Road Rage Essay Example | Topics and Well Written Essays - 2000 words

Road Rage - Essay Example The study also concluded that reports of violent traffic incidents have increased about 7 percent every year since 1990" (www.alligator.org/edit/issues/97-fall/971117/a01rage.htm). Traffic can spell a day. Rush hour is becoming a major factor that can turn the next minute or the next hour into a blissful run or a nightmarish situation. The government is taking all driving issues very seriously. Safety measures are being improved and implemented. Errant and abusive drivers are being sought and penalized. However, citizens and agencies alike are not doing enough to make the highway a safer place for all people. "A call to NHTSA elicited that the two-thirds figure above probably had its origins in a statement made in July by NHTSA Administrator Ricardo Martinez to a House of Representatives Subcommittee on Surface transportation. What Dr. Martinez actually said was, "We estimate that about one-third of these crashes and about two-thirds of the resulting fatalities can be attributed to behavior associated with aggressive driving""(http://www.drivers.com/article/168). Over the past years, the number of deaths in road mishaps is a stable figure on the national statistics. People are working hard to address the situation. They find ways to counter the occurrence of heavy traffic. They increase personnel visibility at all points to be responsive to accidents. Motorists are educated about defensive driving and road safety. But with all the precautionary measures being applied to ensure a blissful pace on the highway, plans and methods to instill good values among drivers are nil. There is a big difference between situations involving accidents to a road spat between two ill-tempered motorists. Accidents are not planned. Preventive actions to avoid such situations come by way through the imposition of proper directives and regulations. "In contrast to the more popular crime control approach, a nontraditional application of crime prevention through environmental design, which focuses on traffic facilitation, is offered to address violent and aggressive drivers" (http://eab.sagepub.com/cgi/content/abstract/35/5/621). A confrontation between individuals is another thing. Although, there are punitive laws against the uncontrolled behavior of people, what becomes questionable is the effectivity of such actions to prevent them from engaging again into violent confrontations on the road in the future. "The media couldn't talk enough about the awful carnage. Even a piece by the columnist William Safire, on the death of Princess Diana, was titled ROAD RAGE IN PARIS" (http://www.fumento.com/atlantic.html). It has clamored for the need for preventive measures on the road. People are encouraged to drive safely. They are told to watch the road, slow down, and to give way at intersections. But what if the situations are entirely different from what a regular motorist usually faces daily How do you react to a yell of an overtaking driver How about a driver who keeps on honking his horn even if the situation doesn't apply What must be done if a motorist suddenly gives the finger How do people react to these

Role of crossing boarders in Translations Essay Example for Free

Role of crossing boarders in Translations Essay At the end of the play, Jimmy Jack says and the word exogamein means to marry outside the tribe. And you dont cross those boarders casually, both sides get very angry. In the light of this quotation, examine the dramatic and thematic significance of the role of crossing boarders. In many ways, Translations is a pessimistic play, particularly about the capacity of people from different cultures to communicate to each other. It is pessimistic in the sense that all attempts to break past ancient barriers fail. It is in this sense that the theme of crossing boarders is very significant in the very foundations of the play. More specifically, Translations highlights the importance of language, and communication in general, for the conflicts between different groups. Lack of communication builds boarders and makes them impenetrable. The structure or Translations allows Friel to explore several layers of events and themes. On one level, it is about a series of local incidents in a small village in northwest Ireland in 1833, which compel the characters to change the way they live. On another level, its sole purpose is to explore the themes of cross cultural conflict and communication. This themes are explored through the characters, them relationships and what happens to them in the play. We see attempts to cross boarders in many of the characters. The first example is our first introduction to Owen, Hughs sophisticated and charming son who works for the British forces. It is made obvious from the description of him in the stage direction that he appears to have crossed from the typical rural Irish stereotype that has been formulated to a more commercial English one. He is smartly dressed and described as looking like a city man in a great contrast with Manus, the lame soldier, who we discover is his brother. At this point in the play Owen seems to be trying to make what could be termed as a crossing bridge between the two cultures and languages; he is the go between. While this could first imply that he has changed sides, so to speak, we see later in the play that this is not the case. If you analyse the language he uses when he first appears at the hedge school it is difficult to decide if he genuinely appreciates and elevates his heritage and traditional culture, thus supporting my argument, or whether he is mocking it. For example: (Act I p27)I come back after six years and everythings just as it was! Nothings changed! (Act I p29)Honest to God, its such a delight to be back here with you all again-civilised people. While at this point in the play we could be lead to believe he is saying such things in mocking and thus abandoning his old culture and successfully crossing boarders, later in the play we see a shift in his tone and language. He looses his enthusiasm for the British colonial cause and begins to disagree with the English thinking that the Irish names should be standardized. (Act III p68) The originals Saint Muranus. Dont you think we should go back to that? We see him appreciating the historical significance of names that he had previously discarded in Act I as insignificant: (Act I p37) Owen-Roland-what the hell. Its only a name. However, reinforcing my argument, even in his temporary shift of loyalty Owen creates tension, particularly with Manus. Hugh on the other hand is just pleased to have him home. This is emphasized in the stage directions. (Act I p 26) He embraces Hugh warmly and genuinely Hughs eyes are moist-partly joy, partly the drink contrasts with Manus cold tone and manor Youre welcome Owen; he speaks to Owen like he would when welcoming a guest. By attempting to cross boarder he is estranged. And so, even though he manages to cross the boarders of language, he never completes the transition to the other tribe. However, even this periodic shift of loyalty causes tension thus linking to the idea of Exogamein that Jimmy Jack refers to. One of the most conventional structures for a play is to begin with a situation, then introduces some complications, before moving towards a resolution. Friel follows this for the first two acts but in Act III he avoids resolving some situations. We see this is the character of Maire, the pragmatic rural woman who wants to learn English and emigrate. Even from the beginning of the play she is portrayed as a tough rural strong minded, strong-bodied woman, but still shows her practical character and pragmatic approach: (Act I p 8) Fit me better if I had that much English She is the only character who wants to speak English thus showing her adaptability and acceptance to change in the early stages of the play. In the same way that whether or not Maire emigrates is left unresolved, so is the death of Yolland. We have little doubt that if Yolland is still alive he and Maire will get married and will the be only characters to successfully cross boarders. Their relationship is probably the most relevant to the title statement by Jimmy Jack in the last scene. It is interesting, in terms of the theme of the play, that Brian Friel chose not to resolve this issue, that he chose not to confirm their failure. Their relationship, however, causes many more serious consequences than Owens temporary shift of loyalty. We suspect the Irish rebels kill Yolland and then as a result the British Forces threaten to level the Irish town of Baile Beag. Friel was obviously trying to show the disastrous consequences of what such a simple innocent relationship can result in. This, again, can be linked to Jimmy Jacks statement. It is interesting that Friel chose the last scene of the play to draw particular attention to this theme and leads us to believe that he does this so the audience will go away from the performance with the imagery of ravished farm lands, and militant violence and this theme fresh in their minds. In conclusion, after analysis of the plays structure and central ideas we can see that the theme of crossing boarders is the most significant in the play as in a way, all aspects, whether they be linguistic, cultural or geographical are connected to it. Although Friel is quoted to have said Translations is a play about language and only language cannot be doubted that in writing Translations Friel wanted to make his audience aware of the consequences of crossing ancient barriers built by language, and made impenetrable by language.

Educational Philosophy :: Education Educating Teaching Essays

Educational Philosophy Growing up, I have always been surrounded by teachers. My mother, father, and stepmother are currently teachers and my grandmother is a former teacher. Automatically it was assumed that I too would become a teacher, but I had another profession in mind. I always enjoyed playing school when I was little, but I enjoyed playing house more. House may have had an impact on the profession I had in mind. I wanted to become an interior decorator because I loved decorating and arranging my house. I determined, in my mind that I would go to school to be an interior decorator. I then stopped contemplating about my future profession until high school. High school is where teachers advise you to choose a profession and gain experience in that field. Not many people pursue interior decorating as a profession in the country where I live. My guidance counselor just laughed at my dream and told me to select another profession to gain experience. As a result, I picked education because of m y family influences. I joined the Future Educators of America and that's when my professional goals and admirations altered forever. The FEA would go into surrounding elementary and middle school classrooms to bestow assistance to teachers and gain experience in the education field. I initially went into a self-contained learning disability class and fell in love with the field. I felt comfortable around the students and everything seemed to come naturally to me. I then began to look deeper into my life and realized that special education was the job I was intended to perform. I have been blessed with a handicapped and mentally impaired sister and she also encouraged me to follow my mother’s footsteps into the special education field. I love working with my sister because she is so eager to learn and loves having people work with her. She shows me that special education students want to learn, but no one wants to teach them. She always loved going to school and would even go sick so she would not have to miss. She taught me the importance of teachers, especially special education teachers. I want to make a difference in the lives of others and I believe the best profession for me to accomplish this goal is in the special education field.

Anterior Cruciate Ligament (A.C.L) Tear :: essays research papers

Ligaments are tough, non-stretchable fibers that hold bones together. Damage to cruciate ligaments, which crisscross the knee to give it stability, is one of the most common sports injuries. The â€Å"tear† occurs from changing direction rapidly, slowing down from running, or landing from a jump improperly. The A.C.L tear is one injury that worries athletes in all sports at all levels because of its devastating effects. People ages 15-25 that participate in basketball and other sports that require pivoting are especially at risk.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  General Information   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"The anterior cruicate ligament is a strong band that arises from the posterior middle part of the lateral condyle of the femur, it passes anteriorly and inferiorly between the condyle, and is attached to the depression in front of the intercondylar eminence of the tibia (Mosby‘s page. 105).† The tear of the A.C.L is described as a partial or complete rupture of the anterior cruciate ligament. The A.C.L. does not repair by itself. It is so important to an athlete in most sports because an athlete has to be able to rotate the knee in specific directions. The tear happens more frequently in soccer, basketball, and volleyball. Athletes who started participating in a sport while they were young have a greater chance of sustaining a tear. Women are more susceptible to this injury than men. Theories for this include hormonal, environmental, and biomechanical factors. â€Å"Women‘s muscles react differently in landing. Doctors say that women land with straighter legs than men do; thus, they pass their shock to the A.C.L. resulting in a tear. Environmental factors are shoes and playing surfaces.† (Patrick, Dick)   Ã‚  Ã‚  Ã‚  Ã‚  Causes and Symptoms   Ã‚  Ã‚  Ã‚  Ã‚  The most common way to tear the A.C.L is by violently twisting the knee. This can happen with or without contact. Most people say they hear â€Å"a popâ€Å". It can occur when you‘re slowing down from running, planting and suddenly changing direction, or hyperextending the knee. â€Å"When this happens immediate pain results, the knee will fully swell, tenderness occurs around the knee, and the range of motion will be greatly affected.† ( Micheli, Dr. Lyle J. ) The first thing to do if an injury occurs is to use R.I.C.E., which stands for rest, ice, compression, and elevation. Diagnosis   Ã‚  Ã‚  Ã‚  Ã‚  After the injury has occurred, the injured should see the family doctor or possibly a specialist to see if something is torn. The doctor will do some range of motion testing. Theses test are the Lachman, Dynamic extension and the pivot jerk.

Macroeconomics Question Paper

Question 1 . Using a market-clearing model to analyze the demand for haircuts is ______ because the price of a haircut usually changes ______. Answer Selected Answer: unrealistic; infrequently Correct Answer: unrealistic; infrequently . Question 2 . Which of the following is not the correct combination for a U. S. president and an important economic issue of his administration? Answer Selected Answer: President Clinton, inflation Correct Answer: President Clinton, inflation . Question 3 . Macroeconomic models are used to explain how ______ variables influence ______ variables.Answer Selected Answer: exogenous; endogenous Correct Answer: exogenous; endogenous . Question 4 . The total income of everyone in the economy adjusted for the level of prices is called: Answer Selected Answer: real GDP. Correct Answer: real GDP. . Question 5 . A period of falling prices is called: Answer Selected Answer: a recession. Correct Answer: deflation. . Question 6 . The inflation rate is a measure of h ow fast: Answer Selected Answer: prices in the economy are rising. Correct Answer: prices in the economy are rising. . Question 7 . Exogenous variables are:Answer Selected Answer: fixed at the moment they enter the model. Correct Answer: fixed at the moment they enter the model. . Question 8 . In the relationship expressed in functional form, Y = G(K, L), Y stands for real GDP, K stands for the amount of capital in the economy, and L stands for the amount of labor in the economy. In this case G( ): Answer Selected Answer: is the function telling how the variables in the parenthesis determine real GDP. Correct Answer: is the function telling how the variables in the parenthesis determine real GDP. . Question 9 .The inflation rate in the United States averaged about: Answer Selected Answer: zero between 1900 and 1950. Correct Answer: zero between 1900 and 1950. . Question 10 . Endogenous variables are: Answer Selected Answer: determined within the model. Correct Answer: determined wit hin the model. . Question 11 . The best measure of the economic satisfaction of the members of a society is: Answer Selected Answer: real GDP. Correct Answer: real GDP. . Question 12 . In 2010 in the United States, the approximate percentage of GDP that was spent on consumption was: Answer Selected Answer: 7 percent. Correct Answer: 67 percent. . Question 13 . The national income accounts identity, for an open economy, is: Answer Selected Answer: Y = C + I + G + NX. Correct Answer: Y = C + I + G + NX. . Question 14 . If nominal GDP grew by 5 percent and real GDP grew by 3 percent, then the GDP deflator grew by approximately ______ percent. Answer Selected Answer: 2 Correct Answer: 2 . Question 15 . If the number employed increases while the number unemployed does not change, the unemployment rate: Answer Selected Answer: will not change. Correct Answer: will decrease. . Question 16 .As a percentage of GNP, depreciation (also called the consumption of fixed capital) amounts to approx imately: Answer Selected Answer: 10 percent. Correct Answer: 10 percent. . Question 17 . Prices of items included in the CPI are: Answer Selected Answer: weighted according to quantity of the item purchased by the typical household. Correct Answer: weighted according to quantity of the item purchased by the typical household. . Question 18 . Real GDP means the value of goods and services is measured in ______ prices. Answer Selected Answer: constant Correct Answer: constant . Question 19 .If nominal GDP increased by 5 percent and the GDP deflator increased by 3 percent, then real GDP ______ by ______ percent. Answer Selected Answer: increased; 2 Correct Answer: increased; 2 . Question 20 . Nominal GDP is measured in _____ dollars _____ time. Answer Selected Answer: current; per unit of Correct Answer: current; per unit of . Question 21 . Exhibit: Saving, Investment, and the Interest Rate 2 Reference: Ref 3-2 (Exhibit: Saving, Investment, and the Interest Rate 2) The economy begins i n equilibrium at Point E, representing the real interest rate, r1, at which saving, S1, equals desired investment, I1.What will be the new equilibrium combination of real interest rate, saving, and investment if there is a tax law change that makes investment projects less profitable and decreases the demand for investment goods (but does not change the amount of taxes collected in the economy)? Answer Selected Answer: Point C Correct Answer: Point A . Question 22 . National saving refers to: Answer Selected Answer: income minus consumption minus government spending. Correct Answer: income minus consumption minus government spending. . Question 23 .According to the neoclassical theory of distribution, if firms are competitive and subject to constant returns to scale, total income in the economy is distributed: Answer Selected Answer: between the labor and capital used in production, according to their marginal productivities. Correct Answer: between the labor and capital used in pro duction, according to their marginal productivities. . Question 24 . According to the model developed in Chapter 3, when government spending increases but taxes are not raised, interest rates: Answer Selected Answer: increase. Correct Answer: increase. . Question 25 .When there is a fixed supply of loanable funds, an increase in investment demand results in a(n): Answer Selected Answer: higher interest rate. Correct Answer: higher interest rate. . Question 26 . Assume that the production function is Cobb–Douglas with parameter ? = 0. 3. In the neoclassical model, if the labor force increases by 10 percent, then output: Answer Selected Answer: increases by about 7 percent. Correct Answer: increases by about 7 percent. . Question 27 . In the classical model with fixed income, if households want to save more than firms want to invest, then: Answer Selected Answer: he interest rate falls. Correct Answer: the interest rate falls. . Question 28 . Assume that equilibrium GDP (Y) is 5,000. Consumption is given by the equation C = 500 + 0. 6Y. Investment (I) is given by the equation I = 2,000 – 100r, where r is the real interest rate in percent. No government exists. In this case, the equilibrium real interest rate is: Answer Selected Answer: 5 percent. Correct Answer: 5 percent. . Question 29 . In the classical model with fixed income, if the demand for goods and services is greater than the supply, the interest rate will: Answer Selected Answer: increase.Correct Answer: increase. . Question 30 . Exhibit: Saving, Investment, and the Interest Rate 1 Reference: Ref 3-1 (Exhibit: Saving, Investment, and the Interest Rate 1) The economy begins in equilibrium at Point E, representing the real interest rate, r1, at which saving, S1, equals desired investment, I1. What will be the new equilibrium combination of real interest rate, saving, and investment if the government raises taxes, holding other factors constant? Answer Selected Answer: Point B Correct Answe r: Point B . Question 31 . Assume that the consumption function is given by C = 200 + 0. (Y – T), the tax function is given by T = 100 + t1Y, and Y = 50K0. 5L0. 5, where K = 100 and L = 100. If t1 increases from 0. 2 to 0. 25, then consumption decreases by: Answer Selected Answer: 175. Correct Answer: 175. . Question 32 . Assume that the investment function is given by I = 1,000 – 30r, where r is the real rate of interest (in percent). Assume further that the nominal rate of interest is 10 percent and the inflation rate is 2 percent. According to the investment function, investment will be: Answer Selected Answer: 760. Correct Answer: 760. .Saturday, November 10, 2012 12:07:36 PM EST .

Charles Ives Essays - Guggenheim Fellows, Charles Ives, Free Essays

Charles Ives Essays - Guggenheim Fellows, Charles Ives, Free Essays Charles Ives Born in Danbury, Connecticut on October 20, 1874, Charles Ives pursued what is perhaps one of the most extraordinary and paradoxical careers in American music history. Businessman by day and composer by night, Ives's vast output has gradually brought him recognition as the most original and significant American composer of the late 19th and early 20th centuries. Inspired by transcendentalist philosophy, Ives sought a highly personalized musical expression through the most innovative and radical technical means possible. A fascination with bi-tonal forms, polyrhythms, and quotation was nurtured by his father who Ives would later acknowledge as the primary creative influence on his musical style. Ironically, much of Ives's work would not be heard until his virtual retirement from music and business in 1930 due to severe health problems. The conductor Nicolas Slonimsky, music critic Henry Bellamann, pianist John Kirkpatrick, and the composer Lou Harrison (who conducted the premiere of the Symphony No. 3) played a key role in introducing Ives's music to a wider audience. Henry Cowell was perhaps the most significant figure in fostering public and critical attention for Ives's music, publishing several of the composer's works in his New Music Quarterly. The American composer Charles Ives learned a great deal from his bandmaster father, George Ives, and a love of the music of Bach. At the same time he was exposed to a variety of very American musical influences, later reflected in his own idiosyncratic compositions. Ives was educated at Yale and made a career in insurance, reserving his activities as a composer for his leisure hours. Ironically, by the time that his music had begun to arouse interest, his own inspiration and energy as a composer had waned, so that for the last thirty years of his life he wrote little, while his reputation grew. The symphonies of Ives include music essentially American in inspiration and adventurous in structure and texture, collages of America, expressed in a musical idiom that makes use of complex polytonality (the use of more than one key or tonality at the same time) and rhythm. Symphony No. 3, reflects much of Ives's own background, carrying the explanatory title Camp Meeting and movement titles Old Folks Gatherin', Children's Day and Communion. Symphony No. 4 includes a number of hymns and Gospel songs, and his so-called First Orchestral Set, otherwise known as New England Symphony, depicts three places in New England. Much of the earlier organ music written by Ives from the time of his student years, when he served as organist in a number of churches, found its way into later compositions. The second of his two piano sonatas, Concord, Mass. 1840 - 60, has the characteristic movement titles Emerson, Hawthorne, The Alcotts and Thoreau, a very American literary celebration. The first of the two string quartets of Ives has the characteristic title From the Salvation Army and is based on earlier organ compositions, while the fourth of his four violin sonatas depicts Children's Day at the Camp Meeting. Ives wrote a number of psalm settings, part-songs and verse settings for unison voices and orchestra. In his many solo songs he set verses ranging from Shakespeare, Goethe and Heine to Whitman and Kipling, with a number of texts of his own creation. Relatively well known songs by Ives include Shall We Gather at the River, The Cage and The Side-Show. In 1947, Ives was awarded the Pulitzer Prize for his Symphony No. 3, according him a much deserved international renown. Soon after, his works were taken up and championed by such leading conductors as Leonard Bernstein. At his death in 1954, he had witnessed a rise from obscurity to a position of unsurpassed eminence among the world's leading performers and musical institutions. Bibliography Swaffork, Jan. The Vintage Guide to Classical Music. Charles Ives New York: Random House Inc. 1992.

Everything About Demand Generation Strategies, Tactics, and Examples

Everything About Demand Generation Strategies, Tactics, and Examples Demand doesn’t generate itself. If it did, we’d all be able to pack up our stuff and find a different career. Our organizations would blissfully carry on without us, bringing in leads Fortunately for us, that isn’t the way things work, and thus we remain gainfully employed. Somewhat less fortunately, it turns out drumming up business with content is easier said than done. It takes a strong understanding of your audience, smart strategy, and consistent execution to make that happen. In other words, it isn’t work you’re going to finish in a weekend. It’s going to take time, commitment, and a little bit of know-how. That’s where this post comes in. Here, you’ll find: Clarity around what demand generation is (and is not). It’s a somewhat confusing concept due to the amount of overlap between it and other marketing disciplines. An outline for how to plan a demand gen strategy. Get templates and guidance you need to start putting a plan into practice. Links to actionable blog posts and other reliable sources. Check the Recommended Reading callouts throughout the post for more detailed guides on how to implement each piece of your strategy. This is a broad topic, and condensing down everything about it into one post isn’t entirely possible. But, you can consider this your one bookmarkable hub to find all the resources you’ll need in one place. It’s time to start reading and start building up your business. What Exactly is Demand Generation? This genuinely isn’t a dumb question. Demand generation, as a marketing term, describes a broad set of practices and tactics that are all centered around one thing: making people care about your product. It encompasses everything an organization does to raise awareness and build interest in what they sell. That can include branding, public relations, content marketing, or anything else that helps turn audiences from not knowing you exist, to wondering why they didn’t buy sooner. How Does That Differ From Lead Generation? You’ve probably heard the term lead generation too, and might be wondering how it differs from demand gen. Solomon Thimothy from Clickx  sums up the distinction between the two well in this video: If you don’t have time to watch the video, the easiest answer is that lead gen is a part of demand gen, which’s more narrowly focused on capturing information from potential customers (most often through an online form). Ultimately, generating leads is part of the goal of generating demand, but the practice of demand gen from start to finish is more complex. Whats the difference between #LeadGeneration and #DemandGeneration? Understanding Why Demand Generation Matters No one cares about your brand. At least, not until they realize they have a problem that needs solving, or they discover a want for a particular type of product or service. But, even then, once their search for a solution begins, you have plenty of competitors they could find instead. So, it’s up to you to build interest in your industry, get in front of potential customers, and deliver the kind of value that’s going to attract people to you (instead of any of the number of other options they might have). This isn’t going to happen by accident. And it’s not going to happen without the help of the right knowledge and tools, either.

Plastic Architecture - Building The Biodome

Plastic Architecture - Building The Biodome By definition a biodome is a large controlled internal environment in which plants and animals from much warmer or colder regions than the region of the biodome can be kept in the natural conditions of their own sustainable eco-systems. One example of a biodome would be the Eden Project in the United Kingdom which includes the largest biodome greenhouse in the world. There are three biodomes at the Eden Project: one with a tropical climate, one with a mediterranean, and one that is a local temperate biodome. Large biodomes are architectural wonders, while the designs have much in common and take from the geodesic domes patented by Buckminister Fuller in 1954, there have been more recent innovations in building materials that have made the enormous light-friendly roofs in biodomes and other architectural projects possible. The Eden Projects biodomes are constructed with tubular steel frames with hexagonal external cladding panels made from the thermoplastic ethylene tetrafluoroethylene (ETFE) replacing the use of glass, too heavy a material to use. According to Interface Magazine,ETFE foil is essentially a plastic polymer related to Teflon and is created by taking the polymer resin and extruding it into a thin film. It is largely used as a replacement for glazing due to its high light transmission properties. Transparent windows are created either by inflating two or more layers of foil to form cushions or tensioning into a single skin membrane. Plastic Architecture Lehnert, an avid yachtsman and three-time winner of the Admirals Cup, was researching ETFE for use as a possible material for sails. For that purpose, ETFE was not successful, however Lehnert continued to research the material and developed ETFE-based building materials suitable for roof and cladding solutions. These cladding systems, based on plastic cushions filled with air, have since pushed the boundaries of architecture and allowed the creation of highly innovative structures such as the Eden Project or the Beijing National Aquatics Center in China. Vector Foiltec According to Vector Foiltecs history, Chemically, ETFE is constructed by substituting a fluorine atom in PTFE (Teflon) with an ethylene monomer. This retains some of PTFEs qualities such as its non-stick self cleaning properties, as in non-stick pans, whilst increasing its strength, and in particular, its resistance to tearing. Vector Foiltec invented drop bar welding, and used ETFE to construct a small cable structure, originally made from FEP, which had failed due to the low tear resistance of the material. ETFE provided the perfect substitute, and the Texlon ® cladding system was born. Vector Foiltecs first project was for a zoo. The zoo looked into the possibility to implement a new concept whereby visitors would pass through the zoos in small confined pathways while the animals would be, according to Stefan Lehnert, almost living in broad areasâ€Å"†¦almost in freedom.† The zoo, the Burger ´s Zoo in Arnheim, hence also looked for transparent roofs, which were to cover a large area and at the same time would allow the passage of UV rays. The Burger ´s zoo project eventually became the very first project of the firm in 1982. Stefan Lehnert has been nominated for a 2012 European Inventor Award for his work with ETFE. He has also been called the inventor of the biodome.

Intellectual Property Law Essay Example | Topics and Well Written Essays - 1750 words

Intellectual Property Law - Essay Example This fact is negligible. Wherever the deal took place is irrelevant. As long as there was some verbal agreement, that could still be considered a contract, as will be shown in the next point. 3. No formal contract was signed between TWD and Yello. Even though TWD and Yello did not sign a contract, LMI and TWD made the agreement that LMI would arrange it so that they would pay TWD to set up a website for the band. â€Å"Such relationships are termed quasi-contract. Although there is no contract or agreement between the parties, they are put in the same position as if there were a contract between them.†1 The definition of what a quasi-contract is can be given here. As defined in Black’s Law Dictionary, a quasi contract is â€Å"an obligation which law creates in absence of agreement; it is invoked by courts where there is unjust enrichment†¦ [The] [f]unction of ‘quasi contract’ is to raise obligation in law where in fact the parties made no promise, an d it is not based on apparent intention of the parties.†2 Also, contracts do not have to be written down to be enforceable. A contract, by definition, is â€Å"[a]n agreement between two or more persons which creates an obligation to do or not to do a particular thing. Its essentials are competent parties, subject matter, a legal consideration, mutuality of agreement, and mutuality of obligation.†3 Additionally, a contract â€Å"is formed in any transaction in which one or both parties make a legally enforceable promise. A promise is a commitment or undertaking that a given event will or will not occur in the future and may be express or implied from conduct or language and conduct. A promise is legally enforceable where it: was made as part of a bargain for valid consideration; reasonably induced the promise to rely on the promise to his detriment; or is deemed enforceable by a statute despite the lack of consideration.†4 There are several types of contracts, in addition. Contracts may be one of three types: express (an agreement brought about by words); implied-in-fact (an agreement brought about by conduct); or implied-in-law, also known as a â€Å"quasi-contract† (which is â€Å"not a true contract but an obligation imposed by a court despite the absence of a promise in order to avoid an injustice.†5 Since it has been shown that there was a quasi-contract between LMI and TWD, TWD is now committed to performing services for LMI under the deal that was hammered out in the Wine Bar—even though nothing was put down in writing in a formal sense. However, this could indeed hurt LMI later as one shall see. 4. The website includes photos of Yello given to TWD, and three (3) short extracts of songs from Yello’s first album. TWD does not necessarily own the images or the three (3) short extracts of music given to TWD in order to market the band Yello. The copyright of the music belongs to LMI since they had a deal sign ed with them. Whoever took the photographs (one would presume that would be the photographer) who would own the copyrights to the band Yello’s photos. However, if Yello purchased the copyright of the images, then the images belong to them—or if the Yello band’s image is already copyrighted. This can be a complex issue. If Yello’s image is not copyrighted, it may be able to be distributed other places. Also, the copyright on the song excerpts must also be copyrighted in order to make sure that if there is any type of infringement, then the people or person infringing upon the copyright of

The Oral Approach and Situational Language Teaching Essay

The Oral Approach and Situational Language Teaching - Essay Example The target language is the main language in the classroom, and everyone learns it better by speaking it. Reading and writing in the target language follows once a lexical and grammatical foundation has been established. That means, the learner is corrected when he makes mistakes in spelling, vocabulary use, etc. The teaching of the foreign language is from simple to more complex forms. Upon learning this, some may be curious as to the Oral Approach is regarded by students if they have already been exposed to other teaching approaches. Would this approach clash with other methods students have already been accustomed to or would it supplement them? How about students with language impairments? Would the Oral Approach be able to encourage them or discourage them from speaking in a foreign language? The Situational Language Teaching approach is a language teaching approach that helps the learner understand the foreign language better by clustering lessons based on certain situations. Pi ttman (1963) clarifies the word ‘situational’ as identifiable concrete materials, pictures and relia which are used together with actions and gestures in order to demonstrate the meanings of new language words and phrases. If possible, these are used to teach a lesson on a particular situation. This eases the learner, knowing that what he is learning is about something familiar to him and can focus on the theme of the lesson. For example, simpler lessons teach about vocabulary on family will have pictures of family members. In any learning situation, it helps if the new knowledge is linked with previous knowledge. The Situational Language Teaching approach capitalizes on the learner’s own context. In the article, an example was provided on using actual objects to help students learn foreign words without necessarily identifying the object in the home language. This is effective since the objects are familiar to the students. The same may be true when the teacher teaches them a song about something they can relate to in their own context. It would be effective to use visual aids for the song so it becomes easily understandable to the learners especially if the song depicts a story. The pictures in the story may be presented while parts of the song related to the picture are sung. The theory underlying these approaches leans on the behaviourist perspective. Palmer (1957) summarizes the process of learning a language as receiving the knowledge or materials (stimulus), retaining it by repeating it both mentally and verbally, and using it in practice until it becomes a skill which later on becomes second nature to the individual. The issue now comes for people who would have deficiencies in the skills of memory and repetition. Does that mean they will be unable to learn another language due to their limitations? If these language teaching approaches are effective in the classroom, how would it translate to outside the classroom? It would be alri ght if the students live in the country where the target language is spoken since there would be several people whom they can practice their new skills with. If they live in their home country, however, where the target language is constrained within the classroom, then there would be no other people to practice with and understand what they are saying especially in the home if

Capstone Essay Example | Topics and Well Written Essays - 2000 words - 1

Capstone - Essay Example When promoting their products, they make extensive use of celebrities as product ambassadors, which lends to their products and hence their consumers a sense of glamour and makes the consumer’s feel like some part of the celebrity’s skills rub off on them with the product usage. Nike target’s the common man who is interested in sports and fitness and banks on his skills and has a winning attitude. The brand also promotes hard work and competition and this is reflected through their promotional advertisements. Nike’s vision is â€Å"to  carry on the legacy of innovative thinking, whether  to develop products that help athletes of every level of ability reach their potential, or to create business opportunities that set Nike apart from the competition and provide value for our shareholders†. According to Nike’s vision for the future, they keep introducing innovative products in the market. Like, recently, they are going to launch the Nike à ¢â‚¬Å"Studio Wrap† in 2013, which are fashionable ‘barely there’ shoes, designed for people who are more into modern studio workouts like dance, Pilates and yoga. These shoes are the picture perfect mix of innovation, style and athletic requirements. Products like these by Nike help everyday and professional athletes the support and motivation to stick to a healthy lifestyle and to excel in their chosen field of sports. Nike products create additional value for its customers by adding style to the equation; all Nike products are aesthetically pleasing, yet high quality, innovative sportswear. 2. Analyze the five (5) forces of competition to determine how they impact the company. A big job to be done by the company’s strategists is to deal with its competitors; however that’s not all that their duties encompass. According to Porters’s theory there are four other forces that need to be taken into consideration. Following is a diagram outlining t he relationship between these five forces of competition. (Harvard Business Review Magazine, 2008) Originally published in 1979, Porter’s article talks about external forces that a company has to consider when planning competitive strategy. Namely, these include the bargaining power of producers, the bargaining power of consumers, indirect competition by substitute products, threat of new entrants due to barriers of entry and the rivalry between the existing players in the market in the specified category. (Harvard Business Review, Magazine, 2008). In Nike’s specific case, the business is lucrative and highly profitable and thus new entrants are common. This would reduce market share and profit levels but Nike stays on top of its game due to its immense goodwill in the market, its reputation, product quality and innovative techniques. However strategists have to remain on their toes to make sure that the company’s strategy doesn’t lag and allow new entran ts to gain on Nike’s expense. This requires them to continually innovate product design, establish strong customer relationships and loyalty, invest in research and development, invest in employee training, improve distribution and most importantly patent their designs and products to protect them from competitors. Using these precautions will mostly eliminate the threat of new market entrants. Threat from substitutes is low, because Nike provides essential gear for athletes and sports men and women which cannot really be substituted by other product, especially in the shoe category. Other sports gear

The events that produced the modern Civil Rights Movement Essay

The events that produced the modern Civil Rights Movement - Essay Example The case has never been perfectly clear, but it seems that Till had told several of his African-American friends in Mississippi that back home in Chicago he had a white girlfriend - they did not believe him and so dared him to speak to a white woman while out in public. Whether Till actually spoke, or whether he whistled at a married white woman while in a grocery store in unclear, but the repercussions are unambiguous (Ownby 151). The boy was murdered because of his apparent audacity in addressing a white woman, and the death shocked people all over the country. Mere months later, Rosa Parks found lasting fame and reverence because of her refusal to give up her seat on a city bus to a white passenger. At this time, segregation existed on buses and an African-American was not allowed to take the front seat of a bus, particularly if there was a white passenger who needed to sit down. Parks' civil disobedience led to the formation of the Montgomery Bus Boycott, which lasted for months and ultimately culminated in the 1956 decision of Alabama courts to rule that bus segregation is unconstitutional. Parks was always the first to downplay her role in the modern civil rights movement, but the truth is that her disregard for discriminatory practices influenced the entire African-American population to rethink their own attitudes towards segregation and low social standing (Burns 87-90). Following the murder of Emmitt Till, African-Americans were, on the whole, very angry, frightened and confused about what steps needed to be taken to ensure their f uture safety and success in the nation. Rosa Parks unwittingly gave all these disenfranchised people a look at how simple individual protest could be used to really make a difference where it mattered the most. The Montgomery Bus Boycott not only influenced a nation, but it specifically had a great effect on someone who would prove to be an invaluable member of the modern civil rights movement: Martin Luther King Jr. King Jr. took a leadership role in the Bus Boycott and from this starting point became an omnipresent figure in most aspects of the African-American civil rights movement in America. His most famed contribution to the movement was his "I Have a Dream" speech, delivered in 1963 during the March on Washington. King envisioned a time when society would welcome its diverse people together as one, treat every person as both an individual and an equal, and put an end to discrimination and segregation laws in America and worldwide (Ralph Jr. 29-36). The ideals and actions of Martin Luther King Jr. were essentially fundamental to the modern civil rights movement and because of this, African-Americans were ultimately inspired to take up the causes he fought for after he was murdered in Tennessee in 1968. The death of this great leader of the civil rights movement was a great shock to the entire country, but it was in many ways the final catalyst that African-Americans needed to realize that enough was enough in terms of discrimination and

Nonprofit Governance WA 2 Coursework Example | Topics and Well Written Essays - 500 words

Nonprofit Governance WA 2 - Coursework Example According to a report published by the Charity Watch (2012) of the American Institute of Philanthropy, AFM’s revenues in 2009 increased to $1.3 million, and that it sold food to everyone that wanted to buy it at low costs instead of selling food only to the people that were needy. After a four-year investigation, the federal investigators laid numerous accusations against the AFM owners that included Joe and his wife Linda Wingo, son Andy Wingo and an employee Harry Michaels. These accusations included fraudulent dealing and reporting of funds, funds diversion, unethical dealings with suppliers and vendors, using funds for personal gains and lavish life styles etc. These findings eventually resulted in shutting down of AFM besides prosecution of the accused. White (2010, p.153) specifies that the four essential concepts that form the backbone of ethics in non-profit organizations include disclosure, transparency, avoidance of conflict of interest, and oversight. At AFM, the owners’ intentions were not aligned to the needs of the people they wished to serve. Moreover, their multiple principles seemed to contradict each other. For instance, AFM’s mission to serve the people in need did not correspond with the owners’ intentions of making money and their inclination towards lavish life styles. The founder actually saw a business opportunity amidst increasing costs, which he continued to harness by adopting nonprofit model in order to get easy funds and access to the target market. This intention itself was unethical. Employees that knew about these practices also tried to take undue advantage of the situation. Non-profit organizations function largely based on trust, which helps them to acquire funds, partners, and relationships. Hence, it becomes all the more important for the leaders/owners to exhibit integrity and transparency; and to be accountable for their funds and resources. In conclusion, the Wingos’ and their

The events that produced the modern Civil Rights Movement Essay

The events that produced the modern Civil Rights Movement - Essay Example The case has never been perfectly clear, but it seems that Till had told several of his African-American friends in Mississippi that back home in Chicago he had a white girlfriend - they did not believe him and so dared him to speak to a white woman while out in public. Whether Till actually spoke, or whether he whistled at a married white woman while in a grocery store in unclear, but the repercussions are unambiguous (Ownby 151). The boy was murdered because of his apparent audacity in addressing a white woman, and the death shocked people all over the country. Mere months later, Rosa Parks found lasting fame and reverence because of her refusal to give up her seat on a city bus to a white passenger. At this time, segregation existed on buses and an African-American was not allowed to take the front seat of a bus, particularly if there was a white passenger who needed to sit down. Parks' civil disobedience led to the formation of the Montgomery Bus Boycott, which lasted for months and ultimately culminated in the 1956 decision of Alabama courts to rule that bus segregation is unconstitutional. Parks was always the first to downplay her role in the modern civil rights movement, but the truth is that her disregard for discriminatory practices influenced the entire African-American population to rethink their own attitudes towards segregation and low social standing (Burns 87-90). Following the murder of Emmitt Till, African-Americans were, on the whole, very angry, frightened and confused about what steps needed to be taken to ensure their f uture safety and success in the nation. Rosa Parks unwittingly gave all these disenfranchised people a look at how simple individual protest could be used to really make a difference where it mattered the most. The Montgomery Bus Boycott not only influenced a nation, but it specifically had a great effect on someone who would prove to be an invaluable member of the modern civil rights movement: Martin Luther King Jr. King Jr. took a leadership role in the Bus Boycott and from this starting point became an omnipresent figure in most aspects of the African-American civil rights movement in America. His most famed contribution to the movement was his "I Have a Dream" speech, delivered in 1963 during the March on Washington. King envisioned a time when society would welcome its diverse people together as one, treat every person as both an individual and an equal, and put an end to discrimination and segregation laws in America and worldwide (Ralph Jr. 29-36). The ideals and actions of Martin Luther King Jr. were essentially fundamental to the modern civil rights movement and because of this, African-Americans were ultimately inspired to take up the causes he fought for after he was murdered in Tennessee in 1968. The death of this great leader of the civil rights movement was a great shock to the entire country, but it was in many ways the final catalyst that African-Americans needed to realize that enough was enough in terms of discrimination and

How do my consultancy project develop my skills Essay

How do my consultancy project develop my skills - Essay Example While English was the common language of conversation, yet the group members had different dialects and accents. Working with this group enhanced my ability to understand English when it is spoken in a variety of accents. While doing this project, I had a detailed insight into the merits and demerits of group work. Some of the merits of group work include having a wider knowledge-base, having a variety of perspectives, and having a well-organized team to make a structured and well-thought approach toward the achievement of goals. Some of the demerits of group work include problems of communication, and conflicts originating in the contrast of opinions and beliefs. I have realized the importance of good leadership for making a group achieve its optimal potential in work. Our leader had a democratic style of leadership. He included all group members in the decision making process and sought their opinions. This gave a sense of increased participation and engagement in the decision making process to all group members and they felt respected. As a result, their motivation for work increased. A very important skill that I improved as a result of this project was time management. In the consultancy project, we had definite and well-identified goals and milestones that had to be achieved within particular deadlines. While the milestones were numerous and the deadlines were close, we had limited resources to draw the help from. This imparted the need to be very particular about planning and scheduling so that the available resources could be made optimal use of. I made a Work Breakdown Structure (WBS) of the whole project in which I identified the key deliverables, work packages, and individual activities. I made the WBS on MS Project 2010. Having such a breakdown of the whole scope of the project enabled me to carefully assign the resources to each activity individually without over-allocating the resources. In the same way, after

Kodak and Fujifilm Essay Example for Free

Kodak and Fujifilm Essay Kodak, which was once known as Eastman Kodak Company, was founded by George Eastman in 1888. This invention enabled inventor Thomas Edison to create the first motion picture camera in 1891. Kodak’s photography and imaging was its main big thing and was widely used from photography equipment to film, paper and color chemicals. Kodak set the standards high for quality when making its motion picture films. (Kodak) In the 1980’s, Kodak’s market share reached 90%. In the 1800’s he also invented an emulsion-coating machine which enabled him to mass-produce photographic dry plates, he was one of the first to prove the great convenience of gelatin dry plates over the cumbersome and messy wet plate photography prevalent in his day. Dry plates could be exposed and developed at the photographers convenience; wet plates had to be coated, exposed at once, and developed while still wet. The name Kodak was born and the KODAK camera was placed on the market, with the slogan, You press the button we do the rest. (Kodak) Kodak went on to become one of the biggest expanding the major impact it brought to pictures. It grew into helping the health industry by devising films that detected radiation exposure for developing the atomic bomb. (Kodak) Kodak went on to play significant roles with joint ventures from Nasa, Sun Chemical, and other big ventures. By 1962 the company’s U. S. consolidated sales exceed $1 billion for the first time. Its work force tops 75,000. Today Kodak’s estimated total market capitalization is about $900 million (Forbes) Kodak was a pioneer of photography and imaging and that was its core business. Kodak came before Fujifilm and was able to evolve and adapt quickly to the market changes. In January 2012, Kodak filed for Chapter 11 bankruptcy protection in the United States District Court for the Southern District of New York and in January 2013 it exited bankruptcy. Kodak’s downfall I think was that it was not able to keep up with the technology changes and multiple new waves of how it evolved. Ethics and social responsibility was on its side because of the good it did for the world through the company’s research and the profit margin showed that. Being able to help NASA and hospitals showed there ethical practices. Customers were satisfied and they trusted the brand. Obviously for them to have gone bankrupt means there was a breakdown in financial strategies and decision making. Fujifilm was established in 1934 with the aim of producing photographic films. Over the decades we have diversified into new markets and built a strong presence around the globe. It was founded by (Fujifilm. com) It emerged with its photographic film manufacturing industry and then began operating, producing photographic film, print paper, dry plates, and other photosensitive materials. It went through several name changes starting as Fuji Photo film and ending up as Fujifilm. Fujifilm may have started as a manufacturer of photographic film, but the companys decision to branch into many areas of business including a transition to a digital camera manufacturer in the past several years has been a successful one. (camersabout. com) Fuji has crossed over into hospitals providing x-rays and medical imaging. Fujifilm has offered photographic film, motion picture film, color reversal film slides, microfilm, color negatives, 8mm motion picture film, and videotape. Beyond film, the company also has offered computer storage tape, computer floppy disks, and offset printing plates. Fujifilm made its first digital still camera in 1988, the DS-1P, and it was the worlds first digital camera with removable media. The company also created the first one-time-use recyclable film camera, the Quick Snap, in 1986. (Cameras about. com) Fuji dominated overseas and has embraced change and diversity to become a more effective force for a better future. Fujifilm has continued to maximize other resources effectively to achieve healthy growth.. In 2007, Fujifilm cameras ranked eighth worldwide in number of digital cameras manufactured, with about 8. 3 million units, according to a Techno Systems Research report. Fujifilm cameras, sometimes shortened to Fuji cameras, held a market share of about 6. 3%. (fujifilm. com) they too have been innovators and there management strategies have kept them on top and out of trouble such as bankruptcy. Kodak was not quick as Fuji was to adapt and they adapted quickly to stay well liked in the marketplace. They went from just hot in Japan to being second in the lead below Kodak in film usage, Both companies show what their approach to ethics and social responsibility are by their profits and success. It takes good decision making, quick turn around, and constant change to ensure diversity with any company. Flexibility, the right marketing, and speed are important in decision making. Fuji was smart and aggressive going from overseas to the global market with their low prices that made for a powerful marketing strategy. 1984 Los Angeles Olympics put them on the map when they became the official film of the event. Kodak made bad investments that caused them to eventually go bankrupt. It acquired Sterling drug for 1. 5 billion in January of 1988 and it turned out to be a bad investment and they wind up selling it off. Once it started falling the CEO was not able to revive it. Both companies made photography and imaging as their core business but Fuji even though it started later had the better adaptability. Fuji stayed reinventing itself and evolved with the change to invent better products. Kodak seems to come to a standstill even when the smart phone was introduced. When making decisions to build in flexibility you need to access the option, define the problem, adjust your approach and have innovative thinking. (Houston chronicle, by Amber Keefer, Demand Media) Before proceeding with you of action you have to choose an adequate course of action, and then you define the problem. Gather information, evaluating possible solutions and estimating the outcomes are crucial steps in the decision-making process. The objective is to take a situation from its current circumstances and move it toward a future goal. When making decisions you have to understand what you need to change and come up with ideas on how to improve the situation. After analyzing the problem, the next step is to find a solution before making a decision and implementing changes. Consider the advantages and disadvantages of each of the options available. Think about the value of the actions you can take. After you decide on a solution, you might want to change your approach.. Evaluate new information as it becomes available to you. Flexibility in decision making allows you to learn from your mistakes and then move toward a successful outcome. When you prepare to implement change, it is important to consider your organization’s future needs and objectives. You have to consider various options as solutions to a problem tend to put more thought into making decisions. Critical thinking is important. Flexibility in problem solving is key and involves interpreting information, drawing conclusions and considering the implications. A decision maker must identify weaknesses of the situation and move to remove it from the equation. Then finally as you approach the final decision change often requires adjusting your approach to meet the unexpected. Keeping an open mind is important when considering the overall situation and looking at all facets of the problem. Building flexibility in decision making requires that you be receptive to change. Even the best-laid plans hit unanticipated obstacles. The key is to know when to adjust your approach. Effective decision makers demonstrate the ability to shift priorities as the need arises and show a willingness to achieve objectives by taking advantage of new opportunities. (Houston chronicle, by Amber Keefer, Demand Media) Kodak was first out the door in the business industry but made some financial mistakes that cost them in the end. They were not fast paced like Fuji with keeping up with the industryand keeping their technology current. Fuji looked for newer marketing strategies to please their customers and kept evolving. That would explain their success today. , Fujifilm has transformed itself into a solidly profitable business, with a market capitalization, even after a rough year, of some $12. 6 billion to Kodak’s $220m (petapixel. com) Kodak filed a lawsuit against Fuji claiming they had infringed on Kodak’s digital photography patents.

Culturally Competent Assessments Of Children In Need

Culturally Competent Assessments Of Children In Need This article critically analyses cultural competence as a theoretical construct and explores the need for a framework that will assist social workers to carry out culturally competent assessments of children in need and their families. It is argued that the necessary components of a framework for practice in this area are a holistic definition of culture, an ethical approach to difference, self-awareness, an awareness of power relations, the adoption of a position of complete openness in working with difference and a sceptical approach to a commodified conception of cultural knowledge. The approach must avoid the totalisation of the other for personal or institutional purposes. It is argued that the Furness/Gilligan Framework (2010) reflects these concerns and could be easily adapted to assist with assessments in this area. Key words: assessment; children in need; children and families; culture; cultural competence Introduction The purpose of this paper is to critically analyse cultural competence as a theoretical construct and to explore the need for a framework that will assist social workers to identify when aspects of culture are significant in the lives and children in need and their families. The 1989 Children Act places a legal requirement to give due consideration to a childs religious persuasion, racial origin, and cultural and linguistic background in their care and in the provision of services (Section 22(5)). This provision established the principle that understanding a childs cultural background must underscore all work with children. However, there has been a longstanding concern that services to children are failing to be culturally sensitive. Concern over the disproportionate number of children in need from ethnic minorities led to their specific mention in The Governments Objective for Childrens Social Services, which states that the needs of black and ethnic minority children and families must be identified and met through services which are culturally sensitive (Department of Health, 1999a: para 16). Government policy documents increasingly recognise the multicultural reality of Britain. Yet, government assessment guidance provides practitioners with little assistance in terms of establishing ways in which cultural beliefs and practices influence family life. Social work has acknowledged the need to respond respectfully and effectively to people of all cultures, ethnic backgrounds, religions, social classes and other diversity factors in a manner that values the worth of individuals, families and communities and protects and preserves the dignity of each (BASW, 2009). There are many indications that culture is significant in determining the ways in which some people interpret events, resolve dilemmas, make decisions and view themselves, their own and others actions and how they respond to these (Gilligan, 2009; Hunt, 2005). Practitioners may not, therefore, be able to engage with service users or to facilitate appropriate interventions if they take too little account of these aspects of peoples lives or consider them on the basis of inaccurate, ill-informed or stereotyped knowledge (Gilligan, 2009; Hodge et al., 2006). Culturally competent practice is so fundamental to assessments of children in need that one might expect a well developed literature on the subject. This would act as a robust knowledge base to underpin excellence in service delivery. Thompson (2006, p. 82) admits, there is a danger that assessment will be based on dominant white norms without adequate attention being paid to cultural differences. Failure to take such differences into account will not only distort, and thereby invalidate, the basis of the assessment but will serve to alienate clients by devaluing their culture. However, the literature in this area is surprisingly sparse. Almost two decades ago it was described as a void of published information (Lynch and Hanson, 1992, p. xvii) and Welbourne (2002) argues that progress is still slow. Boushel (2000) argues that despite the governments stated concern to know more about the impact of race and ethnicity on child welfare, the limited extent to which research reflects the experience and needs of culturally diverse children fails to support a true evidence base for policy or practice. There is evidence that aspects of culture can all too easily be underestimated, overlooked or ignored, sometimes with extremely serious consequences (Laming, 2003; Gilligan, 2008; OHagan, 2001). Many mainstream childcare and child protection texts make little reference to culture (OHagan, 2001). Not one of the twenty pieces of research into differing aspects of child protection work considered in Messages From Research (Dartington, 1995) explore the cultural aspects of any of the cases dealt with. There is now a growing body of literature written for health and social care professionals about the importance of developing and incorporating cultural sensitivity and awareness in their work with others (Campinha-Bacote, 1994; CHYPERLINK http://bjsw.oxfordjournals.org/cgi/content/full/bcp159v2?maxtoshow=hits=10RESULTFORMAT=fulltext=social+work+religion+and+beliefsearchid=1FIRSTINDEX=0resourcetype=HWCIT#BCP159C4andHYPERLINK http://bjsw.oxfordjournals.org/cgi/content/full/bcp159v2?maxtoshow=hits=10RESULTFORMAT=fulltext=social+work+religion+and+beliefsearchid=1FIRSTINDEX=0resourcetype=HWCIT#BCP159C4a HYPERLINK http://bjsw.oxfordjournals.org/cgi/content/full/bcp159v2?maxtoshow=hits=10RESULTFORMAT=fulltext=social+work+religion+and+beliefsearchid=1FIRSTINDEX=0resourcetype=HWCIT#BCP159C4andHYPERLINK http://bjsw.oxfordjournals.org/cgi/content/full/bcp159v2?maxtoshow=hits=10RESULTFORMAT=fulltext=social+work+religion+and+beliefsearchid=1FIRSTINDEX=0resourcetype=HWCIT#BCP159C4 Furman, 1999; H odge, 2001, 2005; Moss, 2005; Gilligan and Furness, 2006; Sue, 2006; Laird, 2008). However, despite the apparent emergence of a more general recognition and acknowledgement of these issues amongst many professionals, relevant day-to-day practice remains largely dependent on individual views and attitudes (Gilligan, 2009). A Department of Health (2002) study of 40 deaths and serious injuries to children found that, information on the ethnic background of children and carers was vague and unsophisticated in that it failed to consider features of the childs culture, religion and race, as specified in the Children Act 1989 (Department of Health, 2002, p. 26). The failure to conceptualize accurately the cultural and social context within which minority ethnic parents are operating impacts on interventions offered, which served to reflect and reproduce existing powerlessness. . . (Bernard, 2001, p. 3). If, as this suggests, there is a deficit in social workers ability to conceptualize mi nority ethnic service users social and cultural context in assessments of children, partly accounted for by a paucity of literature in this area, the implications for practice are potentially a failure to carry out culturally competent practice for many vulnerable children. In The Victoria Climbie Inquiry Report 2003, Lord Lamming commented that, The legislative framework is sound, the gap is in the implementation (2003, p. 13). Report after report has expressed concern over the limited skills of social services staff when undertaking assessments and designing interventions with ethnic minority children (Batty, 2002). While many professionals acknowledge that there is a need to work in culturally sensitive ways, there is evidence that many professionals working with children and families do not always feel equipped to do so (Gilligan, 2003). Gilligan (2009) found that whilst professionals may recognise that service users beliefs are very important, there is little consistency in how such recognition impacts on practice. Even within his small sample, there was considerable variation in attitudes and much to suggest that actions and decisions are the product of individual choice rather than professional judgement or agency policies (Gilligan, 2009). Pract itioners are able to continue with culture-blind approaches without these being significantly challenged by agency policies or by professional cultures (Gilligan, 2009). There is a clear need to look again at what we mean by cultural competence and to develop a framework that will assist social workers to identify when aspects of culture are significant in the lives and children in need and their families. Defining culture There is a clear recognition that aspects of culture are significant in the lives of children and their families and that this needs to be considered in assessment practice. In order to address the lack of understanding and ineffective practice among practitioners in this area it is necessary to provide clear definitions of culture and cultural competence. Assessing children in need and their families is a complex task. There is evidence of considerable variation between social workers definitions of the essential components of good enough parenting, reflecting the variation between professionals in definition of need (Daniel, 2000). When reviewing cases of serious injury or death, the Department of Health concluded that: . . .areas suggested by this research as ripe for development [include] reaching common definitions of being in need or at risk of significant harm (Department of Health, 2002). It is in this context of ambiguity that culture must be defined. The 1989 Children Act uses the wording culture as a statutory requirement in addressing the needs of black children, but does not offer guidance about its definition. Culture is a highly discursive term and the object of an intensive theoretical and political dispute (Benhabib, 1999, 2002). The construction of culture as a theoretical concept has always been affected by entangled perspectives, particularly in social work (Boggs, 2004). Harrison and Turner (2010) found that participants in their study spent considerable time discussing the complex nature of culture and the difficulties in defining it. This means that when looking at the practice of cultural competence as part of assessing need and risk the scope for conceptual ambiguity is vast (Welbourne, 2002). Eagleton (2000, p. 1) states that, culture is said to be one of the two or three most complex words in the English language. OHagan (2001) argues that culture is a complex concept, with virtually limitless parameters, which cannot be defined or explained in the two or three sentences usually allocated to them in much health and social care literature. For example, Payne (1997, p. 244) provides a rather ambiguous definition of culture: a difficult concept. It implies a relatively unchanging, dominating collection of social values, and assumes that members of an identified group will always accept these. It is possible to examine definitions of culture that stem from anthropology, sociology, psychology and cultural geography (OHagan, 2001). The anthropologist Edward Tylor (1871) formulated the most enduring definition of culture: culture is that complex whole which includes knowledge, beliefs, art, morals, law, custom and any other capabilities and habits acquired by man as a member of society. The sociologist Giddens (1993: 31) says that culture refers to the ways of life of the members of a society, or of groups, or within a society. It includes how they dress, their marriage customs and family life, their patterns of work, religious ceremonies and leisure pursuits. OHagan (2001) defines culture as the distinct way of life of the group, race, class, community or nation to which the individual belongs. It is the first and most important frame of reference from which ones sense of identity evolves. OHagans definition draws on anthropology and is wide enough to challenge essentialist notions of culture, yet defined enough to be meaningful. It also balances the community and individual aspects of culture. When we consider this definition of culture it can be seen that all assessment of children in need occurs within a cultural context. In fact it is perhaps better understood as taking place within a number of interacting cultural contexts, with the culture of the c hild at the heart of the process. The use of the concept of culture in developing cultural competence and not race has been a deliberate shift in terminology from anti-racist theorising. Anti-racist theory, with its emphasis on race, has been criticised for dichotomising blackness and whiteness which does not permit any differentiation in the experience of racism between different ethnic groups (Laird, 2008). The idea of racial homogeneity has been enduring but this idea must be challenged. White people and black people are not homogeneous groups (Laird, 2008). Culture is a broader term than race or ethnicity and can include aspects of age, gender, social status, religion, language, sexual orientation and disability (Connolly, Crichton-Hill and Ward, 2005). Using the term culture allows for difference of attitude and experience between individuals who are part of the same ethnic or racial grouping. If one considers that culture is learned from generation to generation, it is inevitably person specific and shaped by o nes personal and societal context. The Challenge of Cultural Competence There are a variety of paradigms in the study of race, ethnicity and culture which are located in particular socio-historical and political contexts. Cultural competence is just one of these and has not escaped criticism in the professional literature. Writers in social work have argued that cultural competence depoliticises race relations and promotes othering (Pon, 2009), assumes workers themselves are from a dominant culture (Sakamoto, 2007) and is based on the flawed assumption that acquiring cultural knowledge will result in competent practice (Dean, 2001; Ben-Ari and Strier, 2010). Despite its wide acceptance, the concept remains subject to multiple, often conflicting, views. There is a need to critically analyse cultural competence as a theoretical construct in order to make it meaningful to practitioners and to provide a basis for best practice. Concern with racism emerged in the social work profession in the 1970s and during the 1980s major texts appeared to guide practice (Payne, 2005). The concept of anti-racist practice emerged built on the principles that race is a social construct that has been used to justify oppression and that it is necessary to critically examine the dynamics of power relationships that produce oppression. Anti-racist theorists have criticised advocates of cultural competence for creating an exotic understanding of people from ethnic minorities and for not recognising practice issues of social inequality or racial discrimination (OHagan, 2001). Cultural competence has been presented as apolitical and has been criticised for failing to address the power struggles of history (Barn, 2007). Key issues of power are absent from much of the analytical thinking around the paradigm of cultural competence (Barn, 2007). Given that the political, cultural and professional perspectives on race and ethnicity hav e important consequences for minority ethnic children and families, social workers need to incorporate an understanding of power relations as a key tool for subverting racism. A more sophisticated and nuanced approach is necessary, which will involve a paradigm shift from essentialist notions of race which view culture in rigid and inflexible ways to one in which cultural sensitivity is understood within the context of power relations (Barn, 2007). It is important to widen the debate beyond black and white, to recognise that racial, ethnic and cultural groups are not homogenous, but to not abandon the challenging of racism and other forms of oppression. Culturally competent practice needs to take account of the tensions between different cultural norms and values within the UK, not only between ethnically and culturally distinct groups of people. Social work norms and values may not be those of the majority of Europeans, or even of the mainstream white UK population, as the case of A v UK demonstrates. Writers such as Olsen (1981), Korbin (1981, 1991) and Thorpe (1994) have problematised the notion of a universal standard of childcare, pointing to significant cross-cultural variability. The essence of this challenge is that standardized definitions of child abuse must be contested as they necessarily relate to culturally defined norms. Korbin HYPERLINK http://bjsw.oxfordjournals.org/cgi/content/full/35/6/901?maxtoshow=hits=10RESULTFORMAT=fulltext=how+and+when+does+athnicity+mattersearchid=1FIRSTINDEX=0resourcetype=HWCIT#KORBIN-1991(1991), in what is now a classic essay, warns against the dangers of both Eurocentric practice and over ly culturally relativist practice. On the one hand, Eurocentric practice serves only to impose one set of cultural beliefs and practices as preferable and therefore reproduce patterns of domination and oppression. In the British literature, concern has been expressed that minority families are too frequently pathologised and stereotyped, with workers over-relying on cultural explanations for their problems and utilizing a model of cultural deficit (Williams and Soyden, 2005; Chand, 2000; Ahmed, 1994). It is argued that they receive more and speedier punitive services than preventative/care services (Williams and Soyden, 2005). Lees (2002) argues from her research that there is a tendency to pathologise behaviour that is not culturally normative, an example being negatively evaluating the act of running away from an abusive home among young black women rather than adopting passive coping strategies. At the other extreme, Korbin notes extreme cultural relativism, in which all judgements of humane treatment of children are suspended in the name of cultural rights, may be used to justify a lesser standard of care for some children (1991, p. 68). It has been suggested that cultural relativism freezes the status quo by making standard-setting according to universal norms impossible (Laird, 2008). Barn et al (1997) found that adoption of a position of cultural relativity through fear of being labelled as racist affected statutory provision to children and families. They found that some social workers were reluctant to intervene to protect children because they believed that abusive behaviour was sanctioned by their culture (Barn et al, 1997). The child abuse inquiry reports of Jasmine Beckford (Blom-Cooper, 1985) and Tyra Henry (Lambeth, 1987) concluded that culture had impinged upon events leading to the deaths of these children. It was suggested that workers were too optimistic in their assessments of carers and that abusive behaviours were interpreted as aspects of culture. Whilst these concerns turn on the recognition of aspects of cultural difference as significant in the process of assessment, it has long been noted in the social work literature that practitioners fail at the first hurdle, in as much as they do not recognise at all the importance of culture: a culture-blind approach (Dominelli, 1998; Boushol, 2000; Graham, 2002). The culture-blind approach eschews difference in its search for a universal formula. It suggests that a standard of good practice can be established which fits all. For example, Payne (1997) rejects the argument that western social work theory may be incompatible with some of the core components of other cultures and ignores the fact that it was used extensively in the processes of annihilation of various indigenous cultures (OHagan, 2001). Despite being consistently criticised as naive and oppressive, this approach represents a powerful paradigm within social work (Williams and Soyden, 2005; Dominelli, 1998). Finding the balance between these concerns poses considerable difficulties for those charged with assessments of children in need (Dominelli,HYPERLINK http://bjsw.oxfordjournals.org/cgi/content/full/35/6/901?maxtoshow=hits=10RESULTFORMAT=fulltext=how+and+when+does+athnicity+mattersearchid=1FIRSTINDEX=0resourcetype=HWCIT#DOMINELLI-1998A HYPERLINK http://bjsw.oxfordjournals.org/cgi/content/full/35/6/901?maxtoshow=hits=10RESULTFORMAT=fulltext=how+and+when+does+athnicity+mattersearchid=1FIRSTINDEX=0resourcetype=HWCIT#DOMINELLI-1998A1998). What is needed is an approach to practice that can challenge normative stereotypes of appropriate behaviour by parents or children while promoting the rights of children to safety and good enough parenting. Brophy (2003, p. 674) states Balancing a respect for differing styles of parenting and guarding against inappropriate inroads into lifestyles and belief systems, while also protecting children from ill-treatment, remains an exacting task. Professiona ls can be castigated for intervening too quickly or too slowly. Social workers must operate with cultural sensitivity within the assessment process but at the same time recognize that at the heart of anti-oppressive practice is a commitment to the non-relative core value of human equality. A Knowledge Based Competency? Cultural competence as a practice response to these issues has been conceptualised in several ways. There are not one, but multiple definitions of cultural competence and it appears to be a changeable, evolving concept (Harrison and Turner, 2010). The frameworks available to assist practitioners in assessing aspects of culture are predominantly of two types: assessment models that try to aid in the collection of information and the understanding of specific service users strengths, needs and circumstances (Carballeira, 1996; Hodge, 2001, 2005; Hogan-Garcia, 2003; Sue, 2006) and reflective models that aim to help the practitioner to develop relevant skills and awareness in general terms (Green, 1999; Connolly, Crichton-Hill and Ward, 2005; Papadopoulos, 2006). Assessment models of cultural competence frequently refer to the integration and transformation of knowledge about individuals and groups of people into specific standards, practices and attitudes used in appropriate cultural settings to increase the quality of services, thereby producing better outcomes (Davis and Donald, 1997). To work effectively with diversity, practitioners are expected to gain knowledge of different cultural practices and worldviews, to have a positive attitude towards cultural differences and develop cross-cultural skills (Ben-Ari, 2010). Examples of assessment models include the LIVE and LEARN Model developed by Carballeira (1996) which identifies a series of activities which practitioners need to engage in to be culturally competent: Like; Inquire; Visit; Experience; Listen; Evaluate; Acknowledge; Recommend and Negotiate. Another example is Campinha-Bacotes (2002, pp. 182-3) ASKED model which identifies five dimensions of cultural competence: cultural Awaren ess; cultural Skill; cultural Knowledge; cultural Encounter; and cultural Desire. In line with this approach Sue (2006) argues that culturally competent social work practice is defined as the service providers acquisition of awareness, knowledge, and skills needed to function effectively in a pluralistic democratic society (2006: 29). However, there is disparity in the literature as to the knowledge that is necessary for effective culturally responsive practice. The above models adopt a cultural literacy approach in which culture specific information and practice is categorised under broad ethnic group categories (Connolly, Crichton-Hill and Ward, 2005). For example, Lairds (2008) book Anti-Oppressive Social Work contains chapters entitled communities with roots in India, communities with roots in the Caribbean and communities with roots in China. Similarly, OHagan (2001) includes chapters about Islam, American Indians and Australian Aborigines in his book about cultural competence. Laird (2008, p. 156) states It is only by gaining cultural knowledge, that is, learning to appreciate the variety of ways in which people with different heritages organise their lives, that practitioners from the white-majority community can gain cultural awareness. This is because cultural knowledge offers practitioners a comparative analytical tool with which to examine cultural influences upon their own lives. From this approach knowledge is seen as central to the development of cultural competence skills, which are fundamentally knowledge-based learned capacities (Ben-Ari and Strier, 2010). It is widely believed that cultural knowledge is the key to interpreting the code of cultural diversity (Ben-Ari and Strier, 2010). It is argued that without knowledge, one cannot be aware of the presence of biases in professional practices and practice could remain ethnocentric (Adams et al., 2001). There is a tendency to think that if a worker learns about a culture, what Spradley (1994) calls explicit cultural knowledge, then they will have a framework for working with that culture. Widely existing conceptions of cultural competence assume that the other is knowable and that this knowledge is a prerequisite for being culturally competent (Ben-Ari and Strier, 2010). A radically different stance has been suggested by Ben-Ari and Strier (2010) who examine cultural competence through the lens of Levinas (1969) theory of other. Levinas (1969) proposes that ethics precedes knowledge. He argues that our humanity is realised through the wisdom of love and not through the love of wisdom (the literal Greek meaning of the word philosophy). In other words, ethics precedes any objective searching after truth (Beals, 2007). Levinas thesis ethics as first philosophy means that the pursuit of knowledge is but a secondary feature of a more basic ethical duty to the other. Within this framework, the main question becomes what relation to the other is necessary in order for knowledge to be possible? He argues that the other is not knowable and cannot be made into an object of the self, as is done by traditional philosophy. By emphasising the primacy of ethics to knowledge, Levinas creates a new framework for working across differences. This raises fundamental questions with regard to the nature of social knowledge. Laird (2008) argues that the most critical requirement of culturally sensitive social work is to keep open the dialogue between people from different ethnic backgrounds and to ensure that each individual emerges as a unique composite of values, beliefs and aspirations. It is necessary to consider how accumulated knowledge about other cultures has the potential to limit our openness in our encounters with people who are other to us. Knowledge about other cultures can lead to the experience of totality: something is nothing more than what I make out of it (Ben-Ari and Strier, 2010). When we totalise the other we reduce our understanding of it. Levinas (1987) proposes that we should aim for the experience of infinity, that is, the recognition that something is more than what we could make of it. Berlin (2002, p. 144) notes the danger of totalising people from other cultures, stating classifying people on th e basis of group membership only gives us the illusions that we are being culturally sensitive, when, in fact, we are failing to look beyond easy characterisations for the particular and specific ways this person is understanding, feeling and acting. A knowledge based approach to cultural competency has a tendency to create overgeneralisations of cultural groups and can lead to the worker perceiving themselves as an expert despite the likelihood of them being in a position of cultural naivety (Connolly, Crichton-Hill and Ward, 2005). The implication of this is that culturally competent assessments must come from an ethical standpoint of openness on the part of the practitioner. OHagan (2001) states, The workers need not be highly knowledgeable about the cultures of the people they serve, but they must approach culturally different people with openness and respect. It must be recognised that thoughts, feelings and actions are influenced by external and internal variables that are cultural in origin and, as a consequence, that each individual who enters the child welfare system is unique (Connolly, Crichton-Hill and Ward, 2005). A consequence of this is that perceptions of the child welfare problem will be unique to each client or family. Understanding how the family perceives the problem enables child protection workers to work in a more culturally responsive way in developing solutions. Cooper (2001, p. 732) states the meanings in context of a childs injury are not revealed through objective facts or through expe rt objective assessment or diagnosis. An agreed meaning, understanding and potential for change can only be co-constructed, with the service user and their social relationships and networks, within a situated organisation and multi-agency context. Aligning solutions with the cultural identity of the family provides the potential for family-centred responses. Cultural competence must move away from an emphasis on cultural knowledge if it is to provide an ethical framework for working with difference. A Matter of Reflection? The second main type of cultural competence model is a reflective model. Reflection has been part of practice discourse for a number of decades (Schon, 1983; 1987). More recently the concept of critical reflection has taken hold (Fook, 2002). A critically reflective response challenges the values and attitudes associated with professional conduct (Connolly, Crichton-Hill and Ward, 2005). An example of a reflective model of cultural competence is the cultural-reflective model developed by Connolly, Crichton-Hill and Ward (2005). This model includes the processes of cultural thinking; critical reflection and reflective practice outcomes. A strength of the model is that is recognises the interaction between the self and the other within interactions between people of different cultures. Ben-Ari and Strier (2010) argue that the development of the concept of cultural competence could benefit from considering the significance of self and other interdependence in contemporary debates on cultural diversity. They analyse relations between self and other using Levinas theory of other and explore the ways in which these relations play a pivotal role in working with differences. A persons definition of the other is part of what defines the self (Levinas, 1969). The idea that the self requires the other to define itself has been expressed by many writers (Brown, 1995; Riggins, 1997; Gillespie, 2007). It has been recognised that the concept of otherness is integral to the understanding of identities as people construct roles for themselves in relation to an other. The implication of this is that that all cross-cultural encounters between social workers and service users bring into play not only the heritage of the service user, but also that of the practitioner (Laird, 2008). Connolly, Crichton-Hill and Ward (2005, p. 59) note that assessments of the social world are likely to say more about the perceiver than the persons under study. Social workers need to discover and reflect upon their own value system and traditions in order to be culturally competent. Reflective models, such as Connolly, Crichton-Hill and Wards (2005), recognise that our cultural thinking responses are often automatic and outside of our control. It is necessary to ask where our responses and language come from (Connolly, Crichton-Hill and Wards, 2005). The reflective process encourages an examination of values and beliefs underpinning reactions. It involves challenging our assumptions, recognising stereotypes and recognising power and its effects. Without this it is easy to think that it is our way of being is the norm and other people who are ethnic, idiosyncratic, culturally pe

What an American Is Essay example -- Papers America Character Patrioti

What an American Is Webster?s Dictionary defines American as or its inhabitants. But is that all America and an American truly is? Is a person American simply because of geography? According to Identities, ?America is a confluence of cultures.? Americans are people whose lives depict men and women who are trying to be as successful and robust as possible, this quest is symbolic to citizens of many other countries. This is why America illustrates the Statue of Liberty, a structure that symbolizes freedom throughout the world. America is composed not only of these peoples, but the cultures and the ways of life of these people. The Statue of Liberty symbolizes a fearless and powerful figure. Steinbeck agrees that Americans are fearless when he writes, ?Americans seem to live and breathe and function by paradox.? Americans are fearless and risk taking, spending time and money doing things like skydiving, bungijumping, and other extreme sports. Ignoring in most cases the risk factors involved in such activities, believing that nothing is going to go wrong, that it will occur perfectly and flawlessly. This is a trait that many Americans have the refuse to believe that they are in danger. Most Americans believe that even though the limb they are on is weak, it?s strong enough for their safety needs. Americans daily routines are can also be described as fearless. Case in point for many is the commute to and from work. Most people speed and drive aggressively because they always are in a hurry. Americans have the idea of being perfect drives, for instance, and never making mistakes. The Statue of Liber ty can also be described as fearless. The Statue of Liberty is what most people think of when asked what symbolizes... ...s. If America performs a positive action in a foreign country or domestically, Americans are pleased with the government. Americans also acquire anger when the government does an action that citizens do not approve of. However, Americans are represented in their government and have a choice, because America is a nation build around the idea of freedom. The Statue of Liberty is the source of this idea of freedom. In conclusion, America is a huge nation of people who are to trying to work hard to be as successful as possible, just as the women that the Statue of Liberty exemplifies. The Statue of Liberty literally means Statue of Freedom, and that is the most precise definition an American can have. An American is a free person who is given the right to live his/her life without intervention. The Statue of Liberty symbolizes this freedom to many Americans.

Graduation Speech -- Graduation Speech, Commencement Address

I woke up this morning thinking that it was just an ordinary day. I showered and got dressed like I always do. I ate my usual bagel for breakfast. I got in my car and came to school like I’ve done every day this year (or — almost every day). I drove into the parking lot and straight to my spot, but when I got there it was already taken by another car. That is when I realized that this is not just any ordinary day. This is the day that we have been looking forward to for so long. For the past four years, we have watched friends and siblings walk across this stage and wish that it was us. Well, now it is finally our turn. We, the Class of 2006, are graduating. We are leaving the school that we have loved and hated all at the same time, that has made us laugh and cry, yet all the while it...

Teaching theories and assessment

First I am to give an overview of the cardinal theories of instruction and appraisal that I use mundane within my work as a coach. My learning involves a broad scope of scholars from E2e pupils ( 16-19 ) and grownups ( 19+ ) , so I use a big assortment of different ( sometimes contradictory ) methods. Pavlov- Pavlov identified two types of learned response to a topic. Reflex response- a response to a topic or state of affairs that is unconscious ( nonvoluntary ) Conditioned response- a response that is learnt or taught ( voluntary ) Through this theory I foremost use learning stuff to get down to condition a response and the ideal end is that these conditioned response bend to reflex responses after an initial â€Å" subsiding in † period. Maslow- Hierarchy of Needs- This is about common sense. Learners can non larn if they are uncomfortable, stressed or distracted. I believe people learn more expeditiously if they find the solutions to their ain jobs. As we all do in life. Skinner- â€Å" Operant conditioning † – This applies to both sets of scholars. It is my experience that larning takes topographic point more efficaciously if it is delivered as a series of little stairss that combine into a entire end or decision. But before learning can take topographic point the pupils need to be motivated to larn. In the instance of the E2e pupils Taylor ‘s theory of â€Å" economic adult male and McGregor ‘s â€Å" Theory X † comes into drama. The motivation theories for these pupils are fiscal and are rewarded for go toing learning Sessionss even if they do non desire to. On the other side of the graduated table, many of my grownup pupils are of a more mature age and are financially comfy and have no demand for a fiscal wages. Their wages can be found in other theories: Mayo- Social man- Many of my grownup scholars are on the classs non merely to larn, but to run into new people and bask the societal facets of acquisition. Once the scholar is in category it is indispensable that they are motivated to transport on acquisition. Hertzberg ‘s theory is so really applicable. The pupil must experience that they are being praised and that they feel good about their acquisition and all unfavorable judgment that is given must be really carefully worded and must ever be constructive. This so brings us to the importance of appraisal. There are many practical theories that are applicable to my mundane instruction. It is of import that I non merely measure my pupils ‘ work, but my ain instruction. First formative appraisal is used with pupils as an on-going procedure. It is indispensable that pupils work are continually assessed to non merely give pupils motivational feedback, but it is a step of comprehension and how much the pupil has understood and is besides a contemplation on your learning practise. This method is normally provided informally on a one to one footing, giving the pupil the chance to add his ain sentiments on his or her acquisition advancement which in bend starts the procedure of ego appraisal. Self-assessment is normally introduced when the pupil is constructing in assurance in a topic. Now that the pupil has a greater apprehension they are able to measure their ain work and able to reflect on their ain accomplishments or weaknesss now that their cognition of the topic becomes more advanced. One of the most successful appraisal methods seems to be a multiple of both ego and diagnostic appraisal. This where the pupil is set a short trial on a comparatively regular footing so the pupil is confident in the given undertaking and after finishing the trial the pupil measure his or her ain trial either separately or in a group. That manner the pupil is able to compliment themself or the others around him or the group is able to supply constructive feedback together. It is a great morale encouragement when the pupil has done good and is a great signifier of support when the pupil needs excess aid. The summational appraisal method tends to be used more for the E2e pupils that are accomplishing nationally recognised makings and normally take the signifier of coursework that is produced throughout the class and given a concluding grade. As I said at the beginning I have found that some of the theories that First the most complicated group to learn is the E2e group. As I said earlier they are ab initio influenced throughLearner Profile Angstrom:Wayne has late left school without any concrete makings. He has joined CG Partnership because of the fiscal wages he will acquire go toing the group and believes it will be easier than working for a life. He is being pressured to travel to college by other staff members, but does n't truly hold any involvement in this way and is merely interested in socializing with his friends and spends most of his trim clip either imbibing or taking drugs. He struggles to gel with the remainder of the category and â€Å" ca n't see the point † in a batch of the category activities. His is a victim of low self-esteem and frequently adheres to peer force per unit area to â€Å" play the category sap † for attending. Due to his hapless school attending his degree of basic accomplishments is really low and battles with any written undertaking and fails to hold on the simplest numerical constructs. He tends to arise against any signifier of authorization and â€Å" will non be told what to make † . His lone involvements tend to be music, skateboarding and surfing the Internet.Learner Profile B:Bob is 68 old ages old and has been out of instruction for many decennaries. He has a grade in technology. This is his first experience of instruction since go forthing school and attends the Sessionss along with his wife.. He lives locally and owns his ain place. He has been retired for 2 old ages and is financially stable. He now has plentifulness of clip on his custodies and is eager to larn new accomplishments and enthusiastic to maintain up to day of the month with modern engineering. He wants to utilize his new found accomplishments in mundane life and believes his new found accomplishments will let him to bask farther facets of acquisition. He sometimes becomes baffled when faced with engineering or rules he is non familiar with and sometimes struggles with different attacks to learning as he is used to traditional instruction methods. Stating this, he perseveres and is speedy to a ccept new rules that are presented. He is sometimes outspoken in category, but this because he enjoys the societal facet of the class and clearly revels in the company of others and enjoys being portion of that group.