Eczema Essay Example | Topics and Well Written Essays - 3000 words

Eczema - Essay Example Atopic eczema mostly begins at the stages of infancy and childhood. Among the children affected, about 65% developed the symptoms of Atopic eczema within their first year of life and 85% were affected with it before they were 5 years old (Atopic Dermatitis, 2011). Though Atopic eczema is found to be severe in infants and children, about 60 - 70% of the affected children are naturally cured of Atopic eczema by their early teens. Those children who inherited this atopic condition may suffer from its symptoms at any time, even in their teens, if triggered by environmental factors. Moreover, the atopic eczema patients are at an increased risk for asthma and allergic rhinitis. (Mandelin 2010).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Nurses play a major role in the management of atopic eczema.   Since there is no cure for eczema, patients and their caregivers can become despondent over time (NICE 2007). However, if a good skin care routine can be maintained, the majority of eczema patients can cope wit h the condition without too much trouble (Ward 2008).   Educating the patient about eczema is essential but this must be accompanied by demonstrating how to apply treatments, listening to what patients and parents/ caregivers have to say and working together to devise a skin care routine that fits in with their lifestyle in a holistic manner (Ward 2008).   Therefore â€Å"both the theoretical and clinical experience of a nurse is vital to assist both family and child in the condition† (Anderson & Miller, 2006).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The primary aim in the treatment of atopic eczema is to heal the skin and to prevent the flare ups. For the treatment of the skin, the parents have to follow an assisted skin care routine, to prevent the worsening of the condition. However, the amount of help and guidance a parent will receive for the treatment of atopic eczema from their GP or nurse can often vary (Ward 2008).   It is, therefore, of great importance that children’s nurses are aware and up to date with evidence based practice (Lawston 2008).  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Nurses, since frequently make informed care decisions based on evidence based practice and research (Thompson 2002), they can assist and guide the family of atopic eczema patients and plan and devise an appropriate treatment. Today, nurses are accountable for their own practice and are answerable for their own acts or omissions, regardless of any direct instructions received and are expected to take responsibility for delivering care supported by best practice, a sound evidence base and validated research (NMC 2004).     Ã‚  Ã‚  Ã‚  Ã‚   The changes evolved in the field of Nursing is evident from the new roles of Nurses, such as a nurse practitioner running nurse led dermatology clinics, clinical nurse specialist at the forefront of a medical practicing field, etc. In the modern health care industry, Nurses need to be up-to-date with evidence based practice and it is th e responsibility of the nurse to maintain and implement research into practice (Polit & Beck, 2010).  Newell & Burnard (2011) reiterated this stating that one’s practice should always be evidence based and as being a health care professional, it is one’s ethical responsibility.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This paper focuses on the research studies conducted to find out the efficiency of prevailing treatments for

Backward Design Essay Example for Free

Backward Design Essay Deliberate and focused instructional design requires us as teachers and curriculum writers to make an important shift in our thinking about the nature of our job. The shift involves thinking a great deal, first, about the specific learnings sought, and the evidence of such learnings, before thinking about what we, as the teacher, will do or provide in teaching and learning activities. Though considerations about what to teach and how to teach it may dominate our thinking as a matter of habit, the challenge is to focus first on the desired learnings from which appropriate teaching will logically follow. Our lessons, units, and courses should be logically inferred from the results sought, not derived from the methods, books, and activities with which we are most comfortable. Curriculum should lay out the most effective ways of achieving specific results. It is analogous to travel planning. Our frameworks should provide a set of itineraries deliberately designed to meet cultural goals rather than a purposeless tour of all the major sites in a foreign country. In short, the best designs derive backward from the learnings sought. The appropriateness of this approach becomes clearer when we consider the educational purpose that is the focus of this book: understanding. We cannot say how to teach for understanding or which material and activities to use until we are quite clear about which specific understandings we are after and what such understandings look like in practice. We can best decide, as guides, what â€Å"sites† to have our student â€Å"tourists† visit and what specific â€Å"culture† they should experience in their brief time there only if we are clear about the particular understandings about the culture we want them to take home. Only by having specified the desired results can we focus on the content, methods, and activities most likely to achieve those results. But many teachers begin with and remain focused on textbooks, favored lessons, and time-honored activities—the inputs—rather than deriving those means from what is implied in the desired resultsâ€⠀the output. To put it in an odd way, too many teachers focus on the teaching and not the learning. They spend most of their time thinking, first, about what they will do, what materials they will use, and what they will ask students to do rather than first considering what the learner will need in order to accomplish the learning goals. Consider a typical episode of what might be called content-focused design instead of results-focused design. The teacher might base a lesson on a particular topic (e.g., racial prejudice), select a resource (e.g., To Kill a Mockingbird), choose specific instructional methods based on the resource and topic (e.g., Socratic seminar to discuss the book and cooperative groups to analyze stereotypical images in films and on television), and hope thereby to cause learning (and meet a few English/language arts standards). Finally, the teacher might think up a few essay questions and quizzes for assessing student understanding of the book. This approach is so common that we may well be tempted to reply, What could be wrong with such an approach? The short answer lies in the basic questions of purpose: Why are we asking students to read this particular novel—in other words, what learnings will we seek from their having read it? Do the students grasp why and how the purpose should influence their studying? What should students be expected to understand and do upon reading the book, related to our goals beyond the book? Unless we begin our design work with a clear insight into larger purposes—whereby the book is properly thought of as a means to an educational end, not an end unto itself—it is unlikely that all students will understand the book (and their performance obligations). Without being self-conscious of the specific understandings about prejudice we seek, and how reading and discussing the book will help develop such insights, the goal is far too vague: The approach is more â€Å"by hope† than â€Å"by design.† Such an approach ends up unwittingly being one that could be described like this: Throw some content and activities against the wall and hope some of it sticks. Answering the â€Å"why?† and â€Å"so what?† questions that older students always ask (or want to), and doing so in concrete terms as the focus of curriculum planning, is thus the essence of understanding by design. What is difficult for many teachers to see (but easier for students to feel!) is that, without such explicit and transparent priorities, many students find day-to-day work confusing and frustrating. The twin sins of traditional design More generally, weak educational design involves two kinds of purposelessness, visible throughout the educational world from kindergarten through graduate school. We call these the â€Å"twin sins† of traditional design. The error of activity-oriented design might be called â€Å"hands-on without being minds-on†Ã¢â‚¬â€engaging experiences that lead only accidentally, if at all, to insight or achievement. The activities, though fun and interesting, do not lead anywhere intellectually. Such activity-oriented curricula lack an explicit focus on important ideas and appropriate evidence of learning, especially in the minds of the learners. A second form of aimlessness goes by the name of â€Å"coverage,† an approach in which students march through a textbook, page by page (or teachers through lecture notes) in a valiant attempt to traverse all the factual material within a prescribed time. Coverage is thus like a whirlwind tour of Europe, perfectly summarized by the old movie title If Its Tuesday, This Must Be Belgium, which properly suggests that no overarching goals inform the tour. As a broad generalization, the activity focus is more typical at the elementary and lower middle school levels, whereas coverage is a prevalent secondary school and college problem. No guiding intellectual purpose or clear priorities frame the learning experience. In neither case can students see and answer such questions as these: Whats the point? Whats the big idea here? What does this help us understand or be able to do? To what does this relate? Why should we learn this? Hence, the students try to engage and follow as best they can, hoping that meaning will emerge. The three stages of backward design Stage 1: Identify desired results What should students know, understand, and be able to do? What content is worthy of understanding? What enduring understandings are desired? In Stage 1 we consider our goals, examine established content standards (national, state, district), and review curriculum expectations. Because typically we have more content than we can reasonably address within the available time, we must make choices. This first stage in the design process calls for clarity about priorities. Stage 2: Determine acceptable evidence How will we know if students have achieved the desired results? What will we accept as evidence of student understanding and proficiency? The backward design orientation suggests that we think about a unit or course in terms of the collected assessment evidence needed to document and validate that the desired learning has been achieved, not simply as content to be covered or as a series of learning activities. This approach encourages teachers and curriculum planners to first â€Å"think like an assessor† before designing specific units and lessons, and thus to consider up front how they will determine if students have attained the desired understandings. Stage 3: Plan learning experiences and instruction With clearly identified results and appropriate evidence of understanding in mind, it is now the time to fully think through the most appropriate instructional activities. Several key questions must be considered at this stage of backward design: What enabling knowledge (facts, concepts, principles) and skills (processes, procedures, strategies) will students need in order to perform effectively and achieve desired results? What activities will equip students with the needed knowledge and skills? What will need to be taught and coached, and how should it best be taught, in light of performance goals? What materials and resources are best suited to accomplish these goals? Note that the specifics of instructional planning—choices about teaching methods, sequence of lessons, and resource materials—can be successfully completed only after we identify desired results and assessments and consider what they imply. Teaching is a means to an end. Having a clear goal helps to foc us our planning and guide purposeful action toward the intended results. Conclusion Backward design may be thought of, in other words, as purposeful task analysis: Given a worthy task to be accomplished, how do we best get everyone equipped? Or we might think of it as building a wise itinerary, using a map: Given a destination, whats the most effective and efficient route? Or we might think of it as planning for coaching: What must learners master if they are to effectively perform? What will count as evidence on the field, not merely in drills, that they really get it and are ready to perform with understanding, knowledge, and skill on their own? How will the learning be designed so that learners capacities are developed through use and feedback? This is all quite logical when you come to understand it, but â€Å"backward† from the perspective of much habit and tradition in our field. A major change from common practice occurs as designers must begin to think about assessment before deciding what and how they will teach. Rather than creating assessments near the conclusion of a unit of study (or relying on the tests provided by textbook publishers, which may not completely or appropriately assess our standards and goals), backward design calls for us to make our goals or standards specific and concrete, in terms of assessment evidence, as we begin to plan a unit or course. The rubber meets the road with assessment. Three different teachers may all be working toward the same content standards, but if their assessments vary considerably, how are we to know which students have achieved what? Agreement on needed evidence of learning leads to greater curricular coherence and more reliable evaluation by teachers. Equally important is the long-term gain in teacher, student, and parent insight about what does and does not count as evidence of meeting complex standards.

A Gangster Turns Writer :: Free Essay Writer

A GANGSTETR TURNES WRITER There was a kid named Tony Davidson who lived in Italy, Tony’s dad had a very powerful gang in Italy and everybody knew who they were. â€Å"If you’re having any problems I’ll fix them.† Said Tony’s dad. Tony however didn’t like violence he thought that all things could be handled peacefully.   Ã‚  Ã‚  Ã‚  Ã‚  However everyone at school was afraid of him. They always bought him presents, gave him money because they knew if they didn’t they would the price. Tony never asked for any of it though. All he wanted was real friends, not friends that just use him to be on his dad’s good side. Everyone was too scared to tell the Italian police because if they did they and their families would be in trouble. Until one day one brave man told an officer at the train station. A person who was at the station at the time quickly told Tony’s dad.  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"We must move to America.† Tony’s dad told Tony. â⠂¬Å"Fine let’s go!† said Tony. So they got on their private which they stole from a rich Italian family, just for the fun of it and moved to America.  Ã‚  Ã‚  Ã‚  Ã‚  It was still summer in America so school had not yet started. Tony, Tony’s dad, and the gang all knew English from when they took lessons in Italy.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In the high school in which Tony was to be attending there was a-lot of mean people who were jealous and beat you up just for fun. In Italy Tony heard that American schools were bad and didn’t teach you anything except for stupid stuff. However when Tony arrived at his school he realized this was not true.  Ã‚  Ã‚  Ã‚  Ã‚  However what was true was that people kept making fun of him for no good reason. They were all jealous of his first day outfit; he had on a Gucci suit, with Prada shoes, and a Louis Vuitton backpack. Everybody messed up all his clothes and when he told his principal, the principal said neither â€Å"Sorry I don’t like nor help Italians†.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Tony almost started crying; when his dad came to pick him up in a Ferrari a kid threw an egg at the car. Tony’s dad got out of the car and beat the kid up. The kid was injured so badly he was put in a wheelchair. â€Å"Dad why did you do that?† Violence is wrong said Tony. â€Å"No it isn’t violence is good!† said his dad.

Converting Your Manual Bookkeeping Essay

If you’re converting a manual bookkeeping system to a computerized system, your conversion will take a bit more time than just starting fresh because you need to be sure your new system starts with information that matches your current books. The process for entering your initial data varies depending on the software you’ve chosen. To ensure that you properly convert your bookkeeping system, use the information that comes with your software; read through the manual, review the startup suggestions made as you set up the system, and pick the methods that best match your style of operating. The best time to convert is at the end of an accounting period. That way, you won’t have to do a lot of extra work adding transactions that already occurred during a period. For example, if you decide to computerize your accounting system on March 15, you’d have to add all the transactions that occurred between March 1 and March 15 into your new system. It’s just easier to wait until April 1 to get started even if you buy the software on March 15. While you can convert to a computerized accounting system at the end of a month, your best time to do it is at the end of a calendar or fiscal year. Otherwise, you have to input data for all the months of the year that have passed. Whenever you decide to start your computerized bookkeeping, use the data from your trial balance that you used to close the books at the end of most recent accounting period. In the computerized system, enter the balances for each of the accounts in your trial balance. Asset, liability, and equity accounts should have carry-over balances, but Income and Expense accounts should have zero balances. Of course, if you’re starting a new business, you won’t have a previous trial balance. Then you just enter any balances you might have in your cash accounts, any assets your business may own as it starts up, and any liabilities that your business may already owe relating to startup expenses. You also add any contributions from owners that were made to get the business started in the Equity accounts. After you enter all the appropriate data, run a series of financial reports, such as an income statement and balance sheet, to be sure the data is entered and formatted the way you like it. It’s a lot easier to change formatting when the system isn’t chock-full of data. You need to be sure that you’ve entered the right numbers, so verify that the new accounting system’s financial reports match what you created manually. If the numbers are different, now’s the time to figure out why. Otherwise the reports you do at the end of the accounting period will be wrong. If the numbers don’t match, don’t assume the only place an error could be is in the data entered. You may find that the error is in the reports you developed manually. Of course, check your entries first, but if the income statement and balance sheet still don’t look right, double-check your trial balances as well. Read more: http://www. dummies. com/how-to/content/converting-your-manual-bookkeeping-to-a-computeriz. html#ixzz1SMwAbn8q

Political philosophy Essay

John Locke John locke was an English philosopher who was born in 1632 in Wrington, Somerset in England. His father was a country lawyer and milittary man who served as a captain during the English civil war. He went to Westminster school in 1647 and in 1652 to Christ Church in Oxford. Locke immersed himself in logic, metaphysics and classic languages. He graduated with a bachelor’s of medicine in 1674. He became the part of English loyal society in 1668. Locke met Anthony Ashley who was a parlimentarian in 1666 in Shaftesburry and became friend with him. He later on was appointed as a physician in Shaftesbury household in 1667. In that year he supervised a dangerous liver operation on shaftesburry and the operation was successful. When the Shaftesbury’s compaign to prevent the Catholic duke of York from Royal succession was failed, the Earl was forced to leave England to Holland in 1682. Locke went to Holland a year after his patron and returned to England in 1688 after the Glorious Revolution had placed the Protestant William III on the throne. John locke expressed his views that it is the obligation of the government to serve the people by protecting life, liberty and property. He was in favour of a representative government and rule of law. He said that if the government is unable to protect individuals then the people should revolt. In 1690 he wrote a an Essay Concerning Human Understanding. An Essay of Human Understanding is divided in four books. In these books he expresses that human mind is complete at birth † tabula rasa theory† ,but the mind can grow and acquire much more knowledge through experiences as we grow up. John Locke published Two Treatises of Government in 1689. Who wrote about the birth of the civil government in these treatises. He thought that the people can act evil and wicked, but they can also self-regulate themselves and be good. He thought that the government should have three branches: Legislative, Executive and Federative. John Locke was the against the King, he thought that the people should have the right to choose their leaders by voting. The people should revolt if the government fails to protect their properties, liberty and their lives. He stated that the right to property should be given to those people who put hard work and labor into it. In 1689, John Locke published A Letter Concerning Toleration. These letters are about the freedom of religion. He said that as human beings we have to right to follow whatever religion we want and the church does not have right to persecute people and convert them to christianity by force. John Locke means that if different religions are prevented of being practiced in a society then it will create a conflicts in the society.

Dark Romantic Poe essays

Dark Romantic Poe essays The Dark Side of Poe Edgar Allen Poe was known as a Dark Romantic because of his style of writing. A Dark Romantic was known for valuing intuition over logic and reason and thought that human events had certain signs and symbols behind them. Poe used the literary technique of symbolism very well, which Dark Romantics were known to use quite often. Dark Romantics were known to explore the dark side of a subject, but Poe was especially known for this because he had a very mad and deranged psyche. Poe used conflicts and bad experiences from his own life to help add him in his dark and creepy writings. Poes, The Fall of the House of Usher examines the dark side of human life through the life of Roderick Usher and his decaying house. Right away Poe begins to describe the atmosphere around the Usher home, which is eerie and raises the readers attentiveness. Before getting inside the house the narrator is already frightened by the appearance of the house, which looks like a face and has a c rack running down the center of the structure. The house now seemed unstable to the narrator and was afraid to enter it because he was afraid it might collapse on him ... made its way down the wall in a zigzag direction... (Pg 266), which foreshadowed the ending of the story. After entering the house the narrator was lead to the room that contained his dear old friend Roderick. Roderick was described to the reader as a cadaverousness of complexion; an eye large, liquid... (Pg 267) that gives the reader the idea that Roderick is not in good health. The description that Poe used for both the house and Roderick gives the reader solid proof that his is writing in a dark romantic style. His view of the house came from the perspective of man who was deranged and offered the reader only the sense of fear. The description of Roderick gives off the same effect to the reader but to a greater extent. Roderick is given the characteri...

Free Essays on African Art

Djennà ©, the oldest known city in sub-Saharan Africa is situated on the floodlands of the Niger and Bani rivers, 354 kilometers (220 miles) southwest of Timbuktu. Founded by merchants around 800 AD (near the site of an older city dating from 250BC), Djennà © flourished as a meeting place for traders from the deserts of Sudan and the tropical forests of Guinea. Captured by the Songhai emperor Sonni 'Ali in 1468, it developed into Mali’s most important trading center during the 16th century. The city thrived because of its direct connection by river with Timbuktu and from its situation at the head of trade routes leading to gold and salt mines. Between 1591 and 1780, Djennà © was controlled by Moroccan kings and during these years its markets further expanded, featuring products from throughout the vast regions of North and Central Africa. In 1861 the city was conquered by the Tukulor emperor al-Hajj 'Umar and was then occupied by the French in 1893. Thereafter, its commerci al functions were taken over by the town of Mopti, which is situated at the confluence of the Niger and Bani rivers, 90 kilometers to the northeast. Djennà © is now an agricultural trade center, of diminished importance, with several beautiful examples of Muslim architecture, including its Great Mosque. In addition to its commercial importance, Djennà ©, was also known as a center of Islamic learning and pilgrimage, attracting students and pilgrims from all over West Africa. The large market square of Djennà © is dominated by its Great Mosque. Tradition has it that the first mosque was built in 1240 by the sultan Koi Kunboro, who converted to Islam and turned his palace into a mosque. Very little is known about the appearance of the first mosque, but it was considered too sumptuous by Sheikh Amadou, the ruler of Djennà © in the early nineteenth century. The Sheikh built a second mosque in the 1830’s and allowed the first one to fall into disrepair. The present mosque... Free Essays on African Art Free Essays on African Art AFRICAN ART The traditional art of Africa plays a major part in the African society. Most ceremonies and activities (such as singing, dancing, storytelling, ect.) can not function without visual art. It can also be used as an implement and insignia of rank or prestige, or have a religious significance.African art consists mainly of sculptures, paintings, fetishes, masks, figures, and decorative objects. Sculptures are considered to be the greatest achievement for African art. A majority of the sculptures are done in wood but are also made of metal, stone, terra-cotta, mud, beadwork, ivory, and other materials. It is found in many parts of Africa but mainly in western and central Africa. Many ancient rock paintings have been found in Southern and Eastern Africa. These paintings are believed to be attributed to the SAN (Bushman) people. Masks and fetishes are often used to scare off bad things such as evil spirits, witches or ghosts. They are also used to bring about a desired end-break a bad habit, improve ones love life, or kill a natural or supernatural enemy. There are three basic themes of African art. The first is the dualism between bush and village. African tribes wear masks and headresses: the male is represented by the elephant, the most powerful of bush creatures and the female is delicately coiffed to express refinement and civilization. The second theme of African art is the problematic relationships between the sexes.African tribes use art as a therapeutic device to deal with the problems and issues dealing with the relations between the sexes. The third theme is the struggle to control natural or supernatural forces to achieve a desired end. African tribes often use masks in ceremonies (called Gelede) to please and honor the forces. For each region in Africa,there is a different style of art. The western Sudanic Region have ma... Free Essays on African Art Djennà ©, the oldest known city in sub-Saharan Africa is situated on the floodlands of the Niger and Bani rivers, 354 kilometers (220 miles) southwest of Timbuktu. Founded by merchants around 800 AD (near the site of an older city dating from 250BC), Djennà © flourished as a meeting place for traders from the deserts of Sudan and the tropical forests of Guinea. Captured by the Songhai emperor Sonni 'Ali in 1468, it developed into Mali’s most important trading center during the 16th century. The city thrived because of its direct connection by river with Timbuktu and from its situation at the head of trade routes leading to gold and salt mines. Between 1591 and 1780, Djennà © was controlled by Moroccan kings and during these years its markets further expanded, featuring products from throughout the vast regions of North and Central Africa. In 1861 the city was conquered by the Tukulor emperor al-Hajj 'Umar and was then occupied by the French in 1893. Thereafter, its commerci al functions were taken over by the town of Mopti, which is situated at the confluence of the Niger and Bani rivers, 90 kilometers to the northeast. Djennà © is now an agricultural trade center, of diminished importance, with several beautiful examples of Muslim architecture, including its Great Mosque. In addition to its commercial importance, Djennà ©, was also known as a center of Islamic learning and pilgrimage, attracting students and pilgrims from all over West Africa. The large market square of Djennà © is dominated by its Great Mosque. Tradition has it that the first mosque was built in 1240 by the sultan Koi Kunboro, who converted to Islam and turned his palace into a mosque. Very little is known about the appearance of the first mosque, but it was considered too sumptuous by Sheikh Amadou, the ruler of Djennà © in the early nineteenth century. The Sheikh built a second mosque in the 1830’s and allowed the first one to fall into disrepair. The present mosque...

10 Facts About Military Schools

10 Facts About Military Schools If you are looking at a private school for your son or daughter, military school is one option worth considering, particularly if you are looking for  a boarding school. Here are some facts about military schools to help you make that decision, including a few that may surprise you. There Are Approximately 66 Military Schools in the US There are approximately 66  military schools in the U.S., most of which serve students in grades 9 through 12. However, more than 50 of those military high schools also include junior high, typically grades six, seven and/or eight. A few schools enroll students in younger grades, but the military curriculum doesnt always apply. Most military schools are residential schools, which means students reside on campus, and some schools offer the option of boarding or day.   They Instill Discipline Discipline is the first word which comes to mind when you think of military school. Indeed, discipline is the essence of military schools, but it doesnt always refer to a negative form of discipline. Discipline creates order. Order creates results. Any successful person knows that discipline is one real secret to her success. Put a young, rough around the edges man in a military high school and the transformation will astound you. The structure smooths and refines. The program demands greatness from its participants. This environment is also a place for students looking to engage in advanced studies and leadership opportunities in a rigorous environment. The level of positive discipline prepares them for the rigors of college, careers or military involvement.   Build Character Being a team member, learning to execute orders and sacrificing ones personal needs for the good of the group - these are all character building exercises every good military school teaches its students. Service above self is an integral part of most military schools philosophy. Integrity and honor are core values to which every school commits. Students who attend military school leave with a sense of pride in themselves, their communities and their roles as good citizens of the world.   Selective Admission The idea that anybody can get into military school is simply not true. Military schools set their own individual admission requirements. In most cases, they are looking for young people who want to make something of themselves and succeed in life. Yes, there are some military schools devoted to helping troubled teens turn their lives around, but the majority of military schools are institutions with some of the highest admittance criteria around.   Demanding Academics and Military Training Most military schools offer extensive college preparatory courses as part of their academic curricula. They combine that demanding academic work with rigorous military training so that their graduates are poised to matriculate to college and universities everywhere. Distinguished Graduates The rolls of military schools are filled with distinguished graduates who have gone on to be successes in just about every endeavor you care to name. Not just in military service either. JROTC JROTC or Junior Reserve Officers Training Corps is a Federal program sponsored by the U.S. Army at high schools nationwide. The Air Force, Navy, and Marines offer similar programs. About 50% of JROTC program participants go on to active military service. JROTC provides an introduction to military life and philosophy at the secondary school level. It is an important part of most military schools programs. The instructors are usually retired officers of the armed forces. Leadership Development Developing leaders is at the core of a military schools philosophy. One of the objectives of that kind of training is to develop students leadership skills. Most schools offer carefully designed leadership programs designed to maximize each students fullest potential. A Path to the Service Academies Military schools are often seen as a path to the service academies. And, while it is true that they offer the right sort of training and experience the academies require, parents and students need to bear in mind that nominations to our nations service academies are extremely selective and limited. Only the best of the best get in. Patriotism Patriotism is at the core of military training. The history of our country and how it got to where it is in the 21st century is an important part of what military schools teach as well. Inspiring service to our nation is the mission of a military school. Resource Association of Military Colleges and Schools of the United States    Article edited by  Stacy Jagodowski

ENGLISH LANGUAGE ASSESSMENT AND TESTING Essay Example | Topics and Well Written Essays - 2000 words

ENGLISH LANGUAGE ASSESSMENT AND TESTING - Essay Example The above set is meant for a second generation student. Second generation students are those that are bilingual with English being their second language. As stated earlier, the test serves a core role of introducing the second speakers of English to the core basic principles and comprehension of English as a language used in learning in other various fields. Second language students require tests that serve to introduce them to learning English. The test, like the above one, should not apply jargons or tough vocabularies that may make them fail to understand the meaning of what the examiner requires. It should be simple straightforward and of course with some easily identifiable exam tricks. Existence of sound systems: the above questions can be effectively answered by a student reading the sentences loudly identifying the areas that require fixing of words. For instance, question 18 tests on preposition which is a part of speech (Byram & Morgan 45). Many students get involved in unnecessary practices and behaviors once they step on the university. Reading this sentence aloud allows the student to understand the basic language concept being tested. The student will definitely identify where the mistake is correct by choosing appropriately from the options given. Existence of grammatical systems is another language principle that has been employed in coming up with the above questions (Fotos & Ellis 76). Grammatical systems involve sentence structure with the noun, adjective, verb and adverb arrangement. It ensures logicality and easy comprehension of the sentences compiled. The other principle applied is meaningfulness of language. Language must be meaningful and practi cal in order to understand. Language must portray something that is naturally meaningful and practical in the setting. For instance, it will be grammatically correct for one to state that, the cat killed the lioness. However, the sentence

The Declaration of the Immediate Causes Research Paper

The Declaration of the Immediate Causes - Research Paper Example The document argues that the agreement between the US and South Carolina is subject to the law as stipulated in the constitution which establishes responsibilities on both sides and denounces the agreement or contract if either of the party fails to live up to the expectations of the responsibilities. Further, the document highlighted that the Federal government of the US had failed to honor their responsibilities to the State of South Carolina. For instance, some States were not willing to adapt the Fugitive Slave Act (Watson and Batchelder 1860, 77-8). Due to this and other problems, the document asserted that South Carolina had withdrawn from the Federal Union. The main purpose of this document was to protest against the Northern States that were seen as violating the constitution by failing to extradite slaves. Further, it is through this declaration that the State of South Carolina aimed at showing its resentments on the efforts made by the federal government and the Northern States to abolish slavery, which they viewed as constitutionally guarded. Therefore, South Carolina thought that the federal government and the Northern States had violated the agreement, and thus, it was not bound by it (Watson and Batchelder 1860, 76). Initially, South Carolina had issued other documents. This declaration was the second document to be issued by the State of South Carolina secession or withdrawal convention. The first document to be issued in South Carolina was the ordinance of secession.

Insightful, intelligible, personable reply Assignment

Insightful, intelligible, personable reply - Assignment Example nding, seeks to include all subjects who are eligible to be part of the sample, which makes the most representative sampling method (Sharp et al., 2012). On the other hand, purposive sampling, as you also state, involves selection of participants with a specific reason in mind. It is not entirely clear from the study whether the researchers purposefully use both sampling methods, since there only seems to be one round of sampling. I have to say that your observation that this could be a mixed method sample is amazing because the sampling method used could be any of the two, particularly as the researchers do not specify their sampling plan. Maybe I would add that purposive sampling, in which all the subjects are selected, reduces potential harm to patients because it allowed the researchers to leave out patients who may have been too ill (Sharp et al., 2012). In addition, because the selection criteria you note from the study is well considered and based on a clear criteria, the purposive sampling strategy is able to avoid the researcher bias that comes with non-probability forms of sampling. Indeed, this form of sampling could have been responsible for Yang et al. (2012) reporting that the two groups compared had similar baseline characteristics because they were all selected from the same population using the researchers’ judgment. Sharp, J. L., Mobley, C., Hammond, C., Withington, C., Drew, S., Stringfield, S., & Stipanovic, N. (2012). A mixed methods sampling methodology for a multisite case study. Journal of Mixed Methods Research, 6(1), 34-54 Yang, H., Lee, H., Chu, T., Su, Y., Ho, L., & Fan, J. (2012). The Comparison of Two Recovery Room Warming Methods for Hypothermia Patients Who Had Undergone Spinal Surgery. Journal Of Nursing Scholarship, 44(1), 2-10.

How important is an understanding of the production and distribution Essay

How important is an understanding of the production and distribution of wealth in the global economy to theorising international - Essay Example Global economies among many nations are not distinct from one another; therefore, it is necessary to re-arrange the economic theory of these nations. This report will give an in-depth insight on why it is important to understand the production and distribution of wealth in regard to international relations. Several international political economy theorists categorically reject the idea of a state-centric international system and consider the state to be only one actor among many. According to Steve Smith, it is evident that the social, economic and political structures affect systems of production, trade and distribution. He defines international relations as the international economic system that is constituted of economic, social and political â€Å"arrangements† of production, trade and distribution. It is not the result of market dynamics or chance, but rather of human decisions, rules, customs and authorities. Smith tries to pinpoint the central authorities whose decision s determine the course of events and power relations at the international level (Smith, Dunne, & Kurki, 2010). There are few elements that influence power relations at the international level, which later affects the decisions of production and distribution of wealth. ... This is a parent material to which security structures fall into. The security structures are factors, which have historically been dominant, particularly during the bipolar period. The second is production structures: it constitutes the essential power of the IPE. Production structures respond to the question â€Å"Who produces what?" Through this power alliances are formed; businesses are developed and become autonomous from states and eventually become transnational. The growing influence of transnational society disrupts the effectiveness of national political economics. Thus, the state's authority dwindles to the point where it becomes powerless and loses influence over its own territory as well as its territory-based economy (Baylis, Smith, & Owens, 2008). It is important to understand the production and distribution of wealth since it involves representations invoked by the actors of world politics. A nation will find it simple to lay out procedures used in this process. Afte r acquiring this information, it will be easy to investigate the practices that constitute entities called ‘actors’ capable of representation. This includes the cultural, economic, social, and political practices that produce particular actors e.g. states non-government organizations etc. it also includes the role of theorist and theories in representing some actors as more significant than others. This reorientation, which evolves from structuralism status as an approach to criticism rather than critical theory per se, is no less practical in its implications.  The main question is,  for both theorist and practitioners of international relations, why does analytic approaches privilege certain understandings of global politics and marginalizes others? The different modes of

Using Marx's concepts and methodology, analyze a specific news story, Essay

Using Marx's concepts and methodology, analyze a specific news story, feature article, column, editorial, cartoon, advertisement, video, etc. published since January 1, 2014 - Essay Example According to unofficial but reliable information, the Argentines are currently faced with a nearly 30% increase in prices from 2013. It is however, estimated that things will move from worse to worst with a further projection to 45% in this year and further 56% in Venezuela occur. Interestingly it has also been noted that women have been taking their men to court as a way of seeking for alimony payments due to the tough economic times. Moreover, the informal sector has not been left behind from this wind as it is reported that even the extortion racket has doubled its fee of its so called protection over the past year. The president of the central bank in this country also confirms the case of rising inflation as he reported a 25% increase in monetary supply in 2013 alone which aimed at cushioning the government’s budget deficit. From the above sentiments it is possible to connect some of the Marx’s theories. For example, it is evident that human society is progressing through class struggle as a conflict between an ownership classes that controls the production is existing with those poor citizens who provide labor for production. It is no wonder Butros Sandra a 50 years old businesswoman running a market stall says, â€Å"they are toasting Champagne while the people become divided†. According to Marx, the bourgeoisie who are wealthy control the wealth at their own benefit and this would definitely lead to tensions something that is already eminent. This idea is further supported by Tucker-Marx-Engel reader (Karl Marx Friedrich Engels Robert C. Tucker pg 78). This is also the central argument proposed in this article and theorists Marx, Engel and Tucker. From the case study we are made aware of Venezuela which is already suffering from social unrest. According to Marx these are the tensions that accrue when a few wealthy personalities control the economy. To support this

How important is an understanding of the production and distribution Essay

How important is an understanding of the production and distribution of wealth in the global economy to theorising international - Essay Example Global economies among many nations are not distinct from one another; therefore, it is necessary to re-arrange the economic theory of these nations. This report will give an in-depth insight on why it is important to understand the production and distribution of wealth in regard to international relations. Several international political economy theorists categorically reject the idea of a state-centric international system and consider the state to be only one actor among many. According to Steve Smith, it is evident that the social, economic and political structures affect systems of production, trade and distribution. He defines international relations as the international economic system that is constituted of economic, social and political â€Å"arrangements† of production, trade and distribution. It is not the result of market dynamics or chance, but rather of human decisions, rules, customs and authorities. Smith tries to pinpoint the central authorities whose decision s determine the course of events and power relations at the international level (Smith, Dunne, & Kurki, 2010). There are few elements that influence power relations at the international level, which later affects the decisions of production and distribution of wealth. ... This is a parent material to which security structures fall into. The security structures are factors, which have historically been dominant, particularly during the bipolar period. The second is production structures: it constitutes the essential power of the IPE. Production structures respond to the question â€Å"Who produces what?" Through this power alliances are formed; businesses are developed and become autonomous from states and eventually become transnational. The growing influence of transnational society disrupts the effectiveness of national political economics. Thus, the state's authority dwindles to the point where it becomes powerless and loses influence over its own territory as well as its territory-based economy (Baylis, Smith, & Owens, 2008). It is important to understand the production and distribution of wealth since it involves representations invoked by the actors of world politics. A nation will find it simple to lay out procedures used in this process. Afte r acquiring this information, it will be easy to investigate the practices that constitute entities called ‘actors’ capable of representation. This includes the cultural, economic, social, and political practices that produce particular actors e.g. states non-government organizations etc. it also includes the role of theorist and theories in representing some actors as more significant than others. This reorientation, which evolves from structuralism status as an approach to criticism rather than critical theory per se, is no less practical in its implications.  The main question is,  for both theorist and practitioners of international relations, why does analytic approaches privilege certain understandings of global politics and marginalizes others? The different modes of

Going Paperless Through the Juvenile Offender Tracking System Essay

Going Paperless Through the Juvenile Offender Tracking System - Essay Example Although there has been a decrease of juvenile offenders in the Harris County (Harris County, 2010), there is still a need of keeping the records and tracing juvenile offenders; though there are only a few of them left, the community’s safety should not be risked. The Juvenile Offender Tracking System (JOTS) is the technology used by the Harris Country Juvenile Records Department in keeping track of the youth offenders in their jurisdiction. According to a report by the Justice Information Management System in Harris County (2002), the said technology is used to track misdemeanor by juvenile offenders and keep records of their acts since the first of January 1996. JOTS tracks, specifically, those whose age is â€Å"older than 9 and less than 17.† Texas is not the only state that uses technology as a way to keep an eye of their records. Internet has surely embraced by the justice system.

Surveys and Sampling Essay Example for Free

Surveys and Sampling Essay A. Identify the population and variables. Population is the whole group of Richmond buyers interested to buy a house. Variables are: location, price, bedrooms, bathrooms, sq.ft, and realtor B. Identify variables as categorical or quantitative. * Location is categorical variable * Price is quantitative variable * Bedrooms are quantitative variable * Baths are quantitative variable * Sq.Ft is quantitative variable * Realtor is categorical variable C. What are some possible population parameters of interest? The parameter in this case is the 182 listing in Richmond, some other options to be considered are: average house price ($310,381), house size, how many bedrooms and bathrooms, location of the house, who is it listed by and the city zone. D. What are some possible sample statistics that could be calculated from this data? It is not necessary to calculate the statistics, just identify them. Average price for houses based on the county location, average household income, preferable characteristic and taste of the house buyers E. What is the sampling frame for the sample? The sampling frame is randomly selected from the single-dwelling properties for sale in the Greater Richmond area shown on the website realestate.aol.com. F. What is the sampling design? Systematic Random sampling (SRS) G. Are there any sources of bias in the sample? Yes – based on the data we have the direction of the bias source is over charged. H. If we had decided to use a Stratified Sampling design, what would be appropriate strata? We can collect the sample by the process of dividing houses of the population in Richmond area into homogeneous subgroups before sampling then select a random selection within each stratum then combine the result. I. Are there other factors not shown in the data set that may affect the price of a house? Land size, school zone, amenities, house features (garage, basement, pool, etc..)

An Exploration Of Life Orientation Teachers Role

An Exploration Of Life Orientation Teachers Role The literature review in a research study accomplishes several purposes: It shares with the reader the results of other studies that are closely related to the study being reported. It relates a study to the larger ongoing dialogue in the literature about a topic, filling in gaps and extending prior studies (Coopera, 1984; Marshall and Rossman, 1999). In this chapter, the concept of career skills with particular focus on 21st century careers and their accompanying 21st century skills will be explored, using as reference the work of a number of pioneers in the field of educational research today. The theoretical framework upon which this literature study is based will be introduced; and the role of the educator in developing these 21st century skills will then be explored, with specific focus on the FET life orientation teacher, and the preparation of learners for work and careers in the 21st century. Professional teacher development will also be discussed looking at both local and global initiatives in training teachers as a means to adequately prepare their learners for the 21st century. An in-depth exploration of the Life Orientation Learning area will then be demonstrated, with specific focus on the Life Orientation teachers role in preparing learners in the FET band of the secondary school private learning institutions in Sout h Africa, as intended by the national curriculum statement, for life and careers in the 21st century. In accordance with The Norms and Standards for Educators(2000) all teachers are expected to take on various roles in ensuring the adequate development of their learners (see section.); however, this study has been delimited to life orientation teachers in particular as it is recognised that this learning area makes specific accommodation for these teachers to engage learners in essential 21st century skills and development. In addition, though it is also expected that these skills be introduced to learners in the foundation phase and developed throughout their schooling career, for the purpose of this research study, the FET band (Grades 10-12) will be referred to specifically, as these learners are steadily approaching the world of work and careers in the 21st century, and are in what Erikson (1950,1959, 1968) originally described as the process of identity formation where these individuals consolidate earlier roles, identifications, skills, values, beliefs and talents, both consci ously and unconsciously, in order to successfully prepare for the social roles, relationships, and responsibilities of adulthood (Mahler pg 17). The FET band is therefore deemed by the researcher as a critical phase in career choice, and the most appropriate for the purposes of this study. Theoretical Framework Theories describing career behaviour have been in existence for the past 75 years, and provide the conceptual glue for, as well as describe where, when and for what purpose, career counselling, career education, career guidance and other career interventions are to be implemented. (REF) Various disciplines such as Personality, Sociology, Developmental Psychology, and Differential Psychology have contributed to the development of these theories, the most prominent being the Career Development Theory (Super 1957; 1996). This theory provided a more developmental perspective to the traditional individual differences view of occupations which, according to Super, ignored the longitudinal vantage point from which one can observe how individuals improve their vocational coping repertoires and move into jobs which provide increasingly better opportunities to use their abilities and gratify their needs (Super, 1953 in Savickas 2001:2). It then evolved in accordance with the theorists comprehension of careers, and can be traced in its name changes from the original Career Development Theory to the Development Self-Concept Theory and then to the current Life-Span, Life-Space Theory (Savickas adaptability pg 2). Each name change signified an elaboration of the theory to address more completely the complexity of vocational behaviour in manifold settings across diverse groups (Savickas adaptability pg 2). The life stages highlighted in this theory are as follows: Growth Stage: learning about occupations and developing work habits and attitudes Exploration Stage: learning tasks that will assist in crystallizing and specifying occupations Establishment Stage: developing skills to consolidate and advance in a job Maintenance Stage: decisions are made about whether to remain in a job or move to another job or occupational field Disengagement Stage: planning for retirement (Maree and Ebersohn, 2002 pg 157) Unfortunately Super passed away before integrating the major segments in his own life-span, life-space theory. His work was however continued by his student, Mark Savickas (1989, 1993, 2000), who elaborated on Supers previous work and developed it further, integrating the segments of the life-span, life-space theory and placing more focus on the developmental tasks necessary to master career stages, as opposed to the linear progression across the stages. Such tasks include career exploration, career decision-making, career adaptability, and overcoming perceived career barriers (Maree Ebeersohn, 2002: 158). These challenge assumptions of stability of personal characteristics and secure jobs in bounded organizations No matter how stable individual characteristics might be, the environment and consequently traditional work ethic is rapidly changing. Insecure workers in the information age must become lifelong learners who can use sophisticated technologies, embrace flexibility rather t han stability, maintain employability, and create their own opportunities. These new conceptions of work life recognize that career belongs to the person not the organization (Duarte, 2004). (Savickas et al 2009; pg 239 webpage NEW article). In addition, career stages as defined in extant theories such as Supers Career Stage Theory (1957; 1996 listed above) are mainly shaped by societal needs, and these needs are changing with the rapidly changing environment (Savickas et al 2009; pg 240 webpage NEW article) and the changing nature of work, rendering these stages unrealistic in the order in which they are presented. These changes require workers to develop skills and competences that differ substantially from the knowledge and abilities required by 20th century occupations. Today, occupational prospects seem far less definable and predictable, with job transitions more frequent and difficult (Savickas et al 2009; pg 240 webpage NEW article). As the career becomes more internally defined, stage theory will focus more on internal, individual decision-making processes rather than the relationship of the individual to an employer (Wrobel et al, 2003), with modern theoretical models emphasizing human flexibility, adaptability, and life-long learning. (Savickas et al 2009; pg 240 webpage NEW article). The theoretical framework upon which this study is based is that of Mark Savickas, who termed his approach Career Construction Theory which is rooted in post-modern social constructivism. Social constructivism, strongly influenced by Vygotskys (1978) work, suggests that knowledge is first constructed in a social context and is then taken up by individuals (Bruning et al., 1999; M. Cole, 1991; Eggan Kauchak, 2004); a theory which informs the way in which learners acquire information in the classroom and learning environment. Constructivism is a psychological approach that has developed out of post-modernism, a philosophical stance emphasising the idea of no fixed truth. Followers of this theoretical construct believe that individuals create and perceive their own reality or truth, relflecting a multiculturally diverse world in which different individuals can have their own view of what is real for them (Richard S. Sharf: pg 263) Constructivism in essence implies that: There are no fixed meanings or realities in the world, there are multiple meanings and multiple realities. Individuals create or construct their own meaning/reality of the world through the experiences they have. People construct themselves and the world around them through the interpretations they make and the actions they take. These constructs or perceptions of events may be useful or may be misleading. Individuals differ from each other in their construction of events. Two people may participate in the same or similar event and have very different perceptions of the experience. People are self-organizing and meaning-makers. Their lives are ever evolving stories that are under constant revision. An individual may choose to develop new constructs or write new stories in their life. To be an empowered or fulfilled person requires critical reflection of the assumptions that account for our daily decisions and actions. [Big Picture View of Career Development Theory http://www.ccdf.ca retrieved 26/11/12] Career construction theory provides a way of thinking about how individuals choose and use work. This theory is an extension of Super;s career stage theory, where there is an acknowledgement of how our environments affect our realities and the life role we find ourselves in; yet at the same time, a recognition that we can, and do, occupy various life roles at various stages of our lives. This is not a linear or stable progression, but rather a fluid transition from role to role it is what Savickas refers to as life-long learning. Like Super (1957; 1996), Savickas ( 1989, 1993, 2000) presents a model for comprehending vocational behaviour across the life-cycle (Savckas carrer construction article), but emphasizes flexibility and mobility rather than the traditional vocational models view of careers as representing commitment and stability. While Supers career stage theory proved to be useful at the time, with many people entering jobs and organizations hoping to progress up the corp orate ladder (Maree Ebersohn, 2002:158), the rungs of that metaphorical ladder are fast disappearing in response to deregulation, fewer trade barriers, destabilization, continual technological innovation, organizational downsizing, outsourcing, and flatter governance structures (Mahler, 2008:1). The new job market in our unsettled economy calls for viewing career not as a lifetime commitment to one employer but as selling services and skills to a series of employers who need projects completed. (Savckas carrer construction article) In Western societies, we witness a growing diversity of individual realities, far from the traditional pathways During a major part of the 20th century, individual careers were shaped by prevailing societal norms: first education, then work, and finally family. Social integration and recognition were mainly based upon these systems of reference. Today, people at all ages return to school, obtain training, lose their jobs and get divorced, without necessarily losing social recognition. Co-existence of multiple identities and subjective realities therefore seems to be a natural consequence of such societal evolutions. Savickas is particularly interested in investigating how to live a life in a postmodern world shaped by a global economy and supported by information technology (Life Design Article webpage). His theory focuses attention on adaptation to a series of transitions from school to work, from job to job, and from occupation to occupation. Career construction theory views adaptation to these transitions as fostered by five principal types of behaviors: orientation, exploration, establishment, management, and disengagement. As each transition approaches, individuals can adapt more effectively if they meet the change with growing awareness, information-seeking followed by informed decision making, trial behaviors leading to a stable commitment projected forward for a certain time period, active role management, and eventually forward-looking deceleration and disengagement. (Savckas carrer construction article). In the learning context, this theory emphasizes the importance of the learner being actively involved in the learning process, unlike previous educational viewpoints where the responsibility rested with the instructor to teach and where the learner played a passive, receptive role. According to the social constructivism approach, instructors have to adapt to the role of facilitators and not teachers (Bauersfeld, 1995 in WIKIPEDIA). It is also important for instructors to realize that although a curriculum may be set down for them, it inevitably becomes shaped by them into something personal that reflects their own belief systems, their thoughts and feelings about both the content of their instruction and their learners (Rhodes and Bellamy 1999 in WIKIPEDIA). They are required to be flexible and adaptable, and create a collaborative learning environment known as collaborative elaboration (Meter Stevens, 2000 in WIKIPEDIA), which results in learners building understanding together th at wouldnt be possible alone (Greeno et al., 1996 in WIKIPEDIA). The Partnership for 21st Century Skills (P21) (2006) provides a framework within which this 21st century skill preparation can take place. P21 was developed in the United States with the goal of positioning 21st century skills at the centre of 21st century education. P21 is an international organization formed in 2001 with the sponsorship of the United States government and several organizations from the private sector (e.g., Apple Computer, Cisco Systems, Dell Computer Corporation,Microsoft Corporation, National Education Association). P21 recommends the emphasis of a specific set of competences regarded by this framework as learning skills (i.e., information and communication; thinking and problem solving; interpersonal and self-directional skills) the acquisition of which can be best supported by specific pedagogic techniques, such as problem-based learning, cooperative learning, experiential learning, and formative assessment. (REF) This is rooted in social constructivism, a theory strongly influenced by Vygotskys (1978) work, which suggests that knowledge is first constructed in a social context and is then taken up by individuals (Bruning et al., 1999; M. Cole, 1991; Eggan Kauchak, 2004); a theory which informs the way in which learners acquire information in the classroom and learning environment. With emphasis placed on the importance of mentoring and facilitating learners in acquiring the necessary 21st century skills (P21), and ultimately empowering them through active and collaborative acquisition of information (Social constructivism) to navigate their way in a largely unpredictable 21st century work environment, the Career Construction Theory together with the the P21 framework will form the basic theoretical construct upon which this study is based. Careers in the 21st Century What are 21st century careers? In a narrative study defining career success in the 21st century, Elizabeth Mahler describes todays career world as complex and boundaryless (Mahler pg 8). Roles have shifted women are now a significant part of the workforce, in addition to being mothers and wives; entrepreneurs, non-profit workers, the self-employed, culturally diverse workers, and other nontraditional workers in nontraditional settings make up the 21st century workforce (Mahler pg 9). In addition, a longer life translates into extended time in the workforce, accompanied by additonal education, re-visiting of career goals and changing of career paths (Mahler pg 9). Todays life and work environments thus require far more than thinking skills and content knowledge. They require what is being referred to today as life-long learning. According to Renck Jalongo (1991), the highest purpose of teaching is to promote those types of learning that encourage children to continue to learn, not on ly inside the classroom but also outside the classroom and throughout life (Renck Jalongo, 1991:3 ROLE OF TEACHER BOOK) This is lifelong learning. Technology will continue to change the world in ways we cannot imagine; and in this increasingly complexworld, creativity and the ability to continue to learn and to innovate will count as much as, if not more than, specific areas of knowledge liable to become obsolete. (COMMISSION ARTICLE PG 5). Employees no longer remain in the same job/position for forty years. Secure lifelong employment in a single job is a thing of the past (Robinson, 2011:6). The ability to navigate the complex life and work environments in this globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills. Technology and the ease with which new skills can be acquired create a need for more career flexibility and innovation. From an economic perspective, workers are now required to command a new set of aptitudes Mere survival today depends on being able to do something that overseas knowledge workers cant do cheaper, that powerful computers cant do faster, and that satisfies one of the non-material, transcendent desires of an abundant age (Pink pg 51). Workers are reacting to these changes by shifting their focus away from organizational careers to more personal roles, more localised and portable sites for vesting the self (Ashforth, 2001 in Mahler pg 1). According to Mahler, this shift in career focus requires an increased capacity for self-direction, the ability to adapt to constantly changing circumstances, and an understanding that identity will continue to evolve as an individual navigates multiple work roles over the course of a career (Ashforth et al in Mahler pg 2). In accordance with the principles of the Chaos Theory which, along with The Partnership for 21st Century Skills (P21) serves as the theoretical framework for this study (see section), individuals are defini ng their career paths within an unpredicatable and changing environment: Workers are increasingly finding that they have to manage their own careers, become more flexible in the sort of work they seek, and be willing to learn new skills throughout their lives (Maree and Ebersohn 2002 pg 155). P21 recognises that in order to ensure the development of these skills and attitudes, learners should be exposed to the following: FLEXIBILITY AND ADAPTABILITY The ability to be flexible and adaptable is an essential skill in the culturally diverse and nontraditional 21st century workplace. the predictable and stable boundaries of a single organization career are evolving into a less secure, and often boundaryless series of shorter, portable, and transactionally based work roles and relationships (Mahler pg 4). Thus the ability to work in a climate of ambiguity and the ability to adapt to varied job roles in multi-cultural environments [(http://www.p21.org) retrieved on 24/10/12] is an essential 21st century skill. This is emphasised in Savickass Career Construction Theory, and his focus on Career Adaptability This concept was introduced by Savickas approximately three decades ago, with the intention to replace Supers career maturity stage. This is still a relatively new concept that is still being explored and refined (pg 120) yet Iit has been described by Savickas as the readiness to cope with the unpredicatable tasks of preparing for and participating in the work role and with the unpredictable adjustments prompted by changes in work and working conditions (Savickas, 1997 in Maree 2010 pg 120). It also requires the need to engage proactively in a process of self-development in order to choose suitable opportunities and become the person you want to be (Maree, 2010 pg 120). This is an extension of Supers emphasis on self-concept and the importance of identity formation in vocational development. INITIATIVE AND SELF-DIRECTION The concept of life-long learning is emphasised here, again drawing attention to the shift in traditional career roles and opportunities: individuals today can expect to hold five to eight jobs within a working lifetime the traditionally recognised contract between an employee and employer no longer guarantees lifelong employment in exchange for loyalty and performance (Mahler, pg 5-6). Demonstrating both a commitment to learning as a lifelong process, as well as initiative to advance skill levels towards a professional level [(http://www.p21.org) retrieved on 24/10/12] is a skill necessary to develop self-direction and active management of work roles. The ability to work independently at ones highest level of mastery is also an essential 21st century skill, due to increased competition in the workforce as a result of continual technological innovation, organizational downsizing and outsourcing (Mahler, pg 1). SOCIAL AND CROSS-CULTURAL SKILLS Social and cultural skills such as conducting oneself respectably and professionally, and responding open-mindedly to different ideas and values [(http://www.p21.org) retrieved on 24/10/12] are critical life skills required for the 21st century. As discussed in section à ¢Ã¢â€š ¬Ã‚ ¦.. todays work environment is less predictable than it was traditionally and requires workers to be able to adapt and innovate and collaborate with others effectively. Collaboration requires respect in order to engage in open-minded discussion. PRODUCTIVITY AND ACCOUNTABILITY Being accountable for ones actions or decisions and behaving in a professional manner are skills that are difficult to teach. These are skills that should be role-modelled, by both parents and teachers. Todays generation of learners is in the throes of the technological era, where roles and values are shifting and changing. Identity formation for adolescents in particular requires dependence on and a critical connection to the social world, while also bestowing on the individual a sense of autonomy and self-determination (Mahler pg 17). It is therefore essential that they are provided with the guidance to find their career path and that they are shown how to manage themselves effectively in the world, displaying the abilities to: -Work positively and ethically -Manage time and projects effectively -Multi-task Participate actively, as well as be reliable and punctual -Present oneself professionally and with proper etiquette -Collaborate and cooperate effectively with teams -Respect and appreciate team diversity -Be accountable for results [(http://www.p21.org) retrieved on 24/10/12] LEADERSHIP AND RESPONSIBILITY Todays learners are our future leaders, and thus appropriate behaviours and skills such as acting responsibly, inspiring, influencing and guiding others, demonstrating integrity and ethical behaviour [(http://www.p21.org) retrieved on 24/10/12] need to be modelled for them so that they can enter the world of work as selfless role models and leaders. (http://www.p21.org)retrieved on 24/10/12 -21st century skills The skills outlined in the P21 Framework (above) reflect the changing realities of the 21st century , which is frames in the theoretical construct of social constructivism (in section.) and are echoed in the writings of a number of educational researchers and pioneers pertinent to this research, such as Sir Ken Robinson (2009; 2011), Daniel Pink (2005) and John Taylor Gatto (2010) who are the leading voices in 21st century skills and the transformation of the 21st century workforce. Their advocacy has been supported by thorough research in both the education and global economic spheres. Voogt (2008) for example, believes that through information and communication technology, our society has changed from an industrial society to an information or knowledge society, where learning requires collaboration and group work, directed by the learners themselves and facilitated by the teachers (see comparative table in appendix). While in the industrial society the main focus of education was to contribute to the development of factual and procedural knowledge, in the information or knowledge society the development of conceptual and meta-cognitive knowledge is increasingly considered importan t (Anderson 2008). Todays generation needs to be able to think critically and independently in order to function successfully in the 21st century individuals will have to be able to function comfortably in a world that is always in fluxpeople will be faced with greater individual responsibility to direct their own lives (Gato, pg xxxiv). This, Robinson believes, can be attributed to two main factors: the major advances in technology which is referred to by Voogt (2008), Gatto (2011), and Pink (2005) as well as the rapid growth of the world population: this great new mass of humanity will be using technologies that have yet to be invented in ways that we cannot imagine and in jobs that dont yet exist (Robinson, 2009:19). This change has inevitable implications for our education systems (voogt article pg 11) one of which is a need to change curricula so that students develop competences which are needed in the 21st century (Anderson 2008; Voogt Pelgrum, 2005). (VOOGT PG 2) Robinson believes that education has three core purposes: to develop individual talents and sensibilities, to deepen learners understanding of the world around them and to enable them to earn a living and be economically productive (2011, pg 249). In order to achieve this, certain skills need to be developed, namely, flexibility and adaptability (pg 6), entrepreneurship, innovation and creativity (pg 11) good communication skills, team work and collaboration, and self-confidence (pg 69). This corresponds with the skills highlighted by P21 (see table above), which is the theoretical framework upon which this study is based. Other educational researchers and authors, such as Mary Renck Jalongo (1991), agree that Collaboration, cooperation and teamwork, rather than individual achievement, will be the mark of an advancing society (pg 73). The ability to collaborate and effectively communicate with others is a crucial skill in the 21st century, yet the competitive nature of the school env ironment could possibly be preventing the future generation from developing the appropriate and essential collaborative and communication skills that are necessary for successful functioning in the 21st century. These skills, namely collaboration, communication, teamwork, require largely practical and reflexive competencies (see section) they are skills that cannot be studied and tested, but rather experienced, explored and facilitated. Hence the envisaged role of in the context of this study, especially Life Orientation teachers as mentors mediators of learning, interpreters and designers of Learning Programmes (DoE pg. 5) as opposed to deliverers of content and learning outcomes. No longer is it effective for the teacher to take on the role of the painter, who fills in the spaces on a blank canvas, synthetically, producing an image. The teacher needs to take on the role of the sculptor chipping away carefully and gently until the artwork is revealed. (Gatto, pg xxxiv). Daniel Pink (2005) is an advocate for empathy as a teaching strategy and essential 21st century skill in the learning and work environment. Empathy, says Pink, is an ethic for livinga universal language that connects us beyond country or culturean essential part of living a life of meaning (pg 165). Robinson concurs: students are simply not learning the personal skills they need to deal with modern life (2011; pg 78). According to Kathy Beland (2007:69 BOOK 1), social and emotional competence and skills are crucial to success in school, work, and personal life These skills include self-awareness and relationship skills, assisting the individual in recognizing and managing emotions. Education should not be knowledge-based but child-centered (Robinson, 2011:179). This means that the whole child should be developed, not just his/her academic abilities. According to Robinson (2011:179), education should engage [learners] feelings, physical development, moral education and creativity. These authors are emphasising again the shift in skill requirements for the 21st century, and the necessity for personal growth and development over and above content and curriculum knowledge acquisition. The lessons of school prevent children from keeping important appointments with themselves and with their families to learn lessons in self-motivation, perseverance, self-reliance, courage, dignity and love and lessons in service to others, too (Gatto, pg 19). This type of content-based curriculum, with a set body of information to be imparted to students is, Gatto believes, entirely inappropriate as a means of preparing children for their adult roles (Gatto, pg xxiv). What often hap pens in during the school lesson is that teachers tend to become overwhelmed by topic information, leading to lessons that often try to cover too much content, at the expense of depth (resource doc pg 29). The challenge therefore is for teachers to transform their roles. The curriculum is merely a vehicle with which teachers can drive transformation. The Life Orientation curriculum in particular is geared towards both critical and personal development of the learner, as is seen in the learning outcomes table in section it is the role of the teacher to ensure that this development takes place. The essential skill that teachers need to possess, is the ability to adapt the curriculum to the current social, economic and technological environment. As the above-mentioned researchers have demonstrated in their work, The 21st century is an environment that requires very different skills to that of the mid-20th century/Industrial Era, where individuals werlewe relegated to a more passive role , which required some decision making and knowledge of self to ensure an initial fit within an organization or profession, with the organization then actively defining the individuals roles and criteria f or career success (Mahler pg 21). No longer does our economy depend on the mass production of factory workers and craftsmen these positions are now being filled by the computer. No longer does our society require a generation of passive and loyal workers who are unmotivated, lacking in passion and creativity, and fearful of authority workers today need to be flexible, adaptable, creative and prepared for change; able to provide the work environment with skills and values that are unmatched by todays technology and outsourced skills and resources. These 21st century skills generally involve personal and ethical awareness, and motivation driven by passion. Skills that cannot be taught or tested, but rather role-modelled and facilitated by mentors. In order to assess the acquisition of these skills, as intended by the curriculum, the Life Orientation teacher is required to use various assessment methods, such as tests, examinations, projects and assignments (doe 2003, pg. 39), which form part of a continuous assessment (CASS) process  [1]  and are ultimately included in a final portfolio. Although the curriculum makes provision for practical exploration in the FET phase, the majority of tasks are written and content-based. School systems tend to be preoccupied with certain sorts of critical analysis and reasoning, particularly with words and numberschildren everywhere are under intense pressure to perform at higher and higher levels on a narrow range of standardized tests (Robinson, 2009:13). Students abilities to transfer their understandings

Hackers and the Evolution of Intellectual Property Rights Essay

Hackers and the Evolution of Intellectual Property Rights Introduction According to Webster's Revised Unabridged Dictionary, theft is, "The act of stealing; specifically, the felonious taking and removing of personal property, with an intent to deprive the rightful owner of the same" (Webster's 2). Before the advent of moveable type, no one had cause to apply this concept to information rather than physical property. If one were to steal a book, the act was easily recognized as of the same moral color as stealing a horse, a nugget of gold, or any other physical object. The thief?s possession of the stolen item constituted the rightful owner?s lack of it, a loss both real and measurable. Today, theft seems a hazier concept, due to the popularization and codification of Intellectual Property (IP) rights. IP rights differ from standard property rights in that they signify an individual's right of ownership over "intangible things" (Kinsella 3). Arguably, the most important such things are patents and copyrights. Patents protect inventions, and copyrig hts protect "original forms of expression" (Fisher 1). In both cases, the right to ownership amounts to ownership of an idea, not a physical object. Intellectual Property Rights in the United States The first American federal copyright law was enacted in the first year after the states ratified the Constitution. The original protection extended was for a period of fourteen years, with one renewal possible at the end of the term assuming the continued survival of the author. As famously stated in an 1853 federal circuit court ruling over Uncle Tom?s Cabin, such protections provided for government intervention only to protect the author?s, ?exclusive right to print... ...insella, N. Stephan. ?In Defense of Napster and Against the Second Homesteading Rule?. LewRockwell.com. 4 Sept 2000. URL: http://www.lewrockwell.com/orig/kinsella2.html Schwartz, John. ?A Heretical View of File Sharing?. New York Times Online. 5 April 2004. URL: http://query.nytimes.com/gst/abstract.html?res=F30813 ?The Approved Licenses?. Open Source Initiative. 2004. URL:http://www.opensource.org/licenses/index.php The Mentor. ?The Conscience of a Hacker?. 8 January 1986. URL: http://surf.to/jaeger/hackman.html ?The Open Source Definition?. Open Source Initiative. 2004.URL: http://www.opensource.org/docs/definition.php ?Theft?. Webster?s Revised Unabridged Dictionary. Dictionary.com. 6 May 2004. URL: http://dictionary.reference.com/search?q=theft ?Welcome to Open Source?. Open Source Initiative. 2004. URL: http://www.opensource.org

Of Mice and Men Brotherhood Essay

â€Å"Guys like us, that work on ranches, are the loneliest guys in the world. They got no family. They don’t belong no place. . . . With us it ain’t like that† (Steinbeck, 15). As we follow Lennie and George on their journey towards what they consider to be the dream life, the audience comes to learn along with the characters that dreams are not all they’re cracked up to be and sometimes the most rewarding goal in life is one which has already been achieved. The two main characters in the book Of Mice and Men by John Steinbeck are poor farm workers who hope to one day own their own farm and become self-sufficient. What they never realize is that the most important thing they can ever have is each other. Despite their periodic quarrels, Lennie and George share a connection comparable to that of brothers and a love so profound it ultimately costs Lennie his life, leaving George with the reality he never saw before: that were he not so caught up in a frivolo us endgame, he would have seen that he had already found something worth living for in his large, clumsy companion. George often has a hard time coping with Lennie and the problems his disability causes for the two of them regarding work and living situations. He tells Lennie, â€Å"You can’t keep a job and you lose me ever’ job I get. Jus’ keep me shovin’ all over the country all the time. An’ that ain’t the worst. You get in trouble. You do bad things and I got to get you out. You crazy son-of-a-bitch. You keep me in hot water all the time† (12). George rarely becomes as outwardly upset with Lennie as he is in this instance, but it’s clear in the way he talks to him throughout the book that he is easily frustrated with having to look after someone else all the time, especially someone who needs as much care as Lennie does. Lennie doesn’t seem to fully understand this, or otherwise doesn’t care much because he trusts George to stay with him whatever the trouble they come across. Lennie often settles arguments by insisting, â₠¬Å"I didn’t mean no harm, George.† Though George is aggravated, he usually takes this apology to heart and forgives Lennie, making everything better. At the time that this book is set, people didn’t know very much about mental handicaps or their effects. A common solution, then, for someone with a mental disability would be to put them in an asylum. This fact is what makes  it so clear that George loves Lennie, even if he doesn’t always express it the way in the reader may think he should. When Lennie’s Aunt Clara dies, George makes a promise to her that he will take care of Lennie. However, because Aunt Clara is dead, George has no real obligation. Morally, he may feel guilty, but most characters in his situation would â€Å"take care of Lennie† by handing him off to a professional. Instead of taking this approach, George takes Lennie under his own personal care in order to honor his promise to Aunt Clara and keep a closer watch over him. This is where George’s almost familial love for Lennie first becomes apparent in the story line. Further along in the book, George’s feeling of obliga tion for taking care of Lennie progresses even more. When Candy tells him, â€Å"I ought to of shot that dog myself, George. I shouldn’t ought to of let no stranger shoot my dog† (67), George understands that sometimes the best way to protect someone you love is by hurting them first before anyone else gets the chance to. This exchange between Candy and George is an example of foreshadowing to the end of the book, when George shoots Lennie to save him from the mob of angry workers. It seems to the reader as if George should be doing everything in his power to continue to hide Lennie from the people who want to hurt him, but he realizes that the thing which is hurting Lennie the most is Lennie himself. Just like Candy’s dog, Lennie â€Å"ain’t got nothing left for him† (52) and the best way to protect him from all the bad things in the world is to take him straight out of it. Even after killing Lennie, George has this calm silence about him, a sign of respect and reverence for the man he has spent almost his whole life bonding with and looking after. Even if he never outwardly says it, George loves Lennie like his own family. The closest he ever comes to admitting this fact is right before he shoots Lennie and he consoles him by saying, â€Å"I ain’t mad. I never been mad, an’ I ain’t now. That’s a thing I want ya to know† (117). And despite his seeming ignorance toward the subject, it’s clear that Lennie understands George loves him as much as he has always loved George. The tragedy in this ultimate display of brotherly love is that it comes too little too late. Instead of seeing the good he has in front of him all along, George doesn’t realize until the situation is out of his control just how lucky he was to have Lennie in his company. All he can really see in the  future is his big dream of their own house with lots of farm land and animals to look after, living â€Å"off the fatta the lan’† with no worries or cares. This goal almost seems attainable when Candy mentions all the money he has saved up and George becomes blind-sided by the possibility of his dream coming true so much sooner than he had imagined. In this, he loses sight of what is really important to him, which is Lennie. He forgets how Lennie is and let’s go just long enough for Lennie to get himself into trouble for the very last time. This time, Lennie has actually killed a woman and done something George can’t fix for him and every hope he’s ever had goes out the window with the loss of his best friend and pseudo-brother. â€Å"You hadda, George. I swear you hadda† (18). The irony and tragedy in this observation made by Slim is that while George did ultimately have to shoot Lennie himself in order to save him further suffering, this would not have been the case were he not too caught up in his own foolish daydreams to see life as it was happening around him. I think at the end George fully realizes this. And though Lennie’s death is not entirely his fault, he feels responsible and humbled by the experience. It’s easy for the reader to infer that due to this traumatic experience, it is likely that George will never fully recover and never reach that dream by himself, regardless of his probable hatred of the idea. It is hard for the reader to find it likely that George would still want to pursue this goal without Lennie by his side as he has always been. George has learned too late that the thing he needed the most in life was not independence or personal property or anything material at all, but a friend for life. â€Å"S’pose you didn’t have nobody†¦ A guy needs somebody – to be near him†¦ A guy goes nuts if he ain’t got nobody. Don’t make no difference who the guy is, long as he’s with you. I tell ya† (80). As George and Lennie’s connection becomes more profound throughout the book, the reader has no choice but to also become attached to their relationship. Having a goal is a comforting thought, but when it comes down to it, it really is true that in life, all you need is love.

Assess the Biomedical and Socio-Medical

This essay will assess how useful the biomedical and socio-medical models of health are and what contributions they have made to health and social care. The biomedical model of health is an approach which eliminates psychological and social factors (environment) but only comprises biological issues in trying to recognise or understand an individual’s medial illness/disorder. In the Western world, the biomedical model has dominated all other models of health since the 19th century.This model is the model of health most used by health care professionals and is the foundation of most medical science. As a result, it is the cure that doctors focus on. Their approach is based on what is perceived as normal or abnormal in terms of bodily functions. The biomedical model is most effective with short-term or acute illnesses, where a cause is identified and the relevant treatment is administered. It is least effective when dealing with chronic illnesses; those which persist over long pe riods of time and are managed rather than cured.The biomedical model of health fits in well with the functionalist perspective to sociology as it sees ill-health as being dysfunctional to society. For functionalists, if people adopt the sick role they are exempt from their usual roles and responsibilities. The biomedical model also takes a curative approach, meaning that it focusses on the cure of an illness. Focussing on physical aspects of illnesses means they can be scientifically tested, which therefore allows development of treatments. A disadvantage of the biomedical model of health is that it is not a long-term strategy.By not looking at a patient’s medical history, asking them how they feel and also not asking fully detailed questions about an illness, means that the same illness could re-occur in the future. Marxists criticise the biomedical model of health because this model ignores an individual’s living conditions and Marxists also argue that doctors only b enefit the rich by getting poor people back to good health in order to enable them to go back to work. Further criticisms of this theory are focussed principally on the suggestion that it has over-simplified the biological processes now known to be very intricate.For many diseases, there are multiple and interacting causes. Moreover, such a theory looks only to the agent of disease, and ignores the host and the possibilities of biological adaptation. As stated, this theory is much more easily applicable to acute conditions then to chronic ill-health and is difficult to apply to mental disorders. The biomedical model also cannot explain why some illnesses are more common in some social or ethnic groups, for example, schizophrenia in Afro-Caribbean people.Diseases are differently defined in different cultures and medical definitions of disease have clearly changed over time. Generally, it can be seen that what is viewed as illness in any particular society and at any historical time d epends on cultural norms and social values (Naidoo & Wills, 2004). McKeown (1979) argues that the biomedical model is â€Å"less effective† than other models because health started to improve before the NHS came into place. The socio-medical model argues that health is a complex mix of behavioural, structural, material and cultural factors. All together these impact on health.The social model emphasises the need to address the origins of ill-health, for example, instead of treating a child with asthma; treating the damp conditions that the child is living in. The social model came about in the mid-twentieth century when there was an increasing dissatisfaction with the dominant model of health offered by biomedicine. The emphasis on health as being simply the absence of disease encouraged thinking about only two categories; the health and the disease. The social model of health imbibes social constructs and relativity in its approach to health.It tends to define and redefine h ealth in a continuous manner, and views health differently between individuals, groups, times and cultures. Some supporters of the social model have written extensively about sickness having a role to play in various societies (Parsons, 1951) as this helps to determine the structure of and functionality of the society. The social model is organic and holistic rather than a reductionist, mechanical method. A mechanical system acts according to its programming, its instructions or natural laws.The social model allows for mental as well as physical health. This model also allows for more subtle discrimination of individuals who succeed in leading productive lives in spite of a physical impairment. Another disadvantage of this model is that the conception runs the risk of excessive breadth and of incorporating all of life. Thus, it does not distinguish clearly between the state of being healthy and the consequences of being healthy nor does it distinguish between health and the determin ants of health (Ewles and Simnett, 2010).The development of this social model has been accompanied among the public, by a growing enthusiasm for alternative therapies, which tend to rest on holistic theories. Gradually, these too have been integrated to some extent into the mainstream model. In order to have a comprehensive understanding of health, it is vital to look at various premises of health definition, as just one aspect may not provide a complete answer to the enquiry about our health at a particular given time.It is therefore important to consider the various aspects of health when making a judgement and decision about the health status of an individual. The socio-medical model fits in with the Marxist perspective to sociology, as it focusses on social and environmental factors. Poorer people are more likely to have poorer living conditions. Marxists argue that there are higher levels of illness in more impoverished areas. This model also fits in with current health policie s, for example, Change for Life, which encourages individuals to take more responsibility over their own health.The functionalist perspective also supports this model by stating that if people are taking more responsibility over their health, they will be able to contribute more to society. Finally, feminists such as Lesley Doyal (1995) support the socio-medical model by arguing that women are more likely to become ill because they have more roles in society than men. Doyal argues that women are likely to have a full time job and then still do the majority of the house work/childcare when they get home. A more stressful environment is likely to lead to a higher chance of illness.In conclusion, the biomedical model of health is obviously most easily defined by the absence of disease, though the model is also compatible with more positive definitions in terms of equilibrium of normal functioning. In the socio-medical model health is a positive state of wholeness and well-being associa ted with, but not entirely explained, by the absence of disease, illness or physical and mental impairment. The concepts of health and ill-health are unbalances. The absence of disease may be part of health but health is more than just the absence of disease.