The Minimum Drinking Age Act - 1692 Words

Kaitlyn Allman Dr. Xiong ENG 111-JD 22 March 2016 Twenty-One vs. Eighteen July 17, 1984. This day will forever be remembered as the day in history that president Ronald Reagan signed the National Minimum Drinking Age Act. This act stated that all states must raise their minimum drinking age to 21. Individuals under the age of 21 would now be prohibited from purchasing or being in public possession of any alcoholic beverage. Though not every state was keen on this idea, they all jumped to raise the minimum drinking age due to the government threat that they would lose up to 10% of their federal highway funding if they ignored the request. However, since the National Minimum Drinking Age Act was signed, much controversy has since arisen.†¦show more content†¦This slowly led to the passing of the National Minimum Drinking Age Act two years later, even though the goal of the recommendations was not necessarily to do so. This one recommendation seemed to be such a new idea that gained so much momentum and interest that the law w as eventually created. When the law was first formed, stipulations were also included. Underage drinking is allowed in 29 states if done on private premises with parental consent, 25 states if for religious purposes, and 11 states if for educational purposes (â€Å"Drinking Age ProCon†). This goes to show that a decent number of states still allow underage drinking under certain conditions. This is not to mention the mere fact that when you turn 18 in the United States of America you become a legal adult. Being a legal adult in the United States means that at age 18 you could do various activities such as, get married, join the military, and sign contracts for yourself, yet drinking alcohol is technically still illegal for three more years. Something about this just does not sit right with me. How could this group of individuals be given so many legal rights, yet still be denied the right to drink a glass of alcohol legally? In addition, though the law may say the minimum dri nking age is 21, we all know that individuals under the age of 21 still participate in the action of drinking, whether it be illegal or not. Yes, often times this can lead to binge drinking and troublesome situations for these

Psychodynamic Perspective, Behavioral and Social Cognitive...

Compare and contrast the various personality theories: Psychodynamic perspective, Behavioral and Social Cognitive perspective, Humanistic perspective, and Trait perspective) and discuss which perspective you think is most applicable. Support your argument (based on what you learned, examples, etc). Psychodynamic Perspectives- view personality as being primarily unconscious and as developing in stages. Psychodynamic theorists believe that behavior is merely a surface characteristic and that to truly understand someone’s personality we have to explore the symbolic meanings of behavior and the deep inner workings of the mind. These ideas were sketched by the architect of psychoanalytic theory-Sigmund Freud. Most psychodynamic†¦show more content†¦Because behaviorist believe that personality is learned and often changes depending on experiences and situations, it follows that, by rearranging experiences and situations, the individual’s personality can be changed. Social Cognitive perspective- states that behavior, environment and cognitive factors, such as thoughts, memories, and expectations, are important in understanding personality. Like the behavioral approach of Skinner, the social cognitive view relies on empirical research in studying personality. But this research has focused not just on observable behavior but also on the cognitive factors that influence what we are like as people. Alber Bandura and Walter Mischel are the main architects of social cognitive theory. Humanistic perspective- Stresses that a person’s capacity for personal growth, freedom to choose one’s own destiny, and positive human qualities. Humanistic psychologists believe that each of us has the ability to cope with stress, to control our lives, and to achieve what we desire. Each of us has the ability to break through and understand ourselves and our world; we can burst the cocoon and become a butterfly, say the humanists. Trait perspective- States that personality consists of broad, enduring dispositions that tend to lead to characteristicShow MoreRelatedPerspectives of Psychology1141 Words   |  5 PagesPerspectives of Psychology Psychology can be defined as the systematic study of mental processes, couple with behaviors, and experiences (Kalat, 2011). There are many ways in examining, mental processes and behaviors among people, and therefore psychologist uses different perspectives to understand how human beings, think, act, and behave. Some psychologist uses one perspective to analyze behaviors, and other uses a multidimensional approach. Carter Seifert (2013) identified 7 major perspectivesRead MoreThe Anger Management Program For A Group Therapy Workshop Setting Essay1591 Words   |  7 Pagesor attendance was court mandated. It is an open-ended therapy group workshop with no mandatory end date; the end of treatment is based on meeting treatment goals. 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Business Case for Corporate Social Responsibility

Question: Discuss about theBusiness Case for Corporate Social Responsibility. Answer: Introduction: The maintainability issues with respect to the production, distribution, and utilization of merchandise and administrations progressively challenge the authenticity of business organization. The analysis recognizes three techniques that business organization usually utilize to react to authenticity issues: adjust to outside expectation of the corporate society or managing and controlling overall corporate social responsibility, control the view of their stakeholders, or take part in a talk with the individuals who address their authenticity (Aras and Crowther, 2010). It has been examining three ways to deal with decide the proper reaction system: one-most ideal way approach, possibility methodology, and paradox approach. It contend that despite heterogeneous situations with clashing requirements, business organization that take after a paradox methodology are likely to be more effective in protecting their authenticity than those that embrace one of the other two approaches. It build s up a hypothetical system for the utilization of various reaction systems and investigate the administration of conundrums by method for auxiliary, relevant, or intelligent means (Boubaker and Nguyen, 2012). Main Context Arguments for CSR Corporate social responsibility plays a significant role in sustainable development of an organization. Management has the responsibility to maximize the profits of its shareholders and owners. However, it has been argued that social problems are not the concern of the business people and it is important that these issues should resolved by unfettered working of free market system. If the free market will not solve the social issues then the legislation and government has to do the job. The companies are not equipped to handle the social activities which mean that the senior executives are oriented towards operations and finance and do not have the necessary social skills in order to make social decisions. The businesses have enough power to survive in the market environment then why they will use social power (Bubna-Litic, 2009). However, it has been argued that to survive in the society it is important to follow social rules and regulations. CSR ensures healthy climate for the busi ness companies and also ensures long term viability. Companies have enough resources and they should utilize these resources. Companies have the reservoir of functional expertise, capital and talent management. It has been argued that companies should be responsible to their communities, employees and other stakeholders. Corporate Social reasonability plays an important in the development of an organization. The sustainability issue with regard to the distribution, consumption and production of products and services challenges the legitimacy of the organizations (Corporate Social Responsibility, 2016). According to the research, it has been determined that corporations employ commonly to respond to the legitimacy issues: adapt to the external expectations, engage in the disclosure as per their rules and regulations and manipulating the perception of the stakeholders. Sustainable development is important for an organization that helps to meet the needs and demands of the organization s as well as the customers (Griseri and Seppala, 2010). The increase in globalization has to the development of problems such as chemical pollution, water scarcity, ocean acidification, biodiversity loss and global warming. The process of globalization has changed the environment of the global business as well as the organizations way to maintain the legitimacy (Hilb, 2005). Under the globalization conditions, strict labor division between nation state governance and private business does not hold their control. Many business organizations have started to assume political and social responsibilities that go beyond the legal requirements. The development of corporate social responsibility has encouraged the organizations to operate their business ethically. Organizations focus on corporate social responsibility as because they think that CSR will help them to increase their profitability and developing in the current market situation (Hunnicutt, 2009). CSR shows the right path to the organizations as well as the stakeholders and making them aware about their future scope and development. Many investors and stakeholders consider socially responsible organizations to make more secure investments. Investing into CSR has become one of the most important concerns for the organizations as it help the companies to sustain its market leader. CSR also helps to save time and money by increasing the efficiency of the companies. It also helps to improve the competitiveness of the organizations (Kim and Nofsinger, 2007). CSR integrates the environment, social and economic aspects of the business management and requires integration of all the dimensions of the business in order to have a secure sustainable development of the organization. However, for all organizations it is important to invest into business operations and corporate social responsibility to grow in the market environment. CSR imposes positive impact and build reputation for the companies. Business Case Corporate Social Responsibility (CSR) plays significant role in the business operation of the contemporary business organizations as it help the company to obey the necessary rules and regulations to the business organization thus help in avoiding the potential legal hazardous, which can hamper the business activities of the organization and slow down the essential growth of the business organization. Therefore, the effective CSR strategies help in running the business smoothly and in this way help in sustainable growth and development of the company. Corporate Social Responsibility (CSR) ought to be initially detected as a formation of quality recommendation to the organizations own specific board, as it presumes a critical portion suited as a swindle and create valuable suggestion(Scott, 2007). By distinguishing where the business organizations can be capable within society when keep on pursuit long pull aggressiveness of the business of the company, organizations can usage the more widespread group with its own set of capacity. This structure should strengthen its main business process; furthermore, it endeavors to alter esteem chain practice. This is essential as nearby customers are a main source of offers as well as increasing an organization's bad name, the business organization itself will assume that its lesser demanding to enroll employee, besides this, lead a better vicinity power link. The most appropriate approach for the survey on whether CSR is functioning and detected with the business organization is to establish CSR measurement ability along with the implementation metric (vary for each organization) (Tilt, 2016). A case of CSR metric are Key Performance indicators (KPIs) using uniformity score card to measure elements, the example of ecological implementation as well as standardizing or benchmarking next to different business organizations in the similar business range. Organizations, instead of the information that are takings for business interests, are competent and persuasive foundations. Nonetheless, one should not overlook that the procedures done by them have an exceptionally open consequence as well as influence plentiful lives throughout their activities along with practices. Therefore, it is crucial that they show as well as act capably besides this, CSR approaches should be the guide for the organization to perform business operation ethically (Trong Tuan, 2012). All these are vital for the organization; this responsibility can create an advantageous as well as beneficial commitment to the society as flippant commerce can be unsafe in equal measure. The business organizations regardless for their responsibilities and duties as well as run in a deceptive ways that is blocking to the world's natural resources, will acquire dreadful disrepute which couldn't just put adversity for the benefit it even crushes the organization in their domestic ground. In addition to that, the effect could be more remarkable for global organizations as their captivity could cultivate to several nations over the world (Zu, 2009). Virgin Atlantic, Qantas airways, Woolworth Limited and other key organization follow CSR guides and principle which help to carry out the function of the company core activities in a most ethical ways possible and thus help to gain a positive image across the globe. Conclusion Corporate social responsibility plays a vital role in overall growth of the company from profit perspective as it enhances the company overall positive awareness and thus the overall impact is grown. Corporate social responsibility is considered to be one the major role shifter and bring a huge amount of the uplift of the company morale. The company runs through core activity and non-core activity both collectively plays a vital role in managing the overall functioning of the company. Corporate social responsibility is considered to be major role shifter as it increase the positive image of the company as CSR bring certain specific code of ethic to run the business which take care of the societal force and thus help to gain the respect of the consumer and the corporate stakeholder which eventually have the impact on the overall growth and profit margin for the company (Tilt, 2016). The overall role CSR plays in managing and controlling the core function of the company is crucial as t he company need to keep the CSR function in their checklist. From the recent changes in the corporation law, it is very much essential and mandatory for the company to check and maintain the CSR function in the company. Company not following the ethics and rules of the CSR will lead to fatal legal issues. References Aras, G. and Crowther, D. (2010).A handbook of corporate governance and social responsibility. Farnham, Surrey, England: Gower. Boubaker, S. and Nguyen, D. (2012).Board directors and corporate social responsibility. Basingstoke: Palgrave Macmillan. Bubna-Litic, D. (2009).Spirituality and corporate social responsibility. Farnham, England: Gower. Corporate Social Responsibility. (2016).IJSR, 5(1), pp.1829-1831. Griseri, P. and Seppala, N. (2010).Business ethics and corporate social responsibility. S.l.: South-Western Cengage Learning. Hilb, M. (2005).New corporate governance. Berlin: Springer-Verlag. Hunnicutt, S. (2009).Corporate social responsibility. Detroit, MI: Greenhaven Press. Kim, K. and Nofsinger, J. (2007).Corporate governance. Upper Saddle River, N.J.: Pearson/Prentice Hall. Scott, S. (2007). Corporate Social Responsibility and the Fetter of Profitability.Social Responsibility Journal, 3(4), pp.31-39. Tilt, C. (2016). Corporate social responsibility research: the importance of context.Int J Corporate Soc Responsibility, 1(1). Trong Tuan, L. (2012). Corporate social responsibility, ethics, and corporate governance.Social Responsibility Journal, 8(4), pp.547-560. Zu, L. (2009).Corporate social responsibility, corporate restructuring and firm's performance. Berlin: Springer.

Teaching Reflection free essay sample

The most distinctive of these very good teachers is that their practice is the result of careful reflection . . . They themselves learn lessons each time they teach, evaluating what they do and using these self-critical evaluations to adjust what they do next time. (Why Colleges Succeed, Ofsted 2004, para. 19) What this chapter is about . . . . . . . Reflective practice  ± what is it? Why and how should we do it? Reflection `in and `on action Some models of reflective practice Using reflection as a basis for improving learning and teaching Writing your personal development journal (PDJ) In addition, their professional knowledge and understanding includes: `Ways to reflect, evaluate and use 8 TEACHING IN THE LIFELONG LEARNING SECTOR research to develop own practice and to share good practice with others. As part of their professional practice, they should: `Share good practice with others and engage in continuing professional development through reflection, evaluation and the appropriate use of research. Qualified Teacher Learning and Skills status requires trainees to begin the practice of continuing professional development (CPD) right from the start of their training by keeping a development journal. This practice continues after completion of training; all teachers in lifelong learning are required to provide evidence of a minimum of 30 hours CPD each year in order to maintain their licence to practice. There is one quality above all that makes a good teacher  ± the ability to reflect on what, why and how we do things and to adapt and develop our practice within lifelong learning. Reflection is the key to successful learning for teachers, and for learners. As the LLUK standards make clear reflection is an underpinning value and is the key to becoming a professional teacher. A commonsense view of reflection is that it involves just thinking about things. Perhaps, thinking about the structure of the universe or why you disagreed with your partner last night could be regarded as reflection  ± others might consider it nothing more than idle and self-indulgent speculation. Most of us spend time thinking about what we do and the effects we have on others, but we dont always take it a step further and reflect on our actions and make plans to do things differently. In a professional setting, reflection is: . . . . . . deliberate; purposeful; structured; about linking theory and practice;  to do with learning; about change and development  ± becoming a reflective teacher. Jenny Moon suggests. Reflection is a form of mental processing that we use to fulfil a purpose or to achieve some anticipated outcome. It is applied to gain a better understanding of relatively complicated or unstructured ideas and is largely based on the reprocessing of knowledge, understanding and, possibly, emotions that we already possess. (Moon 2005: 1) THE REFLECTIVE TEACHER 9 From `help! to `second nature The process of reflection helps us to monitor our own development from raw beginner to experienced professional. Reynoldss (1965) model of developing competence in social work suggests the stages seen in Figure 1. 1. Those of you who recall learning to drive will recognise these stages. Mastering, for example, clutch control is a deliberate practice of trying, sometimes failing, trying again, becoming confident, until it eventually becomes an unconscious process. Our teaching careers follow a similar process: early fears about the timing of activities or the use of information technology (IT) are initially difficult, even frightening, but eventually become second nature. Another, uncredited model, suggests a movement through the stages of: . . . . unconscious incompetence  ± in which we are unaware of what we cant do or dont know; conscious incompetence  ± in which we become aware of our development needs and start to do something about them; conscious competence  ± where we are using our new skills and knowledge, but watching and monitoring ourselves; unconscious competence  ± the skills become naturalised. This is like Reynoldss notion of `second nature. Many of our skills, our knowledge and competences will become, like driving a car, second nature. However, we must ensure that `second nature doesnt become complacency. Success in teaching requires us always to challenge and develop our practice by regular reflection and review. David Berliner (2001) outlines the stages of teacher development as going from the Novice  ± raw recruit who is learning the basics and is relatively inflexible  ± to the Expert, who is very much like the racing driver or the Figure 1. 1 From Reynoldss (1965) model of developing competence. 10 TEACHING IN THE LIFELONG LEARNING SECTOR professional footballer who is completely at one with their art, performing effortlessly and naturally. Experience and length of service do not, however, necessarily make an expert; experience needs reflection if we are to become expert teachers. Rollett (2001) describes what it means to be an expert teacher. This is a very useful model and is worth quoting at length: Experts rely on a large repertoire of strategies and skills that they can call on automatically, leaving them free to deal with unique or unexpected events . . . The wealth of knowledge and routines that they employ, in fact, is so automatic that they often do not realise why they preferred a certain plan of action over another. However, when questioned, they are able to reconstruct the reasons for their decisions and behaviour. (Rollett 2001: 27) Reflection  ± some theory John Dewey was a leading educational philosopher of the late nineteenth and early twentieth centuries whose ideas are still influential. He believed that traditional education, as then practised in his native America, was rigid, static and inadequate for the rapidly developing society and economy of the time. (The same criticism is frequently made of education today! Dewey advocated child-centred learning and stressed the importance of each individuals lived experience as a starting point for learning. Key to Deweys philosophy was the development of thinking, particularly, reflective thinking. In How We Think, he states that: Thought affords the sole method of escape from purely impulsive or purely routine action. A being without capacity for thought is moved only by instincts and appetites, as these are called forth by outward conditions and the inner state of the organism. A being thus moved is, as it were, pushed from behind. (Dewey 1933: 15) Such a person is, in other words, not in control. They are dragged along by events, unable to understand or change them. To use more up to date terminology, such a person is merely reactive, rather than active or proactive  ± things happen to them; they dont make things happen. We must, as Dewey says, move from routine action to reflective action which is characterised by ongoing self-appraisal and development. Dewey believed that reflection begins in a state of doubt or perplexity which, for teachers, is most likely to be encountered when working with THE REFLECTIVE TEACHER. Learners, particularly new or unfamiliar learners. When we are faced with difficulties and uncertainties in practice, when things dont go according to plan or dont fit with the theory, we may feel powerless and unable to resolve the situation. For, Dewey, however, these are key moments for learning; we can reflect on these problems to solve the perplexity and learn from it. E Donald Schon (1983) developed the notions of reflection in action and reflection on action. For the purposes of this book I will explain these two concepts very simply as `reflecting while youre doing it and `reflecting after youve done it. When delivering the learning you have so carefully planned and prepared, you need to be constantly aware and monitoring the session as it develops. This awareness allows you to make changes as the situation demands, to be able to `think on your feet. When the session is complete you can reflect on, analyse and evaluate the learning and teaching. This postaction reflection then informs your subsequent planning and preparation leading to a cycle of continuing improvement. We can represent the process as in Figure 1. 2. E A further development in Schons work is the distinction between technical rationality and tacit knowledge. This distinction could be characterised more E simply as the `theory-practice gap. Like Dewey, Schon believed that reflection begins in working practice, particularly those areas of practice where professionals are confronted with unique and confusing situations  ± E `the swampy lowlands of practice as Schon calls them. Teachers may have acquired the theoretical knowledge (technical rationality) of their subject or of the practice of teaching and learning, but whilst this might explain their classroom practice as it should be, it might not explain it as it actually is. From these real-life experiences teachers can develop tacit knowledge  ± a synthesis of theory and practice which they have developed for themselves. It is vital that these learning experiences are recorded in journals and discussed with mentors and fellow trainees. Trainee teachers might express the opinion that `this theory stuff is all very well, but it doesnt work in the real world. Teacher trainers may be offended by such rejections of theory, but their trainees may have a point  ± theory is only of any use when it is applied and developed in practice. The real teaching environment is where theory is applied, tested and evaluated. Theory is never used rigidly, nor does it provide all the answers to the problems teachers encounter. It is, however, the starting point for developing teaching and learning in practice. Reflection, in and on action, allows teachers to continually improve their practice and even to the development of practice-based theory. During your training, and as a result of reading this book, you will acquire a body of theoretical knowledge related to teaching and learning which you will want to apply in your learning sessions. For, example, humanist theories of teaching and learning stress the development of the whole person and the 12 TEACHING IN THE LIFELONG LEARNING SECTOR Figure 1. 2 Using reflection in and on action to improve teaching and learning. creation of a non-threatening, positive learning environment. In practice, this might not be as easy as the theory suggests. However, this does not invalidate the theory, but it does mean you will need to adapt and E experiment with it in practice. Schon calls this application and development of theory in the real world theory-in-use. The notion of reflection linking theory and practice underlies the work of Kolb and of Gibbs. The models of learning and reflection they developed are sometimes called `iterative because they are based on a repeating, but continually evolving and improving, cycle of learning. Kolb (1984) is explained in detail in the chapter on learning theory. Essentially, his Experiential Learning Theory shows a four-stage cycle of activity. These four elements are: THE REFLECTIVE TEACHER . . . . 13 concrete experience; reflection; abstract conceptualisation; Active experimentation. The learner, in this case the teacher, can begin the cycle at any point but must follow each step in order. Consider, for example, that a trainee teacher uses role play in a session (concrete experience). The role play is partially successful. The teacher reflects on the use of this learning method and considers how it could be improved and made more effective (reflection). She reads up on the use of role play and talks to more experienced colleagues and, as a result, formulates an improved version of the activity (abstract conceptualisation). The next time she plans to use role play she incorporates her new ideas into the planning (active experimentation). This leads to a new concrete experience and the repetition of the cycle. Activity Consider a recent example from your own teaching when you have tried a new method or resource. Using Kolbs four stages, consider the development of the technique in practice. Several writers on reflective practice have emphasised the importance of the teachers feelings as part of the reflective process. This fits in with the development of emotional intelligence, which is discussed later in the book. We may experience a wide range of feelings during and after our teaching  ± elation, confusion, anger, helplessness, blaming the learners  ± and it is important to recognise and reflect on them. Gibbs (1988) adds feelings to his model of `learning by doing. See Figure 1. 3 for the stages of learning in his model. Gibbss model provides key points in development, especially description, evaluation, analysis and action, which we will consider further in the section on methods of reflection. Before then we need to examine the reasons for reflective practice. Reflective practice  ± why should we do it? An obvious answer is because weve got to! However, this is not a good reason for doing it. 14 TEACHING IN THE LIFELONG LEARNING SECTOR Figure 1. 3 Gibbss model of `learning by doing. As we have already agreed, reflective practice is a professional requirement that we have to provide evidence of, usually in a journal or log. This requirement brings teachers in the lifelong learning sector up to date with other professionals, such as nurses, social workers and human resource professionals. Just as we wouldnt want to be cared for by a nurse who wasnt familiar with the latest techniques, we probably wont want to be taught by someone who doesnt know their subject or the best ways of teaching and learning. Another reason for reflective practice is because it encourages us to understand our learners and their needs and abilities. Every learner is different and there are likely to be varying interpretations of what we say and do within any group of learners. There are `different worlds within our classrooms and skilled teachers will try to see themselves as their students see them. Stephen Brookfield believes that: `Of all the pedagogic tasks teachers face, getting inside students heads is one of the trickiest. It is also the most crucial (Brookfield 1995: 92). This book is based on the principle that active learning is preferable to passive learning and that active learning requires reflection. Reflective teachers are more likely to develop reflective learners. If we practise reflection we can more effectively encourage learners to reflect on, analyse, evaluate THE REFLECTIVE TEACHER 15 and improve their own learning. These are key skills in active learning and the development of independent learners. Reflection can also help us to develop our emotional intelligence, particularly if we include a consideration of feelings as part of our reflections. The concept of emotional intelligence, developed by Daniel Goleman (1995, 1998), encourages the development of self-awareness of feelings and the recognition and management of emotions. Finally, and most importantly, reflective practice is the key to improvement. If we dont think about, analyse and evaluate our professional practice we cannot improve. Activity Empathy (see Chapter 4, `Communication and the teacher) is important in developing your reflective practice, particularly the ability to imagine what it would be like as a learner in your own class. I can well recall a staff development session in which a colleague talked to us for more than an hour. At the end of it I was extremely annoyed at just being a passive object. It was a salutary experience and made me realise what it would be like to be a student in a passive, non-stimulating environment. When youre teaching you have considerable freedom of movement and activity  ± you can stand up; sit down; walk around and, generally, direct operations. This is not usually the case for learners. Next time youre in `learner mode, at a conference or staff development session, think about how you feel. Do you feel stimulated, interested, engaged, or restless and fidgety? Would you like to move around a bit, stand up for a while, say something, do something? Reflective practice  ± how to do it Reflection is a process and an activity which teachers undertake primarily for themselves. It is not about the production of mountains of paper evidence at the behest of teacher trainers or managers  ± such `otherdirected activity becomes a chore for trainees and teachers from which they will derive little value. Reflection will, however, lead to a product  ± diary, log, PDJ  ± which will contribute to assessment and, subsequently, be used as evidence of CPD. 16 TEACHING IN THE LIFELONG LEARNING SECTOR The right mental attitude We should remember that reflection is not an end in itself; it is the starting point of becoming a reflective practitioner. For Jenny Moon reflection is used, `with the sense of saying something not so much about what a person does as what they are (Moon 1999). The basis of all reflection is a willingness to undertake the process and to value it as means of improvement and development. Reflection can be difficult, even threatening, because it forces us to be honest with ourselves and recognise not only our successes but areas where we need to improve. It makes us take responsibility for our teaching and learning. Being a reflective practitioner is like being your own observer and your own critical friend. We can refer to this willingness to reflect and develop as the `right mental attitude, without which the whole process of reflection is pointless. The professional development journal (PDJ) There are many forms of reflection and occasions on which you will reflect, but as a trainee teacher the main form of reflection will be through your reflective journal, commonly referred to as the professional development journal. Your PDJ is a written record of your experiences of, and feelings about planning, preparing and delivering teaching and learning. It will contain general accounts of learning sessions but, more importantly, will identify critical incidents which can be the basis for learning and continuing professional development (CPD). The PDJ is subjective; it is written by you and for you and gives an opportunity to conduct a dialogue with yourself. You must remember, however, that as a trainee your tutors and mentors will see the journal, so it pays not to be indiscreet or make personal comments. The journal is also a place where you can relate theory to practice. We have already established that theory is only useful if it is used, tested and evaluated in your teaching and learning. Success, or otherwise, in teaching is not just a matter of luck. It results from thorough planning and preparation, knowing your students, and reflection on, and evaluation of, your practice. You will experience the wonderful feeling you get after a class has gone well; the learners, and you, have enjoyed themselves and, above all, learned. You will also experience the depths of despair following a session which just hasnt worked, where the learners dont seem to want to learn and you just long for the end of it all. The reflective teacher uses both extremes to learn and develop. If it went well, are there general conclusions you can draw to try with other learners? Are there specific points you can use with this group again  ± remember each group of learners is THE REFLECTIVE TEACHER 17 unique and reflection helps you to get to know them and work effectively with them. After the dreadful session, you might be chastising yourself (or worse, your learners) for the failure. Neither course is appropriate. You must reflect, analyse, evaluate, learn and change. One of the most valuable functions of your PDJ is to help you identify development points for action planning. You should review your journal regularly to see if there any recurring themes which you need to pick up on for your training and development. It will be useful to summarise your journal at the end of your course. This summary can have two functions; first, you can see how far you have come since you started your training and, second, you can use it as the basis for your CPD. Remember, evidence of CPD is a requirement in getting and maintaining QTLS. Writing your PDJ Many trainee teachers in PCET worry about writing their journals  ± what form should it take; typed or handwritten; how much; how often; is it right? The main message is  ± dont worry. When it comes to journals, you cant do them wrong! There are, however, guidelines and advice to help you make them more useful and more effective. Writing and written style Writing is a very effective way to make sense of experience  ± to organise, evaluate and learn from it. Creative writing is often used as a form of therapy by which people can work things out and find solutions for problems. Cognitive behavioural therapy requires clients to recognise and write down examples of mistaken thinking and to imagine more positive scenarios  ± in other words to reflect, analyse, evaluate and, most importantly, change. It is important to get into the habit of writing and to do it as soon as possible after the event. Its a good idea to include a reflection box at the end of your session plans in which to record some immediate thoughts which will form the basis of your journal entry. When you start writing, dont spend too much time thinking about it. Let the writing flow and try to capture the experience and some critical incidents (see below). Once youve recalled the events, then you can start to learn from them. Little and often is a good rule, particularly in the early days of journal writing. You should always be regular in your journal writing habits. You might find it useful to track a particular group of learners or, perhaps, to compare groups. Your course tutors will advise you regarding how much you should write and what period of time your journal should cover. As for writing style, you should be free, spontaneous and informal. Theres no need for the impersonal, academic style; some of the best journals Ive seen 18 TEACHING IN THE LIFELONG LEARNING SECTOR are quirky and idiosyncratic. You must, however, avoid inappropriate language or too much slang or colloquialism and never make personal comments about teachers or colleagues  ± unless, of course, you are referring to their good practice. There will be times when you are frustrated and annoyed in your training or in your work. You can use your journal to get some of this out of your system, it can even be therapeutic, but you must use it as a basis for learning and development  ± extended moaning is not acceptable. In keeping with the spontaneous and informal approach you will probably write your journal by hand, but its best to check if your tutors have any preferences regarding written or word-processed documents. Some of you will prefer to type your reflections straight on to your computer, possibly using a template you have designed to suit your needs. When you are reviewing your journal its useful to highlight key points for your summary, for action plans, or as discussion points for tutorials. I have known trainees who recorded their journals on to dictation machines (digital rather than tape). This can increase the spontaneity but, obviously, necessitates transcription into written form  ± if youve got voiceactivated software this is less of a problem. Increasingly, trainees are experimenting with using blogs for their reflective journals. This provides some interesting opportunities for sharing ideas with a whole range of people and even the development of `communities of practice. Again, you must check with your tutors regarding the acceptability of this format. Communities of practice dont have to be online. You can share your reflections with fellow trainees in taught sessions or group tutorials. It can be very helpful to find that colleagues are experiencing the same uncertainties or difficulties as you and, hopefully, enjoying successes. Sharing ideas and developing strategies together is an extremely valuable collaborative activity. You may even wish to build in presentations to colleagues on particular issues. Many teachers, like many learners, have a visual learning preference and, as such will want to include diagrams, drawings or any other visual modes. I always encourage this, particularly as visuals can help you get the big picture and explore relationships between ideas. One of my former students who taught art produced a wonderful journal full of written entries, pictures, sketches, quotes and jokes  ± quite a work of art in itself. Personalise your journal by all means, but remember you will need to share it with your tutors, and possibly submit it for assessment, so be prepared to summarise and translate as necessary. More than just description The most inadequate reflections are those which merely describe what happened in a teaching and learning session. On its own, this is of no value. THE REFLECTIVE TEACHER 19 But it is a start. To the description (what happened? What sense can you make of the situation? Bring in ideas from outside the experience to help you. What was really going on? Were different peoples experiences similar or different in important ways? Conclusions: What can be concluded, in a general sense, from (general) these experiences and the analyses you have undertaken? 20 TEACHING IN THE LIFELONG LEARNING SECTOR Conclusions: (specific) Personal action plans: What can be concluded about your own specific, unique, personal situation or way of working? What are you going to do differently in this type of situation next time? What steps are you going to take on the basis of what you have learned? Critical incidents When writing your journal you will almost inevitably identify critical incidents. These are specific occurrences within teaching and learning sessions which you consider significant or important. Critical incidents may be positive or negative. They can be moments in which you suddenly become aware of a problem, or a solution to a problem; when you realise that you have a particular development need or a particular strength. They could be described as `light bulb moments when there is a particular E incident or a sudden realisation. For example, as young and naove teacher, I made what I considered to be a humorous comment about a students name. His strong, negative reaction was a critical, and memorable, incident for me when I realised that peoples names are precious to them and should be respected. You will have many critical incidents in your training and during your working life as a teacher; they are all occasions for learning. You might, for example, be faced with behavioural difficulties with learners or a refusal by one, or all, of a group to engage. You might suddenly realise that you have talked for too long and the answer is to provide a change of activity. Critical incidents will often lead to generalisable ideas and solutions which are transferable to other groups and learning situations. Layout and form of your PDJ PDJs can take many forms  ± notebook; a ring-binder with loose-leaf pages; a file on your computer  ± whatever is easiest for you. Again, you should check with your course tutors to see if they have any preferences, although generally teacher trainers avoid giving too many guidelines for PDJs, for fear of producing uniformity and stifling the students own approach. If you use a notebook, an A4 size with perforated and hole-punched pages will be the easiest to use. You can design your own template for use with wordprocessing, perhaps using categories such as: . . . description; analysis and evaluation; conclusions for future practice. THE REFLECTIVE TEACHER 21 I favour just a straightforward written narrative without too much preconceived structure which might detract from the spontaneity. A useful device has been developed by Heath (1998) which involves a splitpage or two page approach, using the left-hand side to record the description of the events and the right-hand side is used for reflection. Left-hand page Right-hand page Time/date/contextual details Description of the session Describe critical incidents Initial feelings Reflection Analysis and evaluation Reference to theory (if appropriate) Thoughts added during review or tutorials Individual learning plans (ILPs) In your work or on your teaching placements you will very likely have negotiated and used ILPs with your learners; you will be expected to do the same as a trainee on a course leading to QTLS. Your ILP can be considered as the starting point of reflection and of your CPD. It can take the form of an audit of your existing knowledge, skills, attitudes and personal qualities; to identify your strengths, and to highlight any uncertainties you have about becoming a teacher in the lifelong learning sector. It is most likely that your course tutors will provide an ILP format which you will be expected to use as an initial audit, but also as a document to refer to during tutorials and as a measure of the distance you have travelled at the end of your course. The important point is to use the ILP to kick-start your personal and professional development, not merely something you produce because youve been asked to. If you havent been provided with an ILP pro-forma, here are a few areas you might wish to consider for your development. You can develop a rating scale for these so that you can see your starting point and the distance travelled. What do you know about or how confident are you about: . . . . . . . . . the roles and responsibilities of a teacher? learning styles? planning a course? planning a session? how people learn? Skills for Life and Key Skills? communication skills? presentation skills? demonstration skills?

A Turn of the Screw Response Paper Essay Example

A Turn of the Screw Response Paper Essay Example A Turn of the Screw Response Paper Essay A Turn of the Screw Response Paper Essay Essay Topic: Literature Being a non-believer in ghosts myself I fall into the critical camp of the ghosts being figments of the narrators imagination in A Turn of the Screw. I base this critical perspective in the fact that the ghosts were selectively seen by her and that her creation of this ghostly psychosis could be rooted to her fear of inadequacy in tending for the children. The beginning of the actual story creates a narrative voice that may be firm but is also easily convinced to take a job she is unqualified for and is unsure of due to the charms of the Master of Bly and his willingness to take anyone for the job who is willing and attractive. She was young, untried, nervous: it was a vision of serious duties and little company, of great loneliness on a second interview she faced the music, she engaged (121). On top of all this there is seedy history in the Bly house; the last governess is dead and so is Quint, the masters handy man, and the two of them were having an infamous affair (152). Oh of their rank, their condition She was a lady And he so dreadfully below Ive never seen one like him. He did what he wished, as Mrs. Grose described the affair (152). As the story is slowly unfolded to the narrator by Mrs. Grose, it turns out that Miss Jessel died mysterious while on leave and Quint likewise speciously found dead on the side road. Of course being of lower ranks and risking the possibility of shame on the house, none of the servants speak openly of this tragic happening. But this is not the only circumstance of controversy that arises while she is the charge of Bly. In taking this charge she of course is faced with her first decision when she receives information of Miles expulsion from school. With Mrs. Grose speaking so highly of Miles, the narrator is unsure of how to approach this information. As we later find out, Miles was expelled for talking dirty to the ladies. Well-I said things t was only to-I dont remember their names only a few. Those I liked they must have repeated them. To those they liked it was too bad (216-7). When considering Miles male role models, Quint and in brief periods his uncle, no wonder he likes to talk dirty to girls. Quint was having a roll in the hay with the previous governess and his uncle is a notorious bachelor who only hires attractive governesses. The narrator is confronted with the contradictive impression she is given of Miles by Mrs. Grose versus the information of the childs expulsion. Rather than logically getting as much more information as possible by asking the school what he did to deserve the expulsion the narrator goes to Mrs. Grose for advice. She has been instructed to never disturb the Master with any issues but doesnt have the experience to know how to deal with them. Mrs. Grose being of lower rank, making it hard for her to speak ill of the children, and having a lack of education herself believes in the childs innocence. She believes this even though she hasnt seen him for some time and is in charge of Flora and not him. So she feels she is too low in rank to say anything bad about the kid, and doesnt know him well enough to say anything of substance anyway. Mrs. Grose is like the little ignorant grandmother who thinks these kids can do no wrong. And beyond that what kid, who just got expelled for talking dirty, would march home and bring it up to his new governess? Miles is ten-years-old, he doesnt want to get in trouble, but he is also a spoiled little boy who has no formal guardians having lost his father and grandparents, lost his one (bad) male role model, has an uncle who wants nothing to do with him, and is taken care by a rotation of governesses. How normal could this kid be? So he acts out. He goes out of the house late one night and has his sister wake up the governess to figuratively give her the finger. When I am bad I am bad, Miles says when he is discovered by the narrator (169). Then when he tries to be sent back to school he tries to threaten the narrator by tattling on her to his uncle. He doesnt want to be told what to do: being cute and nice hasnt gotten him what he wants, being bad hasnt either, now he is going to threaten. The narrator is left with a lack of information and is forced to fill in the blanks herself. When Mrs. Grose is gradually telling the story of Quint and Miss Jessel, each time the narrator gets another detail it makes the story worse. This creates the paranoia in the narrator the not having information means all that is unsaid must be because it is bad, not because she is dealing with children and people who are lower in rank than her and dont feel able to speak liberally to her about seedy matters. When she decides that the children are conspiring with the ghosts, she suddenly begins to see that they are misbehaving. Suddenly anything they do that is bad is associated with ghostly circumstances: Flora stealing the boat and going on the lake, Miles sneaking out, Miles sassing her in the graveyard, et al. All of these circumstances come with a ghostly sighting. There are two times I believe the narrator may have actually seen someone and not just imagined it. The first two sightings of Quint, I believe she actually saw a peeping Tom or the like. It is strange how being new to the town and very secluded that the narrator is absolutely positive that the man she sees couldnt possibly be anyone from the town or anywhere else. I caught at a dozen possibilities, none of which made a difference for the better, that I could see, in there having been in the house-and for how long, above all? -a person of whom I was in ignorance (134). She must not be doing her job well if there is someone in the house that she doesnt know. This is where the cycle starts. If she fails and she cant take care of these children, it is her fault and her fault only. The only problem is that rather than creating a normal scapegoat, she goes batty and decides the children are possessed by the trampy governess and handyman. Rather than figuring out who this guy is she doesnt tell anyone about him. Then when she sees him again the only person she tells is Mrs. Grose, the uneducated and lower ranking housemaid. From the briefest description Mrs. Grose connects this man that the narrator has seen ever so logically (sarcasm) to a dead guy. Then the governess of course makes the logical leap that Quint was looking for Miles and she must protect Miles against this evil spirit. So not only has she created this paranoid, scapegoat of a delusion, she has also given herself a mission to protect, something she apparent things sh knows how to do. When the first sighting of the woman happens, the narrator has already decided that something creepy is going on and like her first sighting of Quint, it is from a great distance and she decides, based on no evidence, that this woman is the old governess. On top of this she claims that Flora is hiding the sighting of this woman from, it couldnt possibly be that the woman wasnt or that Flora didnt see anyone there at all. She makes this same claim when Flora is discovered after sneaking out and taking the boat. Even though Flora makes no clear gesture, acknowledgement, or even look towards the woman that the narrator sees on the other side of the lake, the narrator believes this is because Flora is hiding something. This cycles back to the lack of information the narrator started with when she first took the job, rather than having to fill in the rest of the story, she is now choosing to fill in the story herself. She is looking for evidence and finding it; she is fulfilling the plot line in her head by seeing specious activity in the children. Rather than taking this as a sign that the children are acting like normal children; it must mean they are possessed by these ghosts, because they couldnt possibly act out and misbehave under her care. When Flora is discovered at the lake the narrator claims that she gives her a look that says, Ill be hanged if Ill speak, but the girl doesnt actually say this, it is all in the narrators head (196). When the children are walking around with Miles reading to Flora the narrator claims, Hes not reading to her, theyre talking of them-theyre talking of horrors, again, she hasnt actually heard them, but is fulfilling the crazy story in her head. The fact of the matter is he may just be teaching her to talk dirty, since he is such a foul-mouth, and thus why they are keeping away from the adults and not speaking loudly. Then when Flora is sick, which she could have merely gotten sick from being outside without proper attire, which was pointed out numerous times, she says some of the bad words her brother could have taught her to Mrs. Grose who reports back to the narrator. From that child-horrors! There! On my honour, Miss, she says things-! But the narrator never finds out what the girl said. She makes sure that it was bad and about herself, and places it in the plot line (204). It so justifies me! she says in response (204). But, not only does this mean that she is justified in her claims of the children being possessed (because children of course never say bad words unless being possessed), it also could justify her if the children try to claim that she didnt take care of them properly. Flora speaking vulgarly of her could be used by the narrator to say that the children merely didnt like her and were out to get her. Now the final scene, from the narrators diluted perspective, it is her saving poor Miles from this evil possession. Now, from the perspective of a ten-year-old boy, it is no wonder he died of fright. Miles is confronted after having his sister sent away by his governess. He confesses to stealing the letter and then is accused of stealing at school. He looks out the window in embarrassment because he has to then confess that it wasnt stealing but for speaking so extremely vulgarly to girls he liked that he was expelled. Stuff and nonsense! claims the narrator to this confession, because it doesnt fit into her crazed plot line (216). She asks him what he said and he of course is too embarrassed to tell her. The governess looks out the window in a deranged manner. That morning at breakfast with his sister I am sure shared with him the shock of the governess claiming to see Miss Jessel across the lake from her. Miles in response to the governess screaming at someone out the window that is not there asks, Is she here? (217). His governess yells that she sees Miss Jessel and then that its not Miss Jessel but someone else: Quint, the man that the boy adored and who by his knowledge is dead. But he had already jerked straight round, stared, glared again, and seen but the quiet day the grasp with which I recovered him might have been that of catching him in his fall We were alone with the quiet day and his little heart, dispossessed, had stopped (217). There is nothing there, no one else sees, not Mrs. Grose or Flora at the lake, nor Miles when tragically confronted with the idea that a dead man is standing him. All that is seen is the quiet day (217).

Free Essays on Software Piracy

Software piracy is the unauthorized duplication of computer software. â€Å"According to the BSA (Business Software Alliance) Seventh Annual Global Software Piracy Study, revenue losses due to piracy for the business software application market reached $10.9 billion in the year 2001.† There are three types of software piracy that I discussed in my presentation end-user copying, hard-disk loading, and counterfeiting. End-user copying is when you copy, for example, Microsoft office on to a CD and give it to your friend and you don’t own a license for copying the software. Hard disk loading is when your friend who got the unlicensed copied CD loads it on to their computer and installs the software. Counterfeiting is when an organized crime ring duplicate the software and its packages and try to pass it off as the original, but sell it of course for a lot cheaper than the real product. When consumers purchase products that have been pirated, they have to be aware of the dangers and consequences. If you buy pirated software there is a chance that you may contract a virus. If you contract a virus you have basically destroyed your computer. Had the consumer not bought the cheaper pirated software and bought the original product they could have never contracted a virus and destroyed an expensive piece of machinery. By spending an extra couple of dollars the consumer could save themselves the trouble of ever contracting a virus from their software. Also if the consumer buys pirated software they are going to be ineligible for technical support for that particular product. Some day that consumer might need the support of the company who made the product, but will not be able to receive it because they cannot prove that they bought the original product. There are some awareness’s for the consumer so that they don’t get gypped into buying illegal software. First the consumer should have the common sense to realize if the offer is ï ¿ ½... Free Essays on Software Piracy Free Essays on Software Piracy Software piracy is the unauthorized duplication of computer software. â€Å"According to the BSA (Business Software Alliance) Seventh Annual Global Software Piracy Study, revenue losses due to piracy for the business software application market reached $10.9 billion in the year 2001.† There are three types of software piracy that I discussed in my presentation end-user copying, hard-disk loading, and counterfeiting. End-user copying is when you copy, for example, Microsoft office on to a CD and give it to your friend and you don’t own a license for copying the software. Hard disk loading is when your friend who got the unlicensed copied CD loads it on to their computer and installs the software. Counterfeiting is when an organized crime ring duplicate the software and its packages and try to pass it off as the original, but sell it of course for a lot cheaper than the real product. When consumers purchase products that have been pirated, they have to be aware of the dangers and consequences. If you buy pirated software there is a chance that you may contract a virus. If you contract a virus you have basically destroyed your computer. Had the consumer not bought the cheaper pirated software and bought the original product they could have never contracted a virus and destroyed an expensive piece of machinery. By spending an extra couple of dollars the consumer could save themselves the trouble of ever contracting a virus from their software. Also if the consumer buys pirated software they are going to be ineligible for technical support for that particular product. Some day that consumer might need the support of the company who made the product, but will not be able to receive it because they cannot prove that they bought the original product. There are some awareness’s for the consumer so that they don’t get gypped into buying illegal software. First the consumer should have the common sense to realize if the offer is ï ¿ ½...

Innovation and Leadership Assignment Example | Topics and Well Written Essays - 3250 words

Innovation and Leadership - Assignment Example This paper illustrates that as contemporary experts in leadership and academic researchers highlight congruent aspects of the new era and draw attention on potential disruptive points and discontinuities, leadership emphasizes that only innovative, anticipatory, courageous and flexible individuals and organizations are capable to cope with the present uncertain and unpredictable business arena. Development studies confirm that creative companies, able to use innovation in order to improve value creation process or to differentiate products and services surpass their competitors in terms of market share, profitability, growth or capitalization. Innovation and technology management is still a complicated and risky problem: most new technologies fail to be translated into products and services, and those who become products and services not always gain the status of commercial success. In short, innovation can stimulate and strengthen competition, but in order to enhance a strong leader ship, it needs skills and knowledge different from those used for everyday business management. One of the first issues that arise when analyzing innovation consists in the multitude of interpretations that are attributed to the term; many times people even confuse innovation with invention. In a more limited sense considered by many researchers and practitioners, innovation is the process of transforming favorable situations into new ideas and putting these ideas in practices or products widely spread. Innovation does not necessarily mean selling a single significant breakthrough in a certain moment of technical and technological development (radical innovation) but also includes the use of changes (improvements) of less important technological know-how (an improvement or incremental innovation).

Beijing Envy, Chine in Gabon Essay Example | Topics and Well Written Essays - 1000 words

Beijing Envy, Chine in Gabon - Essay Example China currently has good diplomatic relations and a large amount of influence in many African countries. #######China has historically had a large level of influence in Gabon, and retains a high level of influence today. Gabon has deposits of oil and other natural resources that are needed by the booming Chinese economy, and the country is a good market for Chinese manufactured goods. China has aided Gabon by giving it debt relief and Chinese engineers and technicians have explored and developed the oil fields in Gabon. In the last quarter of the twentieth century and the early twentyfirst century, Chinese envoys have made multiple visits to the nation. #######Diplomatic Relations between Gabon and China began in 1974. This is when Gabon ended its foreign relations with Taiwan, which the communist government of China considers to be a requirement for friendly foreign relations. The Joint Communique on the Establishment of the Diplomatic Relations Between the People's Republic of China and the Republic of Gabon establishes relations between the two nations at the ambassador level and pledges that the Chinese government will provide friendly and cooperative relations with Gabon on the principles of mutual respect for territorial integrity and sovereignty, mutual nonaggression, noninterference in internal affairs, equality, mutual benefit, and peaceful coexistence. This treaty is similar to most of the other diplomatic treaties signed between China and other African nations. #######After this, the Chinese government has helped Gabon in the fields of medicine, science, and technology; and they have also cooperated with Gabon on economic, political, diplomatic, and cultural issues. The two nations have had good diplomatic relations throughout this time. It is reported by the Chinese foreign ministry that #Chinese leaders and officials who paid visits to Gabon include: Chen Muhua, vice premier of the State Council (August 1978), Gong Dafei, vice minister of the Ministry of Foreign Affairs (October 1981), Zhao Ziyang, premier of the State Council (January 1983), Wu Xueqian, vice premier of the State Council (March 1990), Qian Qichen, member of the State Council and minister of foreign affairs (January 1993), Li Lanqing, vice premier of the State Council (November 1995), Tian Cengpei, vice minister of the Ministry of Foreign Affairs (April 1996), Li Peng, premier of the State Council (May 1997), Chen Jinhua, vice chairman of the NPPCC (July 2000), Tang Jiaxua n, minister of foreign affairs (January 2001), and Wei Jianxing, member of the Central CPC Standing Committee, etc##

Criminal Justice Bill of 2003 Essay Example | Topics and Well Written Essays - 1500 words

Criminal Justice Bill of 2003 - Essay Example The proposal says that there are fundamental problems, first in the investigation process and then in subsequent trial. The seriousness of the alleged office and the mentality that leads to such offence should be fathomed by jury because a careless acquittal or a ready acceptance of non-existing innocence could spell abortive justice though it is difficult to achieve unanimity in this matter . As it is establishment of fraud is a highly time consuming procedure warranting diverse evidence and corroborative facts. If judge has to educate jury on all of them it is naturally further waste of Court time. All investigation cannot claim transparency and it is neither easy nor compulsory to have it. Commercial investigation might involve even distant parties and inside knowledge of such parties’ financial dealings might encourage jurors to use it later for their own advantage. There might be juries who had fallen prey to fraudulent financial issues and might have developed bias towar ds fraudulency and such jurors will be prejudiced while dealing with the case . If it is necessary to choose sides, perhaps it is better to have trials without the jury. First of all, it is the right of the Court to decide on the trial and not that of the defendant, as told by Lord Justice Auld . He also recommended for creation of an ‘intermediate’ Court with a bench consisting of a District Judge and two Magistrates and Government rejected this idea, but the Minister agreed that such arrangement could be considered in certain cases . Clause 36 will allow the defendant to opt out of jury trial by making an application and the judge will examine the feasibility. If there is a co-defendant, his views are of paramount importance . There are mixed reactions to this issue and the Bar Council and the Criminal Bar Association were rather uncomfortable and opined: â€Å"Rather than trying a cross section of cases and defendants, judges are likely under these proposals to have a diet of unpopular sexual allegations; unattractive middle or upper class fraudsters; and cases where the defence lawyers hope for a technical victory, either in the court of trial, or on appeal following defects in the reasoned judgment" . Roger Smith, Director of Justice said: â€Å"the jury is often presented as something which is to defend the defendant's interest; it is actually wider than that. The jury protects the public's interest in the system. That is not just the defendant; it is a protection for the professional judiciary in the system because they take the decision on guilt or innocence" (Ibid). The Select Committee on Home Affairs supported the view expressed by Lord Judge Auld.

Hexagonal Bar Splitting Experiment

Hexagonal Bar Splitting Experiment HEXAGONAL BAR SPLITTING Information Available: Failure of the bar was experienced during cold forming operation. The bar was produced by hot forming. The shape was hexagonal, the initial bar size was about 20mm. The material used in the product was mild steel. Fig (1): Fracture mode, split section in the bar The composition of mild steel: According to the chemical analysis report that was done by atomic emission spectrometry (AES) the sample contains the following elements: Element Wt % Fe bal C 0.143 Mn 0.73 S 0.043 Si 0.345 P 0.035 Nb 0.015 metallurgist analysis indicated to presence of 0.04% S which is considered high content of Sulphur to use in steel. Sulphur lowers ductility and notched impact toughness and has little effects on the longitudinal mechanical properties. The parameters of forming process: the compressive forces applied by the rolls to reduce the thickness of the material or changes its cross sectional area, the contour of the roll gap and roll configurations. The requested tests: More specific and precise information should be available to determine the basic cause of the failure. The following techniques could be useful: X-Ray Diffraction (XRD): to get enough data about the chemical composition of the bar material and the crystallography structure. As well, Scanning Electron Microscope (SEM). Ultrasonic testing: to estimate the size, orientation, shape and nature of defects. Manufacturing process: Hot Rolling: Cooling In all rolling processes, cooling the steel is a critical factor. The speed at which the rolled product is cooled will affect the mechanical properties of the steel. Cooling speed is controlled normally by spraying water on the steel as it passes through and/or leaves the mill, although occasionally the rolled steel is air-cooled using large fans. (internal defect in steel during manufacturing) Centreline segregation occurs within continuously cast slab and this influences the type of the localised microstructure. Elements which are prone to segregate in structural steels include C, Mn, Si, P, S and Nb and an accurate measure of the segregation intensity can be obtained using electron probe microanalysis. It is known that such segregation can influence the fracture toughness together with other properties. There is growing concern among customers and regulating bodies that present specifications do not take sufficient account of this fact. It is, therefore, important that a quantitative relationship be established between the intensity of the segregating elements and the fracture toughness so that compositional adjustments to the parent plate can be made in order to optimise properties. Since it is not possible to obtain commercial samples of plate having controlled segregation characteristics it is intended to replace the cen tral segregated region in commercial slab with inserts of known composition and thickness. It is also intended to carry out a limited assessment of the weldability of the segregated samples including the influence on the HAZ toughness. (1)à ¢Ã¢â€š ¬Ã‚ ¦ Crocodiling: The prediction of defect during rolling process is so complex because that is related to multiple parameters including cool rating, composition, distribution of carbides, deformation, etc. In this case study there is a rolling defect which in known as split end or crocodiling. This phenomenon initiates as a crack forming along the center plane of the deformed bar. The cracks in this situation are formed by cleavage fracture at the centerline of the bar, resulted from the stresses during drawing. In the drawing process the hydroststic stress components are basically tensile stresses. The fracture mechanism of cracking was primarily cleavage in the direction perpendicular to the rod plane. (2) The major variables that affect mechanical properties and formability are working temperature, temperature of anneals  between operations, percentage of reduction after the final anneal, and temperature of final heat treatment. 1. Effect of centreline segregation on the toughness of structural steels 2. Wla R. A. Toughness of Ferritic Stainless steels. 1980.

Prices and Money Supply :: essays papers

Prices and Money Supply Prices, money, knowledge, and technology may not seem that they should be together, but all of the terms connect in one category. Money is a big issue when talking about prices in the past and present. Knowledge and technology are important, too. Charts and graphs comparing prices of food and other items can be astonishing at what it brings forth. In 1915, the price of bread was at seven cents. Right now, if you go to your local grocery store, you can find a loaf of bread for about a dollar. That is most likely the lowest price available for a loaf of bread. The price has doubled fourteen times or has increased by 1328 percent- startling. The percent change in wages is not even close to the percent change of prices on foods. The minimum wage in 1938 was twenty-five cents; today the minimum wage is at $5.15. The percent increase is exactly 1960 percent. There is a 500 percent difference in prices than wages. This means you can buy more items with the same amount of money today, than you could before. In 1910, the money supply was at 3,148,000,000; in 1994, it was at 371,466,000,000. The percent increase is approximately 11700 percent. As you can see, the percent increase of the money supply is greater than the percent increase of prices, 10372 percent larger. This is where knowledge and technology come in to play. Technology has increased greatly, therefore letting producing become more competent. Technology would not be possible without having knowledge which makes technology expand, helping companies all over the world. For example, the assembly line has lowered car prices greatly. It cuts the hours of making a car. Robots have been replacing humans throughout the world. The reason for replacing humans with robots is that robots do not work for money; they are programmed to run. This is only one of the many examples of technology and knowledge used wisely. If knowledge and technology had not occurred, prices on all sorts of items would be multiplied. The example of the assembly line is perfect for explaining this concept. Let’s say robots were never made and humans are put in the robots position.

Global Warming and its Effects on Society Essay

Global warming or climate change is defined as any substantial change in the earth’s climate that can go on for an extended period of time. Global warming can cause an increase in the average temperature of the lower atmosphere. It can have different causes, but the one reason pinpointed as its cause is human interference, particularly the release of excessive amounts of greenhouse gases (EPA, 2006 cited in YeSeul Kim et al). There are several greenhouse gases, like carbon dioxide (CO2), methane (CH4), water vapor, and fluorinated gases which act like a greenhouse on earth. Since the situation is that there are more greenhouse gases, then there would be a bigger chance of the heat trapped in the earth’s atmosphere. The earth cannot function in its present state if there are no occurring greenhouse gases, such as CO2, CH4, and water vapor. This means that without greenhouse gases, there will be no heat trapped in atmosphere, thus, the earth will become very cold. (NASA, 2002 as cited in YeSeul Kim et al). Scientists say that they have confirmed that climate change is caused by human activity (Scientists say global warming is undeniable). They have even presented their findings to the American Association for the Advancement of Science in Washington. Evidence is that when one looks at the oceans and the melting of the Arctic ice, it leaves no room for one to doubt that global warming is indeed happening today. It was even revealed by Tim Barnett of the Scripps Institution of Oceanography that new computer models that are able to look into ocean temperatures demonstrate the clearest sign that global warming is already happening (Scientists say global warming is undeniable). Scientists like Dr. Barnett say in no uncertain terms that â€Å"the real place to look is in the ocean. † His team has conducted numerous temperature readings made by the US National Oceanic and Atmospheric Administration in order to calculate steady ocean warming. This report was published after the United Nations Kyoto Protocol composed of 141-nation environmental pact. The US team made use of solar warming and volcanic warming, in order to account for the measurements made. Even observing animals lead these scientists to conclude that there are clear effects on animals. Other researchers found clear effects on climate and animals. Ruth Curry of the Woods Hole Oceanographic Institution revealed that melting ice is now already changing the water cycle, which in turn affects ocean currents and then finally, the climate. There are also droughts happening in the west and in Greenland’s ice cap which is composed of ice enough to raise sea levels by seven meters (Scientists say global warming is undeniable). A recent documentary on UK Channel 4 entitled â€Å"The Great Global Warming Swindle† challenged the political view that global warming is caused by man-made factors. However, the movie says that the sun that is responsible for the current changes in the Earth’s temperature. The film shows the many opinions of scientists and climate experts that spur a growing dissent to the man-made theory. But these are all theories. Scientists have reminded us that the Sun determines our seasons, and has a bigger impact on the climate. German and Swiss scientists reveal that there is an increase in radiation from the sun that results in the present climate change. (Marshall). There are also researches saying that global warming is a lie which is propagated by the media. They reckon that the temperature estimates of past climates are just estimates. These have been estimated by scientists who try to prove that global warming exists. Some still maintain that global warming is just another conspiracy to bring Americans down (Global Warming: The Great Lie). In the end, the more important thing to remember is how to champion the environment when it is changing due to the global warming especially when there are confusing information about the real status of global warming and how people can cope up with it. (All Global Warming is Local-The Politics and Science of Regional Climate Impacts). Most of the critical issues that global warming involve is how to prepare for these climate changes. The U. N. ’s Intergovernmental Panel on Climate Change released Climate Change 2007: The Physical Science Basis, Summary for Policymakers which is mainly a political document. Media is using this to gear up more sentiments among the people. (Bender, 2007). This is supposedly being edited to conform to the political agenda of the UN politicians. The document states that â€Å"Changes made after acceptance by the Working Group or the Panel shall be those necessary to ensure consistency with the Summary for Policymakers or the Overview Chapter. † And whether one likes it or not, the â€Å"continued rapid cooling of the earth since WWII is in accord with the increase in global air pollution associated with industrialization, mechanization, urbanization and exploding population†. (Reid Bryson, â€Å"Global Ecology; Readings towards a rational strategy for Man, 1971 as cited in Bender). WORKS CITED All Global Warming is Local-The Politics and Science of Regional Climate Impacts. Nov. 12, 2007. Retrieved January 2, 2008 at: http://www. desmogblog. com/all-global-warming-is-local-the-politics-and- science-of-regional-climate-impacts Bender, John. Man-Made Global Warming Is Politics Not Science. Etherzone. Fen. 12, 2007. Retrieved January 2, 2008 at: http://www. prisonplanet. com/articles/february2007/130207Warming. htm Global Warming: The Great Lie. Retrieved January 2, 2008 at: http://www. geocities. com/northstarzone/GLOBAL. html Marshall, Andrew. Global Warming: A Convenient Lie. Global Research. March 15, 2007. Retrieved January 2, 2008 at: http://www. globalresearch. ca/index. php? context=viewArticle&code=20070315& articleId=5086 Scientists say global warming is undeniable. ABC News Online. Retrieved January 2, 2008 at: http://www. abc. net. au/news/newsitems/200502/s1306233. htm YeSeul Kim, Erika Granger, Katie Puckett, Cankutan Hasar, and Leif Francel Global Warming: Definition. Retrieved January 2, 2008 at:

The Glass Ceiling essays

The Glass Ceiling essays The Glass Ceiling How it has prevented Over the past decades, women have succeeded in conquering several rather daunting barriers in the workplace. But one of the most commonly asked questions about the glass ceiling is: why does it still exist? One of the most basic answers to this question is: because we havent seen it clearly for what it is. Describing it more accurately becomes, potentially, a very useful activity. Talking about the glass ceiling in terms of global, societal, or philosophical issues is no substitute for defining the problem in functional terms. The more we describe the glass ceiling in terms of discrimination, the clearer it will be to see how it has prevented employment to corporations. In 1979, women earned just 62.5 cents for every dollar earned by men. In the 1970s, women finally realized money is power and no one gives up power voluntarily. Also, more college-educated women joined the workforce. In fact, between 1975 and 1991, womens enrollment in higher education increased from 45.5% to 55%. But was this enrollment sufficient to satisfy womens needs and desire to someday be head manager of a corporation? Or to finally break the glass ceiling that was one day holding her back from showing her abilities to higher management? Unfortunately, the glass ceiling barriers still exists in todays workforce. If glass ceiling existed, corporations would allow employees to see through to the world above them. Because glass is clear, those existing under such a ceiling might not, at first, even notice that a barrier was in place that separated them from higher levels. Yet if they tried to pass through, they would quickly learn that the ceiling prevented any such r ise. This analogy has been offered by some people to describe glass ceiling as a term that describes the artificial plateau, beyond which women and other minorities are denied the...

Basic Hazardous Waste Management (Blackman, 2001) #2 Essay

Basic Hazardous Waste Management (Blackman, 2001) #2 Essay Basic Hazardous Waste Management (Blackman, 2001) #2 – Essay Example Infectious waste Infectious waste can also be termed as biomedical waste, which is unattended solid waste, with the power of causing transmittable diseases if uncovered pathogenic organisms of consistent virus and dosage through an open passage in the targeted host. For instance, cultures and stock of infectious agents are considered to be infectious waste with a specific hazard. This is because pathogenic organisms are at hand in great concentration in these materials. Examples of agents in this category include â€Å"specimen from medical and pathological laboratories, agents from pharmaceutical preparations and dissipates from release of biological and antibiotics† (Blackman, 2001). In â€Å"Blood and blood products† the main health hazards include â€Å"hepatitis B, hepatitis C and HIV† (Blackman, 2001). â€Å"Malaria, yellow fever, Colorado tick fever† are considered to be minor agents present in blood products. Blood samples used in diverse tests sh ould be handled more carefully, because they are also considered to be harmful, and can cause infectious diseases. Thus all blood and blood products considered to be waste should be treated as infectious even though test results may term them to be negative (Blackman, 2001). Pathological wastes include â€Å"tissue, organs, body parts, blood and body fluids† that are released during surgery and autopsy (Blackman, 2001). Pathological wastes from patients having infectious waste disease should be handled as harmful because of the chance that these wastes may contain harmful pathogens. Additionally, it is also important to handle pathological wastes as harmful, because they may contain unknown infection present in the patient or corpse being handled. Therefore, all pathological waste should be handled in the same manner regardless of the level of harm present. Proper measures should therefore, be undertaken when handling infectious waste. An adequate and reliable program should be developed to ensure medical staffs, and patients are protected from any form of harm generated by infectious waste. For instance all liquids infectious waste should be removed in sealed containers. Additionally, compaction infectious waste should be avoided. Prior to transportation of any infectious waste proper sterilization should be done. Proper guidelines should also be developed to ensure integrity is maintained (Blackman, 2001).ReferencesBlackman,W. (2001). Basic hazardous waste management. Arizona State University, CRC Press.

Idea Development of Doggy Daycare (Opportunity Assessment of Doggy Research Paper

Idea Development of Doggy Daycare (Opportunity Assessment of Doggy Daycare Center) - Research Paper Example One of the interesting things about the people in Corvallis city is their increased love for pet animals, especially to dogs. Many of the compassionate and friendly pet owners in this city visit with their dogs, bringing joy to people in mental institutions, assisted living, nursing homes and homeless shelters†(PAL, 2015). Unlike people in many other countries, Americans have the habit of looking after their pet animals like dog just like how they look after their children. As a result of that many of them are worried about the life of their pet dogs when they work at their offices. Under these circumstances, the business prospect for a doggy day care centre in Corvallis city is extremely bright. This paper analyses the viability of a new venture Doggy Day care in Corvallis of Oregon. The purpose of doggy day care centre is to provide, a healthy happy environment for pet dogs. Many of the people, especially the working professionals in Corvallis city are worried about the loneliness facing by their pet dogs while they are in their offices. They wanted to make the life of their pet dogs enjoyable when they leave their home. Doggy day care centre offers a homely climate for dogs. It provides dogs to socialize with other dogs and to enjoy their life. Another purpose of doggy day care centre is to reduce the stress levels of the working professionals. When pet lovers are confident about the healthy development of their pets in day care centers, they will be able to concentrate more on their profession. â€Å"At a dog daycare (also known as a doggy daycare, doggie daycare or dog day care), owners drop off their pets for a day of socializing with other dogs, and then pick them up in the evening† (Fabjob Inc, 2015). As mentioned earlier, professional commitments prevent many of the pet lovers in Corvallis city from catering the needs of their pet dogs

CA BUDGET ANALYSIS PAPER Essay Example | Topics and Well Written Essays - 750 words

CA BUDGET ANALYSIS PAPER - Essay Example However, following the 2007 – 2009 global recession that affected all economies including the United States, the education funding programs were slightly affected. For instance, some schools in different states are getting to the New Year with less state funding that it used to be in other years. Most of the sectors are worried with the declining trend in education funding programs (Oliff, Mai, and Palacios 01). There are claims that as the state and nation need new skills to master and adopt new and complex technologies to help in curbing the complex economy, the government shows a decline in state educational investment. Naturally, lack or decline in funding most of the known state funded programs usually leads to gap in running and managing such programs; thus, threatening poor quality in services produced and rendered in such programs. Challenges Facing California on State Funded Programs Following the recession and global economic crisis, nearly all states’ funded programs are affected in one way or the other. In the case of California, the education has since received less funding per student compared to other years (A Parent's Guide to Charter School Funding Challenges 01). These changes in the amount of fund per student affect the education services in the affected school. These effects are feared that may interfere with quality of education in California. Additionally, the changes in funding from states make schools to spend on large facility budgets towards chartering schools. Notably, it is these charters that now pay bills accrued by school including rents. These challenges in the state funded programs cause uncertainty in management that may largely interview with quality of services offered in such programs. Pros and Cons of State Funded Programs The most dangerous part of the state funded programs is that such programs usually operate at the mercies of the state budget. In cases where the state gets broke such programs are usually a ffected and the same usually leads to changes in services delivery in such programs (Leachman and Ma 01). Notably, changes in the service delivery may affect the quality offered following the changes. For instance, following the reduction of the funds remitted to the schools, schools have reacted by reducing numbers of teacher so they may adjust to their budget. It should be noted that as the number of teachers changes, the numbers of students usually remain constant or increases; therefore, burdening the remaining teachers. Few teachers working on many students or pupils will usually lead to poor quality of service delivery. Nonetheless, the state funded programs are usually monitored closely by the funding organ; therefore, such funding usually lead to quality service delivery. Additionally, funding state programs usually easy or reduces burden on other stakeholders. For instance, funding education programs will reduce burden on parents especially those who are unable to pay for t heir children’s education comfortably. Effects of Funding or Not Funding State Funded Programs If state programs are not funded; for instance, if the education is not funded, both the parents and pupils will be affected; however, pupils will be affected immensely since these funded services are directly related to them. As had been mentioned, if education id not funded fully or completely, the affected schools will opt to reducing the number of staff and this will impact greatly on

Common Stock Valuation and Cost of Capital Case Study - 1

Common Stock Valuation and Cost of Capital - Case Study Example From the above calculations, this stock is selling at $30 that is below $33.50 based on its predictable future cash flows. Therefore, it is undervalued since its selling price is relatively below the intrinsic value. From investments point of view, the company is priced below its true value. For this reason, it is rewarding investing this company’s shares because its stocks have a high probability of appreciating, hence a good investment opportunity that guarantees capital gains. This strategy (value investing strategy) has worked out well for Marquette Inc. given that its portfolio has consistently outperformed others in the broader market. Chief Financial Officers whose stocks are undervalued are less likely to issues them because such companies operate below their true value, thus have to pay more dividends in the future (Clayman, et al., 2012). Second step involves calculation of the cost of equity. With information on cost of debt available, it is possible to apply capital asset pricing model (CAPM) to compute the cost of equity. This is arrived at as follows: The company’s return on assets falls short of its WACC. This is an indication that this company is declining in value. This will scare away potential investors who would preferably invest their resources elsewhere that offer promising returns.The first step is the computation of cost of debt. Cost of debt represents bond’s yield to maturity. From yield to maturity calculator, this value is 7.51%.Therefore, the after-tax cost of debt is equal to 7.51% Ãâ€" (1 – 0.40) = 4.506%.  The second step involves calculation of the cost of equity. With information on the cost of debt available, it is possible to apply capital asset pricing model (CAPM) to compute the cost of equity.The company’s return on assets falls short of its WACC. This is an indication that this company is declining in value. This will scare away potential investors who would preferably invest their resources elsewhere that offer promising returns. Such decline in the value of the firm, there fore, raises concern about the company’s ability to raise capital in the future.

Role of Religion in Centralization of Nation States Essay Example for Free

Role of Religion in Centralization of Nation States Essay Religion was a major factor in the centralization of territories into modern nation states. Religion was crucial in the development of the modern nation state because of its ability to be a unifying characteristic. Religion also created common enemies which allowed groups with different religious views separate into individual states that be far more likely to have a more centralized government or monarch. While religion acted as a catalyst in the development of the modern nation state, religion hindered and tore apart developing nation states. Religion played both the role of an asset and a liability in the case of centralization during the age of the reformation. Religion was successful in creating a common characteristic, by which people categorized themselves. For example, Ferdinand of Aragon and Isabella of Castile reformed Spain by requiring all citizens to be Catholic. This would allow them to have better control and a shared attribute with the citizens of Spain, which would allow for a more centralized territory that would become a nation state. Also during this time period the Calvinists in the Holy Roman Empire area controlled by Philip II were being persecuted for their religion. The common religion in these Dutch provinces allowed for them to form together and create a centralized territory which eventually would become the Dutch Netherlands. German principalities also used their religion as a common characteristic to hold themselves together. When Martin Luther told the German Princes to separate from the Pope and Holy Roman Empire, they unified under Lutheranism which led to the development of that nation state. While religion was used as a common characteristic, religion was also used to unify groups of people by creating common enemies. For example, William of Orange (William I) centralized the Dutch Provinces, who were primarily Calvinists, against the Holy Roman Empire who was trying to force them to become Catholic. Ferdinand II also tried to use religion to create a common enemy within the Holy Roman Empire, he did this through the Edict of Restitution. The Edict of Restitution made Calvinists the enemy and unified the Catholics against them and temporarily solidified the Holy Roman Empire as a nation state. Another example of religion creating a common enemy was when Henry VIII created Anglicanism which was against the Pope. This  negative disposition towards the Pope strengthened England and allowed the monarch of England to create a more centralized territory, which led to the development of the modern nation state that is England. While religion was good as bringing nation states together and solidifying them, it also slowed and destroyed developing nation states. For example, the religious diversity that occurred within the Holy Roman Empire led to differences in religion and sect breaking apart until there was no more Holy Roman Empire. Henry of Navarre (Henry IV) saw this problem when he became the King of France and witnessed the religious wars in France between the French Huguenots and Ultra-Catholics. This slowed the development of France as a nation state, this is because religion was placed ahead of the state. Another example of religion dividing developing nation states was when Philip II attempted to oppress the Calvinists in the Dutch provinces with the Spanish Inquisition. This difference in religion led to the Dutch Revolt and caused the territory to be separated. Religion was critical in the development and disestablishment of the modern nation state. Religion provided a common characteristic from which a nation state could develop; it also created a characteristic by which a nation state could divide. However, in a majority of the cases the separation was necessary and led to the creation of multiple independent nation states. Religion was both a centripetal and centrifugal force. Religion created created a common characteristic and enemy, which aided the development of the modern nation state, as well as a difference that was a major factor in the disestablishment of developing modern nation states during the age of the reformation.