies him from being worthy of Rose DeWitt Bukater, played by Kate Winslet. But perhaps it is also the opaque nature of love itself that defeats him. This scene between Hockley and Rose is one of several ways in which Cameron develops the idea of the closed heart and the effort to open it. The profound ocean, the massive ship, and the impenetrable gem are elements of the setting that parallel and reinforce each other and Cameron’s theme. Throughout the plot, they are all alike unfathomable, indomitable, yielding to the mastery of no mere mortal. As such, they capture the image of a person's heart being opaque, not easy to read or see through. The midnight blue color throughout suggests that the heart of love is as profound, deep and moving as the ocean itself. The gem drives the plot, then, and serves as the central symbol carrying the message. The elderly Rose narrates the story, casting the film in a flashback format. She asks a question about a gem named "Le Coeur de la Mer," the French title for "The Heart of the Ocean." It is this diamond that the modern salvage crew seeks at the start of the film. Their quest takes them to the wreck of the ship Titanic which sank on April 15, 1912, and wh... ...help for pain" (577). Cameron echoed that sentiment in his acceptance speech when he said that love is the strongest force in the world. Anyone who engages it, then, will triumph to the extent that his or her strength of character is as true, deep, and profound as the ocean itself. Sources Cited Arnold, Matthew. "Dover Beach." Literature: An Introduction to Reading and Writing, 4th ed. Eds. Edgar V. Roberts and Henry E. Jacobs. Upper Saddle River, NJ: Prentice Hall, 1995. 576-7. Cameron, James, Dir. Titanic. Perf. Leonardo DiCaprio and Kate Winslet. 20th Century Fox, Paramount Pictures, 1997. ---. 55th Annual Golden Globe Awards. VH-1 -- 38, San Antonio.18 January 1998. ---. "The Making of Titanic." Oprah. KMOL -- 4, San Antonio. 20 January 1998. "Clare Reviews Titanic." 1/11/98. 3/18/98. http://www.girlsonfilm.com/film/navigation

Sumatran Orangutan

The pongo abelii (Sumatran Orangutan) is classed as critically endangered under the IUCN red list. In 1994 the estimated number of Sumatran orangutan was 12,000. This number declined further in 2003 where the estimate shown 7,300 and again in 2008, estimating 6,500. This clearly is a massive reduction in the species population at a loss of 5500 orangutans in a 14 year period. The Sumatran orangutan lives on the island of Sumatra, Indonesia, and is commonly found in the lowland and hilly tropical rainforests. Indonesia’s forests are threatened with legal and illegal logging and deforestation. This is a huge problem, not only to the orangutans but also to other plant and animal life. This is a difficult living situation for the orangutan, which are living in smaller areas which are located at the northern region of the island. With this consisting of lesser forest areas, this offers ease for the poachers and hunters. One of the bigger problems of this human threat to orangutans is the illegal pet trade. The poacher will have to kill the mother of the young they are snatching. This leaves the younger defenseless as they require care to survive. The younger orangutan is seen as a popular pet. This can also result in further decline in numbers as there are more being killed therefore less being unable to breed. The breeding period of the orangutan is much slower than that of any other primate. The smaller number of offspring being produced is not able to meet the rapidly decreasing orangutan population. Over time this will develop into a worse state as the decreasing numbers worsen. I have chosen to prioritize the pongo abelli (Sumatran orangutan). This is because of the current conservation status labeled on this species. The recovery of this species will be slow. Although the threats to the orangutan are similar to that of the other species, they are incapable of producing larger numbers to cope with the much needed larger population in order to exist and are more capable of becoming extinct.

Slave ship essays

Slave ship essays Throughout the reading of Slave Ship by Charles Ball, many images came to mind. Ball seemed as if he wanted the reader to understand that slaves suffered terribly even before they were sold off to be even more persecuted by their owners. Even though he told his story as if it was too painful to express himself personally, Ball used very strong words that would let the readers imagination get his main points across. In this passage ball also uses voice and tone. The passiveness shows how he wanted to make the whole togetherness of his people aware to his readers. He didnt single his own pains ans suffering out. I sensed that the author was trying to generate a feeling throughout his story that would make the reader feel the amount of pain that everyone of the slaves on the ship went through. Charles Ball was a black man who lived in Africa in the mid 1500's. Ball like many other African American in this time period were captured in Africa and forced on slave ships to be sold. It was torture being on that slave ship for ball and the others for one reason the living conditions were very bad. As ball said she was full of black people, who were all confined in dark and low place, in irons(Ball 79). Everyone on the boat was treated like animals in an inhumane way. The crew care nothing about there needs or well being. Being captured in Africa and being placed on the slave ship was a tramatizing , life changing, and horrific journey for Ball and the other thousands of African Americans. Everyone on the ship had to be chained up. This made it official that their freedom has now been taking away from them within hours. They now became prisoners. The lifestyle that they were used to live was now over. When the woman where first chained first chained by the crew. The crew members took their babies and threw them off the side of the boat and into the ocean. Some mothers jumped into the ocean to resc ...

Free Essays on AMD

CONTENTS INTRODUCTION: COMPANY PROFILE1 THE COMPETITIVE PC CHIP MARKET2 DIVERSIFICATION AND GLOBAL POSITION3 COLLABORATIVE EFFORTS4 GLOBAL TECHNOLOGY5 LEGAL ENVIRONMENT6 THE EHS PROGRAM7 AMD’S WORK FORCE8 SAFETY AND HEALTH POLICY7 ENVIRONMENTAL POLICY8 SOCIAL RESPONSIBILITY10 CONCLUSION11 WORKS CITED12 INTRODUCTION: COMPANY PROFILE Advanced Micro Devices, Inc. is ranked as the as the world’s second largest PC chipmaker with a market share of just 17%, far behind Intel Corp. with 81% of the market (Buckman and Williams 2001, 1). However, in 2000 AMD’s sales jumped 63% to $4.6 billion, producing $983 million in net income and its first profitable year since 1995 (Streetwalker 2001, 1). AMD owns engineering, manufacturing, warehousing and administrative facilities where it produces not only PC chips but also microprocessors, memory circuits, logic circuits, flash memory devices, telecommunication products and embedded processors (Moody’s 2000, 2520). The company’s headquarters and research and development site are located in Sunnyvale, CA, while the wafer manufacturing plants are located in Austin, TX and Dresden, Germany. The test and assembly facilities are located in Bangkok, Thailand and Penang, Malaysia. The company has also established production at the Singapore’s test and assembly facility as well as an analysis and design plant in Suzhou, China. In addition, a new plant in Japan, a joint venture of AMD and Fujitsu, called AMD Fujitsu Semiconductor Ltd. or FASB, will begin operations in the first half of 2001 (Dum 2000, 2). AMD, like many technological multinational enterprises (MNE), prefers to locate its factories and assembly plants in technology clusters in stable and democratic countries. However, AMD knows that East Asia is one of the best places for setting up factories because of cheap wages, stable countries, proximity to suppliers and potentially large mark... Free Essays on AMD Free Essays on AMD CONTENTS INTRODUCTION: COMPANY PROFILE 1 THE COMPETITIVE PC CHIP MARKET 2 DIVERSIFICATION AND GLOBAL POSITION 3 COLLABORATIVE EFFORTS 4 GLOBAL TECHNOLOGY 5 LEGAL ENVIRONMENT 6 THE EHS PROGRAM 7 AMD’S WORK FORCE 8 SAFETY AND HEALTH POLICY 7 ENVIRONMENTAL POLICY 8 SOCIAL RESPONSIBILITY 10 CONCLUSION 11 WORKS CITED 12 INTRODUCTION: COMPANY PROFILE Advanced Micro Devices, Inc. is ranked as the as the world’s second largest PC chipmaker with a market share of just 17%, far behind Intel Corp. with 81% of the market (Buckman and Williams 2001, 1). However, in 2000 AMD’s sales jumped 63% to $4.6 billion, producing $983 million in net income and its first profitable year since 1995 (Streetwalker 2001, 1). AMD owns engineering, manufacturing, warehousing and administrative facilities where it produces not only PC chips but also microprocessors, memory circuits, logic circuits, flash memory devices, telecommunication products and embedded processors (Moody’s 2000, 2520). The company’s headquarters and research and development site are located in Sunnyvale, CA, while the wafer manufacturing plants are located in Austin, TX and Dresden, Germany. The test and assembly facilities are located in Bangkok, Thailand and Penang, Malaysia. The company has also established production at the Singapore’s test and assembly facility as well as an analysis and design plant in Suzhou, China. In addition, a new plant in Japan, a joint venture of AMD and Fujitsu, called AMD Fujitsu Semiconductor Ltd. or FASB, will begin operations in the first half of 2001 (Dum 2000, 2). AMD, like many technological multinational enterprises (MNE), prefers to locate its factories and assembly plants in technology clusters in stable and democratic countries. However, AMD knows that East Asia is one of the best places for setting up factories because of cheap wages, stable countries, proximity to suppliers and potentially large mark...

Explicación sencilla del sistema educativo en EE.UU.

Explicacià ³n sencilla del sistema educativo en EE.UU. Para los recià ©n llegados a Estados Unidos, el sistema educativo es uno de los grandes misterios y uno de los temas que ms inquietudes plantea. Para navegarlo exitosamente es importante entender los puntos bsicos de la educacià ³n obligatoria. En este artà ­culo se resuelven dudas sobre quà © aà ±os comprende la educacià ³n obligatoria, tipos de escuelas, cules son los grados y, finalmente, temas especiales como estatus migratorio y escuelas pà ºblicas, alimentos, educacià ³n especial, etc. Aà ±os de educacià ³n obligatoria en EE.UU.: K-12 En Estados Unidos la educacià ³n es obligatoria entre los grados K-12, esto quiere decir, entre kindergarten -preescolar- al grado 12. Lo que no es tan claro es a quà © edad se debe comenzar en kindergarten y a cul finalizar los estudios obligatorios ya que cada estado establece sus propias reglas. Pero en general puede decirse que en algà ºn punto entre los 5 y los 8 aà ±os los nià ±os deben escolarizarse y deben estudiar hasta los 16 o, en algunos estados, 18-19 aà ±os. Por ejemplo, en California es obligatoria la enseà ±anza entre las edades de 6 y 18 aà ±os, pero se permite dejar de estudiar a los 16 si el estudiante se ha graduado de high school o ha obtenido el tà ­tulo equivalente que se conoce como CHSPE y, adems, tiene el permiso de sus padres. Por otro lado, en Connecticut la educacià ³n es obligatoria entre los 5 y los 18 aà ±os, permitiendo la ley multas y cargos delictivos contra los padres que no envà ­an a sus hijos a las escuelas.  ¿Dà ³nde deben escolarizarse los nià ±os? Estados Unidos brinda un amplio abanico de posibilidades para enviar a las escuelas a nià ±os, desde escuelas pà ºblicas y todas sus variedades o privadas y todas las diferentes opciones, pasando por educacià ³n en casa. Segà ºn el Centro Nacional de Estadà ­sticas para la Educacià ³n, 50.700.000 estudiantes estudian en escuelas pà ºblicas, es decir, la mayorà ­a de los pupilos en edad de estudios obligatorios. Las escuelas pà ºblicas se caracterizan por: ser gratuitas para los estudianteslos fondos provienen del gobierno federal, el estado, el condado, la municipalidad o una combinacià ³n de variosestn obligadas a admitir a los estudiantes que habitualmente residen en el distrito escolar En algunos estados se permite que los padres puedan elegir escuela. Tambià ©n es frecuente que se permitan alternativas a los padres cuando la calidad de las escuelas del lugar donde residen deja mucho que desear en cuanto a calidad, mediante el sistema que se conoce como voucher. Existen varios tipos de escuelas pà ºblicas. En primer lugar, estn las regulares. Algunas son excelentes. Adems de las regulares, estn las chapter, que son escuelas que funcionan con fondos pà ºblicos pero que son gestionadas privadamente por empresas, por cooperativas de maestros o, incluso, por padres o por comunidades. Existe una importante diferencia en calidad de la enseà ±anza entre distintas escuelas chapters, por lo que si esa es la opcià ³n de los padres es muy conveniente que investiguen antes de registrar a sus hijos. Adems, estn las escuelas pà ºblicas conocidas como magnet, que son escuelas pà ºblicas que destacan por su excelencia acadà ©mica. Se especializan en un rea acadà ©mica en particular. Las magnet se caracterizan por asegurar la diversidad à ©tnica y racial de sus estudiantes.  En esta base de datos se puede ver cules son las mejor calificadas en todo Estados Unidos, permitià ©ndose una bà ºsqueda por estados. Por otro lado, tambià ©n existen varios tipos de escuelas privadas en las que en la actualidad estudian poco menos de 6 millones de alumnos.  En este tipo de escuelas los estudiantes envà ­an una solicitud y deben esperar a ver si son admitidos. Asimismo, deben pagar por sus estudios, aunque hay casos en los que hay becas disponibles para los mejores estudiantes sin recursos econà ³micos. En Estados Unidos, donde 1 de cada 3 high schools son privadas, existen los siguientes tipos de escuelas de esta naturaleza: En primer lugar, estn las Escuelas independientes, que no pueden recibir fondos de grupos religiosos, aunque pueden tener una estrecha relacià ³n con ellos. Hay menos de 2,000 pero se encuentran dentro de esta categorà ­a las famosas  Phillips Academy  Andover, con un excelente sistema de becas para  estudiantes excelentes pero sin recursos,  y Exeter. En segundo lugar, hay escuelas parroquiales, que estn estrechamente vinculadas con una iglesia y son muy populares, conformando el mayor nà ºmero de escuelas privadas. En los Estados Unidos la mayorà ­a son catà ³licas, aunque tambià ©n las hay protestantes y judà ­as. Un aspecto a tener en cuenta es que son, en general, notablemente ms baratas que las escuelas independientes. En tercer lugar, destacar las escuelas privadas con fin de lucro, que se conocen en inglà ©s como proprietary schools.   Por à ºltimo, existe una alternativa a las escuelas pà ºblicas y a las privadas: la escolaridad en casa y es que en los Estados Unidos ms de un millà ³n y medio de estudiantes reciben la educacià ³n en sus casas, lo que se conoce como home schooling,  actuando como profesores sus padres, maestros-tutores contratados o, incluso, siguiendo cursos completos por internet. Los requerimientos en cuanto a la obligacià ³n de notificar esta opcià ³n de enseà ±anza, rendir exmenes o curriculum a seguir varà ­a enormemente entre los diferentes estados, por lo que es necesario informarse en profundidad de las reglas que rigen en el lugar de residencia habitual.    ¿Cà ³mo se dividen las escuelas por grados? Es muy comà ºn encontrar estos tipos de escuelas: En primer lugar, Primaria, conocida en inglà ©s como elementary school. Los muchachos estudian hasta los grados 5to o 6to, dependiendo de los distritos. Como regla general, hasta que tienen 11-12 aà ±os. En segundo lugar, Intermediaria, conocida en inglà ©s como middle school y tambià ©n como junior high. No existe en todos los distritos y donde sà ­ la hay, hay variacià ³n en los grados que la componen, siendo comà ºn que comprenda 4to, 5to y 6to grado. Se trata de un paso intermedio entre la primaria y la secundaria. En tercer lugar, Secundaria, conocida en inglà ©s como high school. comprende los grados 9 a 12 y comienza a la edad de 14-15 aà ±os. Hay una gran variedad de tipos de high school, como las especializadas en preparar para college y universidad, especiales, vocacionales  o alternativas. Las personas que alcanzan los 19 aà ±os de edad y no han obtenido el diploma de high school pueden sacar una certificacià ³n alternativa. La ms conocida es el GED, que tambià ©n se puede rendir en espaà ±ol. Pero hay otras opciones, dependiendo de los estados, como por ejemplo el TASC y el HiSET. Adems, en el caso de los mexicanos es posible obtener el certificado de bachillerato de Mà ©xico sin salir de los Estados Unidos.  ¿Quà © hay sobre la educacià ³n temprana  o pre-k? La educacià ³n temprana  no es obligatoria pero se brinda en un buen nà ºmero de escuelas pà ºblicas y privadas. Comienza a partir de los 3 aà ±os y el programa Head Start promueve la participacià ³n de nià ±os de bajos recursos. Los padres o tutores interesados deben consultar con las opciones en su lugar de residencia, ya que hay grandes diferencias entre distritos y estados. Escuelas, derechos migrantes y problemtica de visas Todos los nià ±os en edad de recibir educacià ³n obligatoria, es decir, en grados K-12 tienen derecho a asistir a una escuela pà ºblica en el distrito de su residencia habitual. Esto aplica por supuesto a los ciudadanos americanos, a los residentes permanentes y  Ã‚  tambià ©n a los nià ±os indocumentados. Asà ­ lo establecià ³ claramente una sentencia de la Corte Suprema que se conoce como Plyler v. Doe. Los padres, madres o tutores que confronten problemas por su estatus migratorio o el de sus nià ±os pueden contactar con Equity and Civil Rights, explicar su problema y solicitar que se cumpla la ley. Tambià ©n pueden asistir a las escuelas pà ºblicas los nià ±os presentes en los Estados Unidos con visas derivadas, como por ejemplo, la F-2, la H-4 o la J-2. Tambià ©n los hijos de extranjeros con visas de inversià ³n E-1 o E-2 vlidas. Sin embargo, la situacià ³n es muy diferente para el caso de nià ±os que ingresan a los Estados Unidos con visa de turista. Estudiar en una escuela pà ºblica significa que se est cometiendo una infraccià ³n migratoria y cada vez es ms frecuente que se le revoque la visa al nià ±o y tambià ©n a sus padres. Son varias las opciones de visa para estudiar en Estados Unidos que se brinda a esos nià ±os. Es muy importante entender que desde el punto de vista de la ley migratoria y las escuelas es muy distinta la situacià ³n de un nià ±o indocumentado, que sà ­ puede ir a las escuelas, y la de un nià ±o que ingresa al paà ­s con visa de turista y pretende asistir a una escuela pà ºblica. Estos  nià ±os no estn protegidos por Plyler v. Doe. Idioma, educacià ³n especial, vacunas y alimentos Si los nià ±os no hablan inglà ©s o si los padres desean que hablen con fluidez inglà ©s y espaà ±ol, pueden considerar los programas de educacià ³n que se brindan en uno o ambos idiomas. Hay una gran variedad de opciones, dependiendo del lugar de residencia. Madres, padres y tutores de nià ±os con situaciones especiales, como por ejemplo autismo, epilepsia, parlisis cerebral, etc deben explorar las diversas opciones de educacià ³n especial que mejor se ajusten a las necesidades de sus hijos. Hay opciones muy diversas, desde integracià ³n a escuelas especiales. Lamentablemente, las oportunidades no son las mismas y dependen en gran medida del lugar de residencia. Entre los requerimientos para registrar nià ±os para las escuelas es muy comà ºn el de pedir el rà ©cord de vacunas, si bien esto no es igual en todos los estados y hay importantes diferencias. En esta pgina en espaà ±ol de Los Centros para el Control y Prevencià ³n de Enfermedades se explica informacià ³n muy importante sobre dà ³nde llevar al nià ±o a vacunar, cules son las vacunas y la edad para recibirlas e incluso quià ©n puede obtener ayuda econà ³mica para las vacunaciones. Finalmente, destacar que todos los nià ±os enrolados en escuelas pà ºblicas o en privadas sin fin de lucro pueden recibir asistencia de alimentos si asà ­ lo precisan. Es indiferente su estatus migratorio y/o el de sus padres ya que lo à ºnico que se tiene en cuenta es la situacià ³n alimentaria del nià ±o. El programa ms grande es el Programa Nacional de Almuerzos Escolares. Tambià ©n destacar el Programa de Desayunos Gratuitos. Estas ayudas tambià ©n estn disponibles en verano cuando las escuelas no estn en activo. Despuà ©s de la educacià ³n obligatoria La enseà ±anza superior puede seguirse en colleges o universidades. Es importante considerar el costo e intentar evitar, en la medida de lo posible, llegar al momento de recibir el tà ­tulo con mucha deuda, ya que puede ser un gran lastre. Considerar las opciones de becas, debiendo los estudiantes excelentes esforzarse y animarse y creerse que pueden optar a lo mejor. Estas son 12 universidades de à ©lite que becan a todo tipo de estudiantes, incluidos los indocumentados. Tambià ©n considerar la opcià ³n de los colegios comunitarios, que resultan ms econà ³micos, adems de brindar otras ventajas. Puntos clave: educacià ³n en Estados Unidos En Estados Unidos, la educacià ³n de los nià ±os y adolescentes es obligatoria.Tipos de escuelas: pà ºblicas (50,7 millones de estudiantes) y privadas (5,9 millones de alumnos). Tambià ©n es legal recibir educacià ³n en casa, pero cada estado regula este derecho de diferente manera.Categorà ­as de escuelas pà ºblicas: regulares, chapter y magnet.Educacià ³n obligatoria y migracià ³n: por sentencia de la Corte Suprema Plyler vs. Doe de 1982, los nià ±os indocumentados tienen derecho a estudiar en escuelas pà ºblicas. Los nià ±os con visas derivadas hijos de trabajadores temporales o estudiantes internacionales tienen tambià ©n ese derecho. Por el contrario, es ilegal estudiar con una visa de turista. Este es un artà ­culo informativo. No es asesorà ­a legal.

Look Back in Anger by John Osborne - The Incumbent Historical Debate Essay

Look Back in Anger by John Osborne - The Incumbent Historical Debate about Affluence and Social Mobility in Britain - Essay Example 11). This period foresaw a gargantuan change in the bargaining power hitherto accorded to the British working class. The high demands engendered by the war efforts allowed the working class to strive for a considerable change in their earning potential. Though the much vaunted mixing of the social classes was more a cherished ideal than an idea actually put into practice, it certainly gave way to much deeper concerns in the British class structure (Rebellato 1999, p. 11). On the one side where the working class resisted a possible reversion to the sidelined status of the interwar years, the upper middle class feared the newfound social mobility of the working class. It was a known fact that the British society of the late 50s was still deeply class conscious. Hence, no wonder the marital discord between Jimmy and Alison to a great extent originate from their diverse social-class origins. Jimmy is a young adherent of a newly upwardly mobile and educated working class. Though Jimmy has the benefit of a university education and he attained adulthood in the post war years, still he finds himself to be a missing link between the two social classes. In that context he really finds it really excruciating and enervating to trace the age old enemy that is decaying and dying Imperialism in the guise of his wife Alison and her upper middle-class, military background. Yet, there is no denying the fact that the thing that bothers Jimmy even more is his loss of connection with the working class to which he mentally affiliates with. Hence, no wonder, Jimmy ends up becoming the victim of a partly self imposed and partly unavoidable social alienation, which was common to many young people from the working class in the late 1950s and early 1960s (Kellaway 1999, p. 39). Consequently, Jimmy finds himself in the times and the space where the past and the present tend to cusp into an intricate amalgam of confused class affiliations and aspirations as is amply conveyed when he affirm s, â€Å"I suppose people of our generation aren’t able to die for good causes any longer. We had all that done for us, in the thirties and the forties, when we were still kids. ...There aren’t any good brave causes left (Osborne 1982, p. 84).† However, it goes without saying that this chaos caused by the mixing of classes and the commensurate social mobility was not merely a localized event, but rather a phenomenon that unfolded in the background of much large changes (Kellaway 1999, p. 39). Amidst this unavoidable social mobility, many of the characters in the play are ironically caught up in the past (Kellaway 1999, p. 39). Jimmy vividly remembers his working class childhood and the suffering associated with the slow death of his father. On the other side Colonel Redfern obsessively remembers his days as an agent of colonialism in India, the days that had fast drifted apart. All the segments of the society in a way mourned or resented the passing of an era th at was never to come again. This predicament is aptly grasped by Alison as she says, â€Å"You’re hurt because everything is changed. Jimmy is hurt because ever

History Essay Example | Topics and Well Written Essays - 1500 words - 1

History - Essay Example The Jewish police even shot at sight if they spied the inmates trying to escape. For example, they had shot at Leib Zelkowicz with a 7.65 pistol in July 1941, when he tried to escape. Leib had been at the Litzmannstadt Ghetto since June 1940, but made his escape in 1941 and thereafter worked on the farms in the county of Gostynin. The speech by Chaim Rumkoivski on May 15th 1944 (L9) sheds light on the deportation of the Jews. He explains that though the ghetto already had a population of 140,000 people, yet they were going to take in an additional 23,000. Nevertheless, the authorities have taken a decision of deporting about 10,000 from their ghetto. The people assigned to be deported are those individuals who were harmful to the ghetto and the underworld dons. Chaim refers to these people as a ‘festering boil’ and because of their behavior they asked for this kind of fate. (L9) He tells them that his commission of trusted aides chooses the people for deportation and he asks them not to make an appeal to remain at the ghetto. He also assures them that these deportees will not remain behind wire but would be given a chance to work on the farms. In the (W2) document by Michael Berenbaum2 (ed.) we come to understand how innocent people in the ghetto face the death row even though they were not guilty of any crime. The order that was passed was that 100 Jews and 10 Order Service men would be executed because they had opposed order by the German policemen. The atrocity was that the 10 patrolmen were not guilty of any crime but yet were given orders by the German City Police to be executed. Though a petition was put in for a curfew, the action taken for it was very slow. In the (W4) document we get a clear picture of the brutality exhibited by the Jewish police. They were violent and merciless and dragged women and children by their hands and feet and threw them on the wagons to be executed. The police also beat those who tried to escape. The Jewish poli ce did not mind killing their own kind too. They meted out inhuman treatment to those criminals who refused to go voluntarily to their death. In the (W4) the document gives evidence of ‘The Jewish Council’ being part and parcel of the illegal activities of the police and this was the group that took many decisions involving the deportation of the ghetto inmates. The following sentence in (W4) is proof of their nefarious activities - The officials of the Jewish Council also cooperated in the "operation," as did the service of the KAM-City Aid Committee. The Jewish police were considered to be the ‘chief culprits’ for the mass slaughters that took place. (W4) According to the documents of (K1) about the Kovino Ghetto,3 there was a great massacre of around 10,000 people at one time on 28th October, 1941. Neither the Jewish Council nor the police show any sympathy during the ‘selection’ (K1) The heartrending screams and cries of the people fell onl y on deaf ears as they were led to their miserable death. These details we come to understand through the (K1) document which was a letter from a father to his daughter who was an eye witness to the

Organisations and Behaviour Essay Example | Topics and Well Written Essays - 2750 words

Organisations and Behaviour - Essay Example First, there will be a need to have a meeting with all employees and inform them that they will be taking instructions from their departmental managers. Given that this is a deviation from the norm, employees may take time to adjust to the rules. As such, she should inform the departmental managers to arrange for a meeting with their departmental employees and chat a way forward together. When people have gotten used to following given rules and procedure, waking up one day and changing such rules and procedures could cause negative ripple effects. For the plans to work, sitting down together and identifying that there is a problem would be the first step to get employees to be more open minded to the formulation of new procedures. Involving employees in the formulation of the new policies serves to make sure that their opinions about the new rule and procedure are taken into account. This way, employees will feel that the new procedures have not been imposed on them but a product of their collective decision making and consensus. The managers should also give their departmental employees opportunity to express their opinions about regulations that they perceive as controversial. After that they should take time to explain to them why there is a need to have such regulations. Even so, decentralization for the rules should also leave room for employees to seek the indulgence of a higher office if they feel that they issues are not being addressed either fairly or elaborately at the departmental level. This way, making a transition from the old culture and restructuring the organization will be easy. It is vital to note that attempting to make the above changes without involving the employees may impact negatively on the organization (Kaiser, 2008, p. 104). Department managers will come up with various rules and procedures. As it emerged during the time that Jill Thompson took an evaluative walk around the company, there were several issues that need to be solved . First, the fact that repairing time has been left flexible to run between 8:00am and 10:00, production supervisors’ work has been made seemingly hard. It is hard for them to work with employees who may get to work at 10:00 and choose to leave for lunch at 11:00. This is because there is no ample time for doing anything productively significant. Probably the consequences of the old regulations were that production supervisors ended up doing so much work. This is because they have to be at work by 8:00pm for those employees who report at that time and stay as late as 7:00pm to be with those who reported to work at 10:00am. It is also possible that on some days they have had to take up the work they are mean to be supervising when employees who report at 10:00am chose to go for lunch at 11:00. As such, department managers may chat a way forward and come up with rules that ensure there is uniformity in time management. This way, flow of traffic in and out of the company will be tamed, giving production supervisors ample time to finish processes initiated and improving production and performance. Evaluation procedures are also likely to change depending on specialty. For instance, the research and development people may have a revised schedule for their evaluation as opposed to the unpopular monthly evaluation. Evaluation for other departments will depend on the nature of their specialization. When such rules have been adjusted, the departments that will be more formalized will be research and development department and production department. This is because the most notable problems emanated from the two departments. Such restructuring will help improve performance and morale of the workers. Reasonable evaluation period with also motivate employees

Music essay Example | Topics and Well Written Essays - 500 words

Music - Essay Example Occasionally, certain similarities in musical characteristics may emerge between different eras. However, there are unique and notable distinction between musical styles from the medieval and that from baroque or renaissance periods. Medieval, also referred to as the Middle Ages, is characterized by monophonic musical texture. Monophonic texture has a single melody. Melodic lines are not only simple but also pure in vocal uniformity. In medieval music, the relationship between voices is in perfect consonance. In terms of accompanying sounds, medieval music used limited instruments. Absence of instruments can be witnessed in the iconic music, Canticles of Ecstasy by Hildegard. In fact, simple instruments like bells and flutes were introduced towards the end of the medieval period. Among the most famous composers of medieval music include Hildegard von Bingen from Germany, Guillaume, de Machaut from France and Francesco Landini from Italy (Smith 29). Despite the difference in the composers’ cultural backgrounds, all their music had pure and solemn melodic textures. This style of solemnity and purity in melody is a unique characteristic of medieval music. Renaissance is synonymous to rebirth. This was a period of renewal. Renaissance witnessed increased advances in social, cultural and economic aspects of life. Music from this period evolved substantially. Medieval music was monophonic with pure melodies and limited use of instruments. Contrarily, renaissance musical styles disregarded monophonic melodies at the expense of polyphonic melodies. In medieval music, there was no range in tonal variations. However, renaissance favored a wide range of tonal variation and often blended different tones to create intervallic polyphony (Smith 31). Unlike medieval music with only one tone, renaissance music comprised of two-four tones. Multiplicty in tones is evidenced in Farnon’s song, The

Analysis of Professional Development Plan Research Paper

Analysis of Professional Development Plan - Research Paper Example This paper entails a critical analysis of professional development plan being followed by Jamestown Public School and its detailed comparison with plans developed by other few district schools. Critical evaluation This plan is intended to generate certain planned outcomes such as assisting students in making radical progress in yearly academic curriculums and triggering improvements in students’ reading and mathematical abilities. This in turn shall be influenced by enhancing skills and knowledge of teachers and nurturing them personally and professionally. Thus, the district uses extensive amount of data, collected from several assessment tests taken by students, to evaluate achievements of students, and utilizes information pertaining to teachers, collected through different surveying tools, to identify their needs for professional training and continuing education. These collection methods are very effective as this vital information is helpful in shaping objectives of the plan. One of the essential achievements of this plan is the participation of the entire faculty members in training sessions that enable them to develop coaching and mentoring tactics. This plan is also fruitful as it lays great emphasis on integrating technology into teaching methods so that the tutors stay updated with the latest technologies being globally adopted in educational fields. This plan covers a timeline of one complete year and schedules various constructive activities for teachers’ continuous development including training sessions on instructional techniques and workshops on best global practices. It is mandatory for all teachers to establish atleast one professional goal per annum that they shall achieve during the year. The district has allocated 5 days per year per certified teacher for professional development sessions, which seems inadequate for covering all aspects of development including reading, mathematics and technology. Financial aid for the plan s tems from three different sources including Federal Title IA, Title IIA and general funding. District hires various mentors and specialists to conduct workshops sessions and train teachers on modern teaching methodologies. A very useful scheme has been recently launched by the district whereby teachers have opportunities to spend one complete year with the specialized mentors to grow professionally. The plan, on the whole, is highly effective as it presents some valuable goals and strategies (North Dakota Professional Development Plan, 2013). Comparative analysis We also consider another development prepared by Maryland State Board of Education which primarily focuses on enhancing students’ learning, fulfilling teachers’ needs and complying with Maryland Teacher Professional Development Standards. Although, the objectives are similar to Jamestown’s, this plan highlights a pivotal point that the trainings must be tailored according to differing needs and intellec tual levels of teachers. A generalized training session becomes source of demoralization, frustration and wastage of resources as in the case of Jamestown. This plan emphasizes on developing analytical skills of teachers rather than instructional and communication proficiencies. While North Dakota has to offer a highly effective mentoring program for its teachers, Maryland only has generally accepted standards to follow and a state-approved curriculum that could be voluntarily

Music essay Example | Topics and Well Written Essays - 500 words

Music - Essay Example Occasionally, certain similarities in musical characteristics may emerge between different eras. However, there are unique and notable distinction between musical styles from the medieval and that from baroque or renaissance periods. Medieval, also referred to as the Middle Ages, is characterized by monophonic musical texture. Monophonic texture has a single melody. Melodic lines are not only simple but also pure in vocal uniformity. In medieval music, the relationship between voices is in perfect consonance. In terms of accompanying sounds, medieval music used limited instruments. Absence of instruments can be witnessed in the iconic music, Canticles of Ecstasy by Hildegard. In fact, simple instruments like bells and flutes were introduced towards the end of the medieval period. Among the most famous composers of medieval music include Hildegard von Bingen from Germany, Guillaume, de Machaut from France and Francesco Landini from Italy (Smith 29). Despite the difference in the composers’ cultural backgrounds, all their music had pure and solemn melodic textures. This style of solemnity and purity in melody is a unique characteristic of medieval music. Renaissance is synonymous to rebirth. This was a period of renewal. Renaissance witnessed increased advances in social, cultural and economic aspects of life. Music from this period evolved substantially. Medieval music was monophonic with pure melodies and limited use of instruments. Contrarily, renaissance musical styles disregarded monophonic melodies at the expense of polyphonic melodies. In medieval music, there was no range in tonal variations. However, renaissance favored a wide range of tonal variation and often blended different tones to create intervallic polyphony (Smith 31). Unlike medieval music with only one tone, renaissance music comprised of two-four tones. Multiplicty in tones is evidenced in Farnon’s song, The

Richard Nixion Essay Example | Topics and Well Written Essays - 1000 words

Richard Nixion - Essay Example It is high time that the American masses must recognize the achievements of Richard M. Nixon as an astute president and a great leader. Presidents like other common people, simply cannot choose the families in which they should be born. Richard Nixon certainly had a troubled childhood lacking in any form of motherly love and affection (Powell, 1999). An ill-tempered father who did not hesitate from exposing his progeny to blatant abuse and intimidation further worsened this situation (Powell, 1999). The battered and gloomy childhood of Nixon was further burdened by his father's panache for endowing his children with grandiose names owing origins to the English kings (Powell, 1999). Hence, Nixon always had to face bitter circumstances on the personal side of his life, giving way to an anxiety driven mindset obsessed by a yearning to win acclaims and honors from the people he intended to serve. Analyzed in such a backdrop, the achievements of Nixon as a man and a leader definitely stand to be tremendous and remarkable. Primarily, Nixon was a polished politician. In fact, there is no denying the reality that Nixon was a politician par excellence, who started exhibiting his tact and ingenuity right from the start of his career (Small, 2003). The politics of Nixon was always a mix of passion and drive. He successfully fructified his very first campaign for a congressional seat by tactfully revealing the left wing affiliations of his opponent. He established himself as a worthy tactician and strategist who was known for his strong anti-communist leanings, a trait that secured his candidature for the vice-presidency in 1952 (Pious, 2002). In the presidential campaign in 1952, he singlehandedly turned the tables against Adlai Stevenson by projecting himself as a champion of integrity and uprightness through a nationwide television address (Pious, 2002). Nixon was a politician who always did his homework. No doubt, the opponents of Nixon always found him a tough and formidable competitor. Even a cursory perusal of Nixon's history as a politician and a campaigner leaves no doubt as to his genius and marksmanship. During the illness of President Eisenhower in 1955-1957, Nixon conducted himself with an exceptional restraint and aptly handled the day- to- day administrative activities. The conduct of Nixon as a vice president and the Eisenhower-Nixon succession agreement meant to handle possible eventualities even today serves as a guiding model for the administrators and politicians (Pious, 2002). As a vice president, Nixon successfully campaigned for many Republican congressional representatives in 1954-1958. The White House always forwarded Nixon as an antidote against the Democratic aspersions regarding being lax on communism (Small, 2003). Nixon stymied the Bricker Amendment intending unprecedented constraints on the presidential powers (Small, 2003). In 1960, Nixon successfully won the Republican presidential nomination. However, he lost to John F. Kennedy primarily owing to the weak economic policies of Eisenhower.

Mosaics in Pompeii Essay Example for Free

Mosaics in Pompeii Essay Mosaic decoration was commonly used in the beautification of both private and public buildings in Pompeii and has been found in all different shapes, sizes locations and with all different purposes. Mosaics were often used as flooring in Pompeii were largely used to decorate floors and entrance walls to houses and other buildings, some representing importance, others advertisement and even propaganda. The panel depicting The Battle of Alexander housed in the Archaeological Museum in Naples and originating from the House of the Faun, is, though, one of the most important and magnificent examples. The Alexander Mosaic was found during the excavation of Pompeii in 1831 in the â€Å"Casa del Fauno† (House of the Faun), one of Pompeiis grandest residences. Today it is one of the most famous Roman mosaics. The work itse;f measures to 5.82 x 3.13 metres in size and there is debate as to what the mosaic represents, whether it was to depict the Battle of Issus between Alexander the Great and the Persian king Darius III in the year 333 BC or the battle of Gaugamela in the year 331 BC, where Alexander the Great and Darius clashed once again. There is also a belief that a Hellenistic painting was used as the model. The mosaic shows the magnificence of Greek monumental painting and four-colour painting. There is no debate however on its beauty, detail, the skill woven into each detailed plate of mosaic tiles and the time it would have taken to put such a delicate and intricate piece together. The piece is made of roughly 4 million white, yellow, red, and black tesserae. The picture shows Alexander galloping into battle with a mass of troops behind him on the left hand side, pursuing Darius into a battle. The picture also shows towards the right hand side of the mosaic, the Persians turning to flee, with a fearful loom from Darius as the only thing facing alexander and his men. Today, the original Alexander Mosaic is on display in the National Museum of Archaeology in Naples. An exact copy – identical in shape, size, colour and materials used – was created after several years of work by the Scuola Bottega del Mosaico di Ravenna and is now installed in Pompeii. The painting is described by Pliny the Elder as representing the battle of Alexander with Darius. Certain inconsistencies in the mosaic point to its derivation from another source. The patches basically show us the mosaic through the Romans eyes, and tell us what interested the ancient viewer. Although Darius is the most prominent figure in the mosaic, the Romans were much more interested in Alexander, he said. The portrait of Alexander corresponds to the so-called Lysippean type, which includes for example the Per gamon Head. Alexander is not idealised here in the otherwise frequent form: with long curls and full, soft features as the incarnation of Zeus, the sun-god Helios or Apollo [†¦]. His head appears rather more gaunt, with tautly shaped cheeks, marked by suggested or deeply-carved wrinkles and with short hair barely covering his ear. Both types, the realistic and the idealising, do admittedly show the parting of the forelock characteristic of Alexander here as short, unmanageable strands, in the deifying variation as upwardly radiating pairs of locks. A later, but unmistakeable echo of this hairstyle can be found in the consciously stylised, characteristic forelock of Augustus. Conclusuions we can draw about the spciteies of Pompeii and Herculaneum through looking at this mosaic are It is thought that this house was built shortly after the Roman conquest of Pompeii, and is likely to have been the residence of one of Pompeiis new, Roman, ruling class. The mosaic highlights the wealth and power of the occupier of the house. What is less know is the mosaics role as a floor surface in an Italian house. In this role, it has the potential to provide evidence of the tastes, interests and desires of the wealthy Romans during the late Republic, There is clear evidence of multiple ancient repairs in these damaged areas. The most recent restorations filled the gaps with mortar, while more ancient repairs used tesserae, show a keen interest in the arts and that they hold great importance to a fmailies household perhaps sudgesting status in society by their beauty and expence. http://news.discovery.com/history/how-the-alexander-mosaic-was-used.html http://alexandermosaik.de/en/interpretation_of_the_mosaic.html http://www.pompeionline.net/pompeii/mosaic.htm http://archaeology.about.com/od/archaeologicalsi3/ss/pompeii_faun_7.htm http://alexandermosaik.de/en/

Learning Styles In Classroom

Learning Styles In Classroom English language is really considered as a significant language since it has been used for communicating worldwide. Therefore, learning English is very common in many countries and language learning styles are used by students in globalization. Language learning styles are the main factors that help decide how the students learn a second or foreign language. A foreign language is a language studied in an environment where it is not the major vehicle for daily communication and where input in that language is classified (Rebecca, 2003). In an article by Mulalic et al. (2009), students learning styles have been unnoticed as an irrelevant module in the learning process. Apparently, once lecturers become aware that different students learn various styles, they try to accommodate those learning styles in the classroom. When looking into lecturers teaching practices, it is possible to understand that the majority of the lecturers are not sensitive with their students learning styles. The problems occur when lecturers are not aware of the significance to create and explore learning styles. According to Felder (1996), how much students learn in the class is determined partially by the students ability and prior preparation, and the capability of their learning styles and the lecturers teaching styles. More specifically, Godleski et al. (1984), the students tend to be bored and inattentive in class, do poorly on tests, get discouraged about the course, and may conclude that they are not good at the subject of the course and give up. In a research by Izzo (1980), confirmed that the size of class is an important physical factor which influences the choice of method, decreases the amount of individual attention that the teacher gives to each student. However, she argued that small classes are preferable for language learning and correlated significantly with language achievement. In a research study by Tan (2008), identified EFL learners main writing difficulties by analyzing the nature of their writing errors. The prominent causes of the errors were attributable to limitation of vocabulary size, low grammar understanding and obstruction from first language. In the finding of the study, six appropriate instructional strategies were suggested so that teachers can adopt a more effective approach to enhance students writing proficiency such as learning words, teaching of fundamental sentence structure, showing reading method, correcting error and class meeting, understanding of L1 interference, and writing incentive. Since English language has been introduced in Cambodia, EFL students learning styles have adapted to the language acquisition. In the past students were likely to get knowledge through listening to the teachers while teachers lacked specific training about teaching methodology. The learning style of Cambodian students is typically memorization at the expense of realistic purpose. Consequently, they would rather learn grammar and reading than on listening and speaking. Specifically, most Cambodian learners feel more comfortable and enjoyable with having things which are written on the whiteboard in order that they can write them down and study at home. Hopefully, they hope to get handouts of summaries or lecture outlines. On the other hand, some Cambodian learners reveal that they face a lot of pressures of how to adapt the new cultural environment and how to get on with their peers in class. Some feel lonely because the ways they dress or talk are so different. (Nguyen 2001) As for the case of EFL Cambodian classrooms, Keuk (2009), found in his study that most teachers practical habitual teaching methods such as vocabulary translation from L2 to L1. Accordingly, students are taught to memorize chunks of English language with mainly focused on grammar and vocabulary. 1.2 Problem statement Without recognizing proper learning styles, students seem not to achieve better results in their academic performance. Furthermore, students are less likely to improve their language acquisition very quickly, as they do not know the effective learning styles. In spite of the variety of academic courses which the university students take in English, and the tough efforts universities and lecturers apply to develop students language skills, the students language performance, unfortunately, has been tedious. This could be recognized to the different learning styles and habits used by students in studying English, including preferring having things written on the whiteboard to listening to the lecturers explanation, nervousness of speaking in classroom, preferring grammar translation form first language to second language while learning English language and preferring working individual and personally to working in groups. Pedagogically, most of the lecturers practice traditional teachin g method, grammar translation method form first language to second language while teaching English language. The final noticeable problem is that large classes pose some significant challenges in class room setting and reduced effectiveness of classroom management. 1.3 Objectives of the study This study aims specifically to identify the learning styles which are used by Cambodian private university students in their learning of English as a foreign language in the classroom. More interestingly, this study intends to explore the reasons why Cambodian university students use different styles in their learning English as a foreign language. 1.4 Research questions This research aims to investigate the effective factors in learning English as a foreign language. The following research questions can be formulated for the study below. 1. How do Cambodian university students describe their learning styles used in learning English as a Foreign Language? 2. Why do the students use different styles in their learning English? 1.5 Significance of the Study As a part of educational development, this study is significant for four reasons. First, exploring students learning styles in English in Cambodian higher education will help improve students language acquisition. Second, the study will shed light on the effective learning styles of EFL successful Cambodian university students, which can be used as a model of learning English. Third, this research will help to contribute to the usefulness of appropriate vocabulary teaching and learning techniques in order to promote vocabulary acquisition, particularly in EFL Cambodian context. In addition, from a methodological perception, it is also hoped that the findings from this study will be useful for providing meaningful suggestions for overcoming the problems that may arise regarding the learning styles of students and how to accommodate various learners in EFL classroom. 16 Definition of key terms In an attempt to better understand this study, some key terms are defined as follows. EFL students learning styles mean techniques, behaviors, actions, habits and steps employed by learners learning English as a Foreign Language to improve and develop their different language skills: speaking, listening, reading, and writing. Moreover, the term learning style refers to the general approach preferred by the student when learning a subject, acquiring a language, or dealing with a difficult problem (Oxford 2001; Reid 1998) 1.7 Proposed Chapter This paper will be chronologically composed of five main chapters. Chpater1is the introduction, consisting of background of the study, researcher problem, research objective, research question, significance of the study, and definition of key concepts. Chapter 2, literature review, which discusses on the problems and solutions of the study. Chpater3, methodology, which consists of research design, participants, method, instruments, tools data collection, data analysis, ethnical consideration, strengths and limitation of research. Chapter 4, discussion and findings of the study, analyzing the data collected from the interviews. Chapter 5, conclusion and recommendation, summarizing the problems and findings of the study and suggesting some strategies to help improve the weaknesses. Moreover, these five chapters are followed systematically by references and appendices. CHAPTER2 REVIEW OF LITERATURE 2.1. Defining learning styles In a study by Aqel Mahmoud (2006), determining the learning styles of An-Najah National University students used in their learning of English as a foreign language. Consequently, the result of the findings suggested a variety of teaching English styles, including asking students to change their seats in classes, introduction of creative activities and the use of audio-visual aids, which suit learning styles used by students in their learning of English. Moreover, the researchers recommended the introduction of computer as a necessary course in Department of English and Teaching Methods Department which give its successful task in making students rely on themselves to develop their language proficiency. Also, the researcher proposes that a study should be conducted at other universities to discover the learning styles which are used by students in the learning of English and the relationship between these styles and students personality. In the article by Marin (2003), the focus of the investigation was on the language learning styles appearing that students face language difficulties with great achievement but with little efforts. However, other students faced these difficulties with a little success and satisfaction. Also, this article proved that each learner had his/her good way of learning through his/her culture, educational background and personality. Heffernan (1999) as cited in Aqel (2006), determined that many studies on language learning styles applied and gained differently base on motivation and outcome, level of language , years of learning language, teaching methods, difficult content, and students background and sex. He also added that successful language learners use various styles in learning language, and the teacher can help in increasing learning styles through teaching strategies that probably help weak students to choose the appropriate learning styles for dissimilar educational tasks. 2.2 Learning styles in classroom The classroom still remains a good and comfortable place for students in learning their language. Specifically, students learning styles have to be taken into account while teaching English. in a study by , (Haynes, 2001), the language learners use certain styles, especially in their mother tongue while learning their language, and these styles are transferred when they learn a foreign language. Similarly, several studies (Oxford 1993; OMalley and Chamot, 1990) showed that students of languages used various learning techniques such as memorization, repetition, and imitation, development of positive feeling to language and application of information. In a study by (Hayes, 1997; Strevens, 1978; Harmer, 1983), large English classes are often related to lack of control and concentration, disruption, classroom interaction, particularly lack in the ability to speak English fluently. Moreover, overcrowded class is one of the constraints on effective teaching and learning. Also, large classes reduce teachers attention, produces real physical discomfort and distraction that negatively affect learners attitudes towards their learning. Bloom (1976), creating opportunities for small class group work which helps each other and proves to be a useful way to motivate students and correct errors. He also believed that the size of the group is one of the main elements which influences in language learning. In dealing with the problems associated with large classes, Nnaji (1991) proposes tutorial classes as a solution to help reduce the menace of large classes. She believes that tutorial classes should be used to curtail the shortcomings of large classes. According to her, tutorials are discussion sessions where the teacher and his students talk to each other and express their views on topics they did not fully understand The learning style of Cambodian students is typically memorization at the expense of realistic purpose. Therefore, they would rather learn grammar and reading than on listening and speaking. Specifically, most Cambodian learners feel more comfortable with having things written on the whiteboard in order that they can copy them down and study at home. They hope to get handouts of summaries or lecture outlines. On the other hand, some Cambodian learners reveal that they face a lot of pressures of how to adapt the new cultural environment and how to get on with their peers in class. Some feel lonely because the ways they dress or talk are so different. (Nguyen 2001) However, a number of personality characteristics have been associated with successful language learning. These include being willing to take risks (Ruben 1979 as cited in Willis 2001), having self-confident (Heyde as cited in Freeman and Long 1991), and being interested (Ellis and Sinclair as cited in Willis 2001) 2.3 Vocabulary learning In learning a foreign language, vocabulary plays an important role. It is one element which is associated with the four skills, namely speaking, listening, reading and writing. In a research article by Mohd et al. (2009), investigated the evaluation learning vocabulary strategies of undergraduate EFL learners and its relation to the learners vocabulary size. There are five various categories of vocabulary learning strategies such as determination, memory, social, cognitive, and metacognitive. Consequently, the findings of this study led to some suggestions to improve students vocabulary learning, developed their vocabulary size, and enhanced their English learning. As for the case of EFL Cambodian classrooms, Keuk (2009), found in his study that most teachers practical habitual teaching methods such as vocabulary translation from L2 to L1. Accordingly, students are taught to memorize chunks of English language with mainly focused on grammar and vocabulary. Maghsodi et al. (2010), reading should be encouraged either inside or outside class because it is the most important tool which helps provide learners with the vocabulary acquisition. It is believed that the more learners are exposed to new words, they more they are likely to remember them. In a study by Minji (2008), explored which vocabulary instruction is more helpful for learning English vocabulary. Consequently, each instructional approach is required to examine, review, and integrate to determine the usefulness as a whole. In the light of the major findings of this study is that vocabulary instruction is effective overall for EFL learners even though there are some instructional approaches which are not related to effective learning. According to National Reading Panel (2000), helped determine the effective implications of vocabulary instruction for first language learners, including teaching vocabulary both directly and indirectly, repetition and multiple exposures to vocabulary items are important, restructuring vocabulary tasks, and entailing active engagement in learning tasks for vocabulary tasks. 2.3 Grammar learning Grammar is viewed as an essential element for communication to take place because it shows how language is used. According to Larsen-Freeman (1997), the misunderstanding of the role of grammar is attributed to the fact that it is always viewed to be governed by fixed rules. As for the case of Mat et al. (2010), proving the various between the methodological expectations and the learners in contrast to the actual teaching methodology followed by their instructors. More significantly, this research article focuses on the five aspects medium of instruction, grammar instruction, instructors as model, and the usefulness of drilling, mimicry and memorization, and the use of educational tools, pertaining to the foreign language methodology. In the light of the finding of the study, a serious discrepancy between students expectations and their classroom reality in terms of how grammar is instructed. Also, grammar rules should be explained and that grammar should not be taught explicitly. 2.4 Reading styles Reading involves a variety of factors which may have an impact on learners reading ability. Weaver (1988) defines reading as the process of constructing meaning through the energetic interaction among the readers existing knowledge, the information recommended by the written language, and the situation in reading context. In a study by (Miller Yochum, 1991; Donnell Wood, 1999), maintained that the reading difficulties students face may be related to inaccurate knowledge of the reading process, lack interest and motivation, fluency, concept density, organization, and difficult vocabulary. Comprehension or reading strategies show how readers conceive of a task, how they make sense of what they read, and what they do when they do not understand. In short, such strategies are processes used by the learner to enhance reading comprehension and overcome comprehension failures (Singhal, 2001). In a second language study, Hosenfeld (1977) used a think-aloud procedure to identify relations between certain types of reading strategies and successful or unsuccessful second language reading. The successful reader, for instance, kept the meaning of the passage in mind while reading and skipped less important words but the unsuccessful reader lost the meaning of the sentences when decoded and seldom skipped unimportant words. 2.5 Speaking styles Speaking is a key to communication. It is the productive skill in language learning, which places a great demand on students logical and critical thinking. In the article by Widiati (2006), discussed problems in the teaching of EFL speaking, activities normally practiced, materials commonly used in EFL speaking classes, and assessment of oral English proficiency. Based on the finding, Indonesian learners frequently have not achieved a good level of ora1 English proficiency. For example, Mukminatien (1999) showed that students of English department have a lot of mistakes while speaking. The mistakes consist of pronunciation, grammatical accuracy, vocabulary, fluency, and interactive communication. Likewise, Ihsan (1999) found that students are likely to make errors, including the misuse of parts of speech, syntactical construction, lexical choice, and voice. Ihsan et al. (1999 as cited in Eyiyuliwati 1997), showed that students had difficulties in using grammar and in applying new vocabulary items in speaking class. When the ability to speak English is a very difficult task regarding to the nature of what is included in speaking. Not all of the students in an EFL speaking class have the bravery to speak. Many of the students feel nervous in a speaking class and some are likely to keep silent. In the research by Padmadewi (1998) proved that students attending a speaking class often felt anxious because of demands from the speaking tasks requiring them to do presentation individually and spontaneously within limitation of time. While Tutyandari (2005), stated that students keep quiet due to the lack of self-reliance, prior, knowledge about topics, and poor relationship between teacher and learner. In order to deal with students limited knowledge, she recommended speaking teachers make active the students prior knowledge by asking questions relating to topics under debate. Also, she suggested that students self-esteem can be improved and their nervousness reduced by asking them to work in small gro ups. To achieve a higher quality of the teaching of EFL speaking and to improve the speaking skill of Indonesian EFL learners, Mukminatien (1999), suggested teachers give their learners more adequate input for acquisition in the classroom and push them to use English either in or outside the classroom. More specifically, Citraniugtyas (2005) stated that a silent speaking class can be made more active by assigning tasks which develop students critical thinking skills. Purjayanti (2003) found presentation to be helpful to encourage students to communicate ideas in their fields of study. She added that through presentation and its preparation students were able not only to practice speaking, but also to search for materials and deliver them in a planned way. Small group discussion is an additional activity that can be conducted in EFL speaking classroom. Its aim is to facilitate learners to be participated actively in a discussion concerning with students limited number. In a study of Murdibjono (2001) demonstrated that discussing in small groups is an effective activity so that students have more time to practice speaking with their classmates. 2.6 Listening styles Listening is a critical element in the competent language performance of EFL university students. Therefore, listening comprehension is an important sill, as well as prerequisite for oral proficiency. In the study of Goh (1997), difficulties to listening compression can be divided into person knowledge and task knowledge. The obstacles of person knowledge are: the limitation of vocabulary, idiomatic expression, kinds of input with new structure, fast speech. While the task knowledge related to new vocabulary, various local accents, speech rate, the interest and purpose of listening, existing knowledge and experience, physical factors, and the length of sentence structure. However, he suggested two strategies for helping learners become better listener. The first is direct strategy; it aims at increasing perceptions. Learners L2 can improve the listening by practicing perceptions sound, content, pronunciation of new words, words, and intonation features. The second is the indirect str ategy; its aim is to improve knowledge about speakers, tasks, and strategy According Hann (2000), the use of ineffective learning strategies of learners may affect their listening comprehension and learners experience. Various kinds of listening comprehension may cause some problems due to the inadequacy of the message from factors relating to the speakers speech, and to the learner proficiency in listening comprehension. Furthermore, it was found that EFL learners are poorly equipped with effective listening strategies, skills, activities. To help better improve the listening comprehension, in a study by Wen-sheng (2007), conducted in China, listening is very crucial input, but many of the students in Chaozhou Normal College, Hanshan Normal University, and Chaozhou Guangdong were upset with listening. In the finding of the study, there were a lot of significant listening techniques which were neglected by teachers. However, a researcher suggests that more listening strategies should be taught in classes and teaching plan is given. 2.7 Writing styles In the article by Hafida (2010), conducted in Tlemsen, Algeria, analyze both the university requirements for the English academic degree in Algeria, and students needs so as to improve a pedagogical framework that would respond both exigencies. In the light of finding of the study, the researcher recommended the implementation of a strategy such as based writing curriculum for EFL university students that would develop their strategic competence and consolidate their linguistic knowledge. Since the Chinese students poor communicative ability in oral and written English, there is a concern in English teaching and learning in China. In the article by Yan (2006) explored a successful method so as to develop students speaking ability. As a result of the finding, Scenario-based Learning, two reflective models are introduced to improve the oral and writing in English. Scenario-Based Learning (SBL) is a structured method for figuring out some issues impacting the lives of specific individuals or groups of individuals. Also, It confronts students with an important context based on real life situation which requires them to take part in an imagined series of events. In the study by Osman (2010), investigates the difficulties faced by beginner academic writers and proposes recommendations to help these writers to be better collaborative writers. In the finding of the study, beginner writers have difficulties during their collaborative writing, including inability to work with their partners, poor language proficiency, poor research skills, having limited time to discuss, lacking ideas, facing stress during collaborative writing, ; therefore, it is suggested that the university and the lecturers should provide them with the opportunities of (1) providing intensive reading program ; (2)teaching interpersonal skills; (3) teaching time management; (4) providing pre-collaborative writing sessions; (5) providing pre-collaborative writing sessions ;(6) and providing teacher/ peer assistance According to Bereiter and Scardamalia (1987) as cited in Rouiller (2005), writing generally suffers from lack of interaction that stimulates oral production in conversation. However, to ensure successful learning, Lam Wong (2000) as cited in Lourdunathan Menon (2005), believe that learners should demonstrate appropriate cooperative behavior and peer support. It is necessary because some students have difficulties in organizing their ideas and are weak in English language as well. This can hinder them from participating in their collaborative work. CHAPTER 3 METHODOLOGY 3.1Research design Since the intent of this study significantly focuses on a private university in Cambodia, the researcher will employ a case study exploring the learning styles of EFL Cambodian university students. As a qualitative research approach is used, the case study will be employed in this study to explore the learning styles of EFL Cambodian university students. The case study method tends to systematically investigate an event or a set of related events with the specific aims of describing and explaining this phenomenon. (Berg, 2009) 3.2 Participants This is a case study which explores the learning styles of Cambodian university students. The participants of this study will be selected from one private university in Phnom Penh. The sample will consist of 6 students, who are studying English Literature in that university. Also, the researcher will choose both female and male students. Before conducting interviews, the researcher will make an appointment and notify the reasons of visit to the Rector of University. 3.3 Instrument With the purpose of getting trustworthy information, unstructured interview, informal conversation and participant observation will be used in order to obtain reliable data. Interviews will be tape-recorded and open-ended questions (see below appendix for details). In addition to the above interviews, class observation will be useful tool to obtain data. The observation checklist will basically focus on students learning styles both in classroom and outside classroom. 3.4 Data Collection Since the qualitative data collection procedure requires the research to immerse completely in the nature setting, the researcher will carry out unstructured interview after observation and taking notes. The interviews will consist of open-ended questions and tape-recording (see Appendix below) for the details. Prior to carrying out the interviews, the researcher will ask permission from university rector and students. The researcher expects each interview will take around 50 minutes and occur in the university or outside the university. The options for selecting site for interview will be provided for the participants because it helps reduce the participants difficulties. Moreover, the study objective will be verbally informed to participants before conducting interviews. With permission from participants, the researcher will use tape-recording to record the whole interviews. The researcher might ask different participants to answer the questions based on their preference. The resea rcher will personally observe English students using participant observation techniques. The observation will basically focus on students learning styles in classroom. The students will be asked to provide their responses about the learning styles of EFL Cambodian university students based on their ideas. The observational protocol will include the descriptive activities in the setting and reflective ideas from the researcher. Besides these observations, informal conversation will be made with participants in order to obtain deeply their perceptions about language learning styles. The researcher may take a few brief notes in the field setting but take notes of teaching techniques and behaviors after observation. 3.5 Data Analysis The researcher will organize and prepare the data for analysis as soon as the data has been collected from the participants. Then the researcher will spend lots of time reading all data and listening to tape recording in order to delete the irrelevant information. Next, the researcher will code the text to categorize the data. Moreover, relationship of data will be identified to interpret the meaning of data collected. Finally, in order to ensure the reliability and validity of data, the researcher will try to reread the data and ask researcher team to check the information. Moreover, matrixes and graphs will be specifically presented. Therefore, they will visualize the difficulties of Cambodian EFL students learning styles 3.6 Ethical Consideration To successfully conduct this study, the researcher will take into consideration about some safeguards. First, the consent form will be given to the participants to sign if they really agree to join in the study. Second, the purpose of this study will be clearly informed to participants in order to build mutual understanding and rapport. Third, the researcher will profoundly tell the participants that their participation will be voluntary and stopping from interviews will be the participants choice. Finally, the researcher will keep data collected in secret place which no one besides researcher will have access to get it. Furthermore, I will bring together the names of participants but keep them confidential. Personal identifiers will be released to the public in a way that protects the identification of participants. 3.7 Limitation of Research This study is guided with the following limitations, which affect the generality of the finding. First, the study only focuses on university English students in Department of English. Second, the study may be limited in its analysis or generality as it will be conducted in one Cambodian private university, in which 6students will be selected. Third, since this study will mainly explore only important learning styles, some points might be ignored. However, the purpose of this study is not to provide the broad generalization but to explore the learning styles of Cambodian university students in a private university in Phnom Penh. Therefore, the above-mentioned compounding circumstances might limit understanding and evaluation; however, these are generally overwhelmed and controlled by the research design.

Importance of Change in Ray Bradburys Fahrenheit 451 Essay -- Ray Bra

Importance of Change in Ray Bradbury's Fahrenheit 451   Ã‚  Ã‚  Ã‚  Ã‚  What is change? Webster's Dictionary, defines change as to cause to become different; alter; transform; convert. Many things, people, and world events are able to change. Years of peace may be shattered by one act of terrorism. Technology changes how people interact and work in the world. People also change. Many do not see any wrongdoing internally, and remain the way they are. However, there might be outside factors that help them realize what is wrong with them or the lifestyle they choose to take part in. According to Preston Bradley, "I don't care how much a man may consider himself a failure, I believe in him, for he can change the thing that is wrong in his life any time he is ready and prepared to do it. Whenever he develops the desire, he can take away from his life the thing that is defeating it. The capacity for reformation and change lies within." Throughout Fahrenheit 451, Montag, a dedicated fireman and book burner, sees pleasure and titillation from burning books and destroying lifetimes of important ideas. When outside influences put confusion in him, he begins a series of changes, eventually becoming a revolutionary in a society where books are valued.   Ã‚  Ã‚  Ã‚  Ã‚  Many factors contribute to the changes found in Montag. One of the first influences during the story is the exquisitely observant Clarisse McClellan. She is different from all of the others in society who like to head for a Fun Park to bully people around," or "break windowpanes in the Car Wrecker." She likes to observe people, and she observes Montag, diagnosing him as a "strange...fireman." He is "not like the others" because when she talks, he looks at her, and when she said something about the moon, he looks at it. Clarisse tells Montag that he is different from the other people. He has something inside of him that makes him "put up with" her. Clarisse makes Montag look at himself for the first time when she asks him, "Are you happy?" Montag thinks that she is talking nonsense, but he realizes that he truly is not happy. Something is missing from his life. Looking at his lifestyle, he found that the "only thing that I [Montag] positively knew was gone was the books I'd [he'd] burned in ten or twelve years." Clarisse helped Montag to start to think for himself, instead of letting the society... ...he society outside values books, and by joining it, Montag shows that he is changed from rebel to the ultimate rebel, a soldier of an army that has a strong influential power because of it's attraction to books and their meanings.   Ã‚  Ã‚  Ã‚  Ã‚  In Fahrenheit 451, Montag, a dedicated fireman and book burner changes character and opinion through the help of influential characters and events, gradually transforming into an individualistic person of the society, a rebellious soldier in an army of readers. Montag first changes when he meets Clarisse, opening his eyes and being able to see his own faults and those of the society. He changes further when he questions himself and thinks about his lifestyle after learning how powerful the meaning in the books are when the woman insists on dying. Montag learns the importance of books in the society when he meets Faber, learning how the meaning in books can be applied to what is happening in society. Killing Beatty shows his change from being a passive reader and spy to an active revolutionary. Finally, Montag's changes are completed when he joins the organization that values books, therefore becoming a soldier of an influential army.

Educational Research Single Su :: essays research papers

Educational Research Single-Subject Critique Establishing Discriminative Control of Responding Using Functional and Alternative Reinforcers During Functional Communication Training Wayne W. Fisher, David E. Kuhn, and Rachel H. Thompson Appropriateness of research question or purpose: The purpose of this research was interesting and of value as it focused on problems that often occur when Functional Communication Training (FCT) is in use. This study sought to find effective solutions as desired “. . .response[s] may be weakened and destructive behavior[s] may reemerge . . .'; when reinforcements of communication are delayed or denied due to impossibility or inconvenience of the caregiver or instructors ability to provide said reinforcement in a timely manner. “. . .procedures are needed to increase the effectiveness of FCT in situations in which it is impractical or impossible to deliver a given reinforcer.'; Research design and design rationale: This study was broken up into 4 phases (the fourth phase “. . .was completed with only 1 participant in only one condition because of time limitations on the participants’ hospital admission.';) Phase 1: Functional Analyses and Descriptive Assessments. Alternating treatment with no baseline design. “During this analysis, a test condition . . .and a control condition were compared using a multi-element design.'; Phase 2: Communication and Discrimination Training. Phase 3: Treatment Evaluation of FCT with Discriminative Stimuli. Between series, alternating treatment (ABAB) design was used to compare FCT + EXT vs. ACT + EXT in two conditions for one participant (Amy) and in one condition for one participant (Ned). Phase 4: Independent Effects of FCT and EXT. Between series, alternating treatment and a final treatment design was used to compare FCT/ACT (w/o EXT) vs. EXT alone with the final series being strictly FCT/ACT (w/o EXT). The order of presentation for Amy’s discrimination training were “. . .stimulus-present and stimulus-absent periods [that] were alternated every 30 s for the duration of the 10-min session. For Ned, “. . .one SD at a time was presented for 1 min. The order of the first three SD presentations in a given session was randomized, without replacement; thereafter, the order remained constant.'; Phase 1 was “conducted to test the hypotheses generated by the results of. . .descriptive assessments. . .to determine whether . . .destructive behavior was multiply maintained by both attention and access to tangible items, but under specific stimulus conditions [for Amy]. . .[and whether] destructive behavior was maintained by . Educational Research Single Su :: essays research papers Educational Research Single-Subject Critique Establishing Discriminative Control of Responding Using Functional and Alternative Reinforcers During Functional Communication Training Wayne W. Fisher, David E. Kuhn, and Rachel H. Thompson Appropriateness of research question or purpose: The purpose of this research was interesting and of value as it focused on problems that often occur when Functional Communication Training (FCT) is in use. This study sought to find effective solutions as desired “. . .response[s] may be weakened and destructive behavior[s] may reemerge . . .'; when reinforcements of communication are delayed or denied due to impossibility or inconvenience of the caregiver or instructors ability to provide said reinforcement in a timely manner. “. . .procedures are needed to increase the effectiveness of FCT in situations in which it is impractical or impossible to deliver a given reinforcer.'; Research design and design rationale: This study was broken up into 4 phases (the fourth phase “. . .was completed with only 1 participant in only one condition because of time limitations on the participants’ hospital admission.';) Phase 1: Functional Analyses and Descriptive Assessments. Alternating treatment with no baseline design. “During this analysis, a test condition . . .and a control condition were compared using a multi-element design.'; Phase 2: Communication and Discrimination Training. Phase 3: Treatment Evaluation of FCT with Discriminative Stimuli. Between series, alternating treatment (ABAB) design was used to compare FCT + EXT vs. ACT + EXT in two conditions for one participant (Amy) and in one condition for one participant (Ned). Phase 4: Independent Effects of FCT and EXT. Between series, alternating treatment and a final treatment design was used to compare FCT/ACT (w/o EXT) vs. EXT alone with the final series being strictly FCT/ACT (w/o EXT). The order of presentation for Amy’s discrimination training were “. . .stimulus-present and stimulus-absent periods [that] were alternated every 30 s for the duration of the 10-min session. For Ned, “. . .one SD at a time was presented for 1 min. The order of the first three SD presentations in a given session was randomized, without replacement; thereafter, the order remained constant.'; Phase 1 was “conducted to test the hypotheses generated by the results of. . .descriptive assessments. . .to determine whether . . .destructive behavior was multiply maintained by both attention and access to tangible items, but under specific stimulus conditions [for Amy]. . .[and whether] destructive behavior was maintained by .

A Thousand Splendid Suns ISU Essay

In a world full of immorality, a human being is inclined of undertaking an act of evil towards another. Some people perform evil actions for good intentions, but some do because of their selfish interests and desire for power. In Khaled Hosseini’s novel, A Thousand Splendid Suns, it is questionable whether the characters and the society have displayed cruelty and inhumanity among other characters. Cruelty of mankind is evident in the novel. By examining the corrupted values, abuse, and the discrimination of women visible in society; it will become evident how evil humankind can be. Corrupted values are detrimental in society because it takes away one’s freedom, education, and a chance to live. First, the Talibans set laws for the Afghans to follow: You will not wear charming clothes. You will not speak unless spoken to. You will not make eye contact with men. You will not laugh in public. If you do, you will be beaten. You will not paint your nails. If you do, you will lose a finger. (Hosseini 278) Freedom is a basic fundamental right that every person deserves to have. The opportunity to speak, believe and pursue happiness without any restriction defines freedom for an individual. It is the government’s responsibility to distribute and secure the freedom of every citizen by imposing laws and rules that are beneficial for the common good. However, one of the corrupted values evident in this novel is that the society is deprived with freedom. Instead of enforcing laws to promote freedom, the Talibans have barred Afghans to express themselves. This corrupted value will cause the affected citizens to resist, in which will inevitably prompt to create chaos between the oppressors and the victims; the Talibans and the Afghans respectively. Additionally, taking away one’s freedom is like taking away their right as a human being. If one’s rights are deprived, their actions will be manipulated. Furthermore, Nana prohibits Mariam for going to school even though Mariam is willing to pursue it: â€Å"If the girl wants to learn, let her, my dear, let the girl have an education†¦. What’s the sense of schooling a girl like you? It’s like shining a spittoon†¦And you’ll learn nothing of value in those schools. There is only one, only one skill a woman like you and me needs in life, and they don’t teach it in school. Look at me. (Hosseini 17-18) Nana’s point of view about Mariam not going to school is a blinded, selfish and ironic characteristic of a typical mother. Usually, a mother will always want the best for her child, but in this case, she displays the contrary. Her belief deteriorates her moral and ethical values, in which, it also affects the likelihood of her daughter’s education. Every human being should have the right to an education, as it is like a key for success in life. If society deprives this fundamental right for children, necessary actions should be done in order to fix this corrupted value. Lastly, the Talibans also declared another sanction for those people who commit the crime of stealing. This is shown in the following excerpt, â€Å"If you steal, your hand will be cut off at the wrist. If you steal again your foot will be cut off† (Hosseini 277). Retribution is an idea where the amount of punishment given to the offender must be equivalent to the action that has been done. The penalty for theft is too severe to the extent that it can be described as inhumane and cruel. The concept of retribution is unhealthy in a society due to anger and revenge that cause such impaired judgement. Therefore, enforcing corrupted values into a society greatly harms the lives of the people. Abuse is any behaviour or action that is used to scare, harm, threaten, control or intimidate another person. It comes in many different forms including physical, mental, sexual, financial, or spiritual abuse. First, Rasheed and Mariam have an argument about the loss of their baby, â€Å"I don’t know, but ever since the baby–-is that the kind of man you take me for, after everything I’ve done for you? No. Of course not. Then stop pestering me! I’m sorry. Bebakhsh, Rasheed. I’m sorry. † (Hosseini 95). Mariam finds ope in her marriage as something that could lead to happiness and possibly love, but the marriage actually transforms into abuse and oppression. Marriage in Islam is usually a sacred union of two people who chose to respect and honour each other in all situations. It is generally a joyous occasion for females. In the novel, marriage is a nightmare in which both women are abused emotionally. Aditionally, since the marriages in the novel tend to be forced, they are not likely influenced by love. In this marriage, Mariam tries to love her husband as a commitment, but in return, what she receives is emotional abuse. If love cannot be established in a marriage, abuse is inevitable when someone makes a mistake. Furthermore, Rasheed forces Mariam to eat pebbles, this is shown in the following excerpt, â€Å"Put these in your mouth. What? Put These. In your mouth. Stop it, Rasheed, I’m–His powerful hands closed her jaw. He shoved two fingers into her mouth, and pried it open, then forced the cold, hard pebbles into it. Mariam struggled against him, mumbling, but he kept pushing the pebbles in, his upper lip curled in a sneer. Now chew, he said. Through the mouthful of grit and pebbles, Mariam mumbled a plea. Tears were leaking out of the corners of her eyes. (Hosseini 104) Rasheed’s brutal action towards Mariam proves that a human being is capable of harming other people, even very significant ones. The abuse Mariam experiences from her husband is a result of their failed marriage. Furthermore, Rasheed furthers his characteristic into an evil and heartless person who does not care about how painful and harsh his actions are. Lastly, Rasheed finds out that Tariq has met Laila, and this prompts him to lose his temper, and physically harm them. This is shown in the following quote: They crashed to the ground, Rasheed and Laila, thrashing about. He ended up on top, his hands already wrapped around Laila’s neck†¦Rasheed didn’t notice her coming back into the room. He was still on top of Laila, his eyes wide and his hands wrapped around her neck. Laila’s face was turning blue now, and her eyes had rolled back. Mariam saw that she was no longer struggling. Heâ⠂¬â„¢s going to kill her, she thought†¦Rasheed. He looked up. Mariam swung. † (Hosseini 347-348) This shows the peak of all Mariam’s life experiences: the pain and sorrow Rasheed has caused her, as well as the joy and love she shares with Laila. When the person that she loves is threatened, Mariam realizes that all of her endurance has not once increased her worth in Rasheed’s eyes. For the first time, Mariam sees her worth and believes that she never deserves the anguish she’s had to endure. Her powerful motivation is shown when she saves Laila’s life. Mariam realizes after her first swing at Rasheed that if she does not kill him, he will kill them both. Even if Mariam is ready to die, she’s not ready to lose Laila. In summary, abuse is an unjust action, and its presence is very obvious in this novel through physical and emotional mistreatment. The role of women in Afghanistan is an unjust and unreasonable position in which they are continuously denied many freedoms and rights. The women of the story grab the interest and sympathy of the reader; their personalities are almost real and existent. It is amazing that Hosseini, a man, could have so much insight into the feelings of women in a circumstance such as this. Hosseini positively depicts the persona of Afghan women and their ability to endure gender inequality, denied education and Taliban rule. In A Thousand Splendid Suns by Khaled Hosseini, the harsh and cruel conditions which women face under Taliban rule are depicted through Miriam and Laila’s horrifying experiences. The Taliban take over was a huge step back for Afghanistan and its blossoming age for women. At first, it was believed the Taliban were saviors for the Afghan people, a lot of people assumed they would solve the problem, people like Rasheed,†Let them come, I, for one, will shower them with rose petals† (Hosseini 275). The people had no idea what the Taliban were doing; they fully supported it, until the Taliban started to impose laws. Most of these laws were strictly towards women: â€Å"You will stay inside your homes at all times. It is not proper for women to wander aimlessly about the streets. If you go outside, you must be accompanied by a male relative. If you are caught alone on the street, you will be beaten and sent home† (Hosseini 278). Laila was beaten on several occasions by the Taliban every week when she would go see her daughter, Aziza, at the orphanage because Rasheed refused to take her. The Taliban went as far as forcing women to one central hospital with limited doctors and supplies, which made child birth for many women to be a terrifying situation.