Tuesday, December 31, 2019

The War I And World War II Essay - 1639 Words

The â€Å"Thirty Years War† World War I and World War II are the largest military conflicts in history. In 1919, Europe attempted to reconstruct the damage left by WWI. After WWI, with the Treaty of Versailles, Germany was left destroyed and destabilized, which eventually laid out the foundation for WWII. The harsh terms of the Treaty of Versailles led to the aggression of Germany. The Treaty of Versailles was supposed to bring about peace, but Marshall Foch, generalissimo of the Allied Armies in France believed that instead, it was an armistice for twenty years. The causes of WWII can easily be traced back to the unresolved issues of WWI, thus bringing about the idea of the â€Å"Thirty Years War.† WWII is the second half of a longer â€Å"Thirty Years War because the first half, or WWI, caused economic instability, disintegration of the European order, political and social unrest and psychological damage. The causes of WWII were aggression of Germany and the appeasement that attempted to deal with th e aggression, failure of the League of Nations, collapse of three major Empires, Germany’s repudiation of the Treaty of Versailles, and the Great Depression. Ultimately, these causes can be traced back to the unresolved issues of WWI. The first direct cause of WWII that stemmed from WWI was the collapse of three major empires and the failure of the League of Nations. After WWI, no government was in the same shape before the war. The empires and dynasties of the Romanovs in Russia, theShow MoreRelatedWar I And World War II919 Words   |  4 Pageshistorians debate rather World War I and World War II were two different parts to the same war or if they are separate and distinct wars. Even though World War I and World War II were very different wars, and there were many years in between the two, the outcomes of World War I caused for World War II to happen because of unresolved issues. World War II is a continuation of World War I. World War I lasted four years and was the first total war in history. Before World War I Europe was doing well theyRead MoreThe War I And World War II1660 Words   |  7 Pagesin thehistory of the world were World War I and World War II. World War I occurred from 1914 to 1918. World War I was caused by militarism, alliances, nationalism, imperialism and assassination (MANIA). The first four causations were more of a build-up to it. Then, once the Arch-Duke Franz Ferdinand was assassinated, the buildup was sparked. This can be compared to pouring gasoline on the ground and then lighting it on fire. World War II occurred from 1939 to 1945.World War II was caused by the discontentRead MoreWar I And World War II1517 Words   |  7 PagesThroughout history the United States has been involved in many different wars. Their involvement has brought forth many significant events and changes that have affected the American way of life. I will briefly discuss the events and the United States involvement in World War I and World War II. I will give a brief overview of both wars and explain exactly how and why the United States joined in each. The term First World War was first used in 1914 by Ernst Haeckel, who stated that, there is noRead MoreThe War I And World War II944 Words   |  4 PagesFrom piles of bodies in no man’s land to Jewish death camps, the level of violence found within World War I and World War II was extreme even for wartime standards. These experiences shaped generations to come through the memories passed on by those who lived through such atrocities. Both Ernst Junger and Art Spiegelman carry on these memories through the book Storm of Steel and graphic novel Maus. Their pieces both give glimpses into the lives of the past and the violence in which those individualsRead MoreThe War I And World War II1191 Words   |  5 PagesIntroduction During World War I and World War II life back home changed excessively. When the soldiers went to fight in World War 1 and World War 2, women and children had to replace men in the workforce. There was an increase in those affected by the trauma of the wars, and the birth-rates dropped during this time. Family Families were affected by the trauma and exposure of the war, causing mental illnesses such as depression. Young children had been exposed to the trauma of war. A great deal of pressureRead MoreWorld War I And The War II1518 Words   |  7 PagesWorld War II was a war that ended in much tragedy. There were over 60 million casualties. Throughout World War II there was how it started, the Nazi Regime, and some of the major battles. Much of the war was about the Germans bringing together a group of people called the Nazis. They were under the rule of Adolf Hitler. There were two groups fighting against each other: the Axis powers and the Allied powers. The Axis powers consisted of Japan, Italy, and Germany. The Allied powers were GreatRead MoreWar I And World War II1264 Words   |  6 Pages During any war, there will alwaAys be alliances made which stick even after the war has been dissolved. Postwar foreign policy after wars such as World War I and World War II was complicated and both had their similarities and differences from each other. World War I (WWI) strengthened our international relations with many countries, It also deteriorated some relations as well and set the stage for America becoming a great power. World War II (WWII) had some of the same effects, solidating ourRead MoreWar I And World War II771 Words   |  4 Pagessought to stay out of both World War I and World War II only to be pulled in by intense happenings that inflicted chaos on the nations people. World War II would be a time in American history that would bring many fresh war tactics and developments, that helped to pull a depraved nation from the depths of a depression as well as pled ge the freedom and prosperity of its opposing nations. Dangerous discoveries will be made in the world would be left to be governed by two world powers. Hoping to remainRead MoreWorld War I and World War II700 Words   |  3 PagesMany people know about World War I and World War II seeing that they are a couple of the world’s most famous wars. Have you ever wondered how much you really know? This paper is here to inform you of all of the propaganda used to persuade people to follow Hitler, the Nazi party, and Stalin, terms that were used during this time period, and some of the very important people involved in World War I and in World War II. In the heat of World War I there were two groups, the Allies and the Central PowersRead MoreThe War I And World War II911 Words   |  4 Pages There are many countries in the world that have a great history. Their antiquity benefited them in one way or another. One of these nations is France, which is known to have glorious events in the past. These events have made France the way it is now. For example, World War I, and World War II. However, these events were not the only thing that had a major role in France’s history some people are involved as well, such as Napoleon Bonaparte I and Louis Napoleon III. Those two men controlled France

Monday, December 23, 2019

My Last Prediction By Tom Sawyer - 2383 Words

Week 1- Character or settings prediction After briefly evaluating the page cover and reading a couple pages of the book, I’ve formulated three predictions for this novel. The first prediction is that the main character, Tom Sawyer, will be a nuisance to many individuals in the book. By observing the book cover, I noticed the word adventure which frequently when this term is used; it can be intertwined with mischief and rebellious behavior. My second prediction is that Tom will have to sustain many tribulations throughout the story line. This is based off of my first prediction; mischief is usually the outcome from a fixed amount of suffering and/or distress. I also observed Tom without any shoes in a variety of pictures (some off of Google), so I assume he either is living in modest poverty, or experiences small amounts of child labor at his residence. My last prediction is that Tom will eventually develop a relationship with a relatable friend he will meet. This belief is due to my prior knowledge from Mark Twain n ovels. After my reading Most of my predictions were somewhat accurate. Tom Sawyer is identified as a troublemaker who defies the role of his aunt. His mother has passed away (which could be a source for his mischief.) I have yet to see any close relationship to another in the few chapters I have read. Tom Sawyer does sustain work as a punishment for his mischief because his aunt does not have the heart to hit him. Week 2- Character description There was notShow MoreRelatedThe Adventures Of Huckleberry Finn By Mark Twain5133 Words   |  21 Pages Developing the character of Huckleberry Finn, Mark Twain opened with a monologue by Huckleberry, â€Å"You do not know about me, without you have read a book by the name of â€Å"The Adventures of Tom Sawyer†, but that ain’t no matter...† (13). Immediately, through his cleverly written dialog, the reader gets a much better understanding of how Huckleberry thinks and acts through his cleverly written speech. I was quickly able, even without having read the prequel to the novel, to understand that HuckleberryRead MoreSolution Manual, Test Bank and Instructor Manuals34836 Words   |  140 PagesWebsite_Alvin C. Burns,Ronald F. Bush,Judith Nash (IM+TB +Image Basic Marketing Research with Excel, 3E_Alvin C Burns,Ronald F. Bush (IRM+TB) Basic Marketing Research, 6th Edition_Gilbert A. Churchill, Tom J. Brown (IM w Cases Sol + Supplements Sol+TB) Basic Marketing Research, 7th Edition_Gilbert A. Churchill, Tom J. Brown, Tracy A. Suter (IM+TB+Additional Cases with solutions+IM Cases+Semester Project) Basic Statistics for Business Economics, 8e_Douglas A. Lind,William G. Marchal,Samuel A. Wathen (ISM) Read More_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 Pagestrademarks of Apple Computer, Inc. Used herein under license. Library of Congress Control Number: 2006933904 Student Edition: ISBN-13: 978-0-495-11873-2 ISBN-10: 0-495-11873-7 ââ€"   To my nephews, Jesse and Luke Smidt, who bet I wouldn’t put their names in this book. R. P. ââ€"   To my wife, Sally, and my daughter, Anna C. O. ââ€"   To Carol, Allie, and Teri. J. D. ââ€"   About the Authors puter Teacher of the Year award in 1988 and received the Siemens Award for Advanced Placement in mathematicsRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesDiversity Management Strategies 56 Attracting, Selecting, Developing, and Retaining Diverse Employees 56 †¢ Diversity in Groups 58 †¢ Effective Diversity Programs 58 Summary and Implications for Managers 60 S A L Self-Assessment Library What’s My Attitude Toward Older People? 40 Myth or Science? â€Å"Dual-Career Couples Divorce Less† 47 An Ethical Choice Religious Tattoos 51 glOBalization! Images of Diversity from Around the Globe 54 Point/Counterpoint Men Have More Mathematical Ability Than Women

Sunday, December 15, 2019

Literary Luminary Free Essays

Week#1: Literary Luminary â€Å"The Great Gatsby† Chapter 1/2 â€Å"You look at him sometimes when he thinks nobody’s looking. I’ll bet he killed a man. † (Fitzgerald 44) -This passage shows the thoughts that run among all of Gatsby’s guests. We will write a custom essay sample on Literary Luminary or any similar topic only for you Order Now Who is he? Where did he come from? Gatsby has set himself up to a lot of questions and a lot of suspense. â€Å"He smiled understandingly- much more than understandingly. It was one of those rare smiles with a quality of reassurance in it that you may come across four or five times in life. (Fitzgerald 48) -This passage showcases the attraction people have towards Gatsby. While they may not know much about him, they are drawn into him by his friendliness and charm. This is something that Nick thinks is special about Gatsby. â€Å"Some time toward midnight Tom Buchanan and Mrs. Wilson stood face to face discussing in impassioned voices whether Mrs. Wilson had any right to mention Daisy’s name. â€Å"Daisy! Daisy! Daisy! † shouted Mrs. Wilson â€Å"I’ll say it whenever I want to! Daisy! Dai—-† Making a short deft movement Tom Buchanan broke her nose with his open hand. (Fitzgerald 37) -This passage shows us the how society treated woman back in tho se days almost as if they didn’t have their own freedom of speech, the situation however was treated differently because of the fact that Mrs. Wilson seemed to openly say her name without any thought that her actions might have consequences. In today’s society if one was to break a lady’s nose for screaming out the name of a flower, they might be put into something as extreme as a mental asylum. It’s interesting to portray these two different arguments because we must contrast events that go on today and back then. People’s moral standards nowadays are so very low. Relationships aren’t truthful, the way everyone dresses is bizarre, and the way others speak is wrong. In the book, Tom Buchanan takes Nick to his â€Å"girl†, even though he’s already married, and she dresses strange. In the book it says, â€Å"‘We’re getting off,’ he insisted. â€Å"I want you to meet my girl. † (Fitzgerald 24). No one stays true to their values anymore, because, like Tom, they do whatever they want. -Nick goes to Gatsby’s party, one of the only guests that come that were actually invited. -A huge orchestra was there. Jordan Baker is there, along with seemingly everyone in West Egg. This means Gatsby is very rich, considering he is able to supply food for all the people. Chapter 3 (food for thought) Also, in all of chapter 3 people are partying and gossiping. This definitely happens a lot today, especially in high school. They gossiped about Gatsby when someone said, â€Å"Somebody told me they thought he killed a man once (Fitzgerald 44). † Most of the people at the party are also not invited, which also happens at a lot of high school parties today. â€Å"†¦ I was one of the few guests who had actually been invited. People were not invited—they went there (Fitzgerald 41). â€Å" How to cite Literary Luminary, Essay examples

Saturday, December 7, 2019

Does God Exist Essay Research Paper Does free essay sample

Does God Exist? Essay, Research Paper Does God Exist? St. Thomas Aquinas has written several of import plants. Some of them are: The Disputed Questions on the Power of God, Exposition of Dionysius on the Divine Names and Disputed Questions on Spiritual Creatures. Most of Aquinas # 8217 ; s plants have been written to seek to turn out the being of God. Aquinas has been a house truster that everything had to hold a Godhead and the lone possible solution would be something called God. It is with this thought that Aquinas # 8217 ; s Third Way was written. In his De aeternitate mundi Contra murmurantes, Aquinas insists that human ground can non turn out the impossibleness of an everlastingly created existence. Once once more Aquinas has written with the certainty that God has to be in order to hold created the existence. There is no uncertainty in Aquinas # 8217 ; s mind that everything was created for a ground and that ground was God # 8217 ; s will. In the text Medieval Philosophy, St. Thomas Aquinas # 8217 ; article entitled Does God Exist? , Aquinas tries to demo the different stairss that can turn out God does be and that the universe had to hold been created by God. This article is comprised of five different ways in which Aquinas tries to turn out that we can be sure that God exists. In the 3rd manner, Aquinas tries to demo that God exists if it is true that we exist. In the article Aquinas says that it is possible for things to be and for them non to be. He means that populating things will one twenty-four hours go non- populating things. Aquinas believes that all things can non be mortal because if it were true, so at some point nil would be. What he means is if all things were populating things, intending that they had to be mortal, so at some clip these things must besides go non-existing. Aquinas says that if everything were mortal, so nil could be bing at present, because what is nonexistent Begins to be merely through something which already exists. This can be translated to intend that if all mortal things have to halt bing so there can # 8217 ; t be anything which exists today. Aquinas believes that it takes a life presence to assist make other unrecorded things in order for them to populate besides. This means that there must hold been something which existed through infinity to assist make living things which exist today. Aquinas believes that something had to hold created life throughout clip in order for things to be populating today. He says this thing must hold existed from the beginning and that it must still be now. His belief is that populating things and inanimate things have lived through infinity with the aid of a higher, more powerful presence. He besides says that if it were true that nil existed at one clip, so it would be impossible for anything to get down to be once more, intending nil could be now, which is evidently false. What he means by this is that it takes a life presence to assist make other living things. It is impossible for anyone to logically believe that things such as stones, trees, and H2O can be without at that place being a Godhead. It is for this ground that Aquinas believes that God was the lone thing that existed so, so hence he must hold been the 1 who created everything. This theory does turn out that something had to be from the beginning. The job I did happen with this theory is that it doesn # 8217 ; t turn out that God exists but that something existed. What I mean by this is Aquinas calls this thing God but he doesn # 8217 ; t turn out that it # 8217 ; s the # 8216 ; God # 8217 ; that people believe to be. Most people would hold that God is something more personal than Aquinas # 8217 ; theory of God. The image of God is interpreted otherwise by many people, although most of these people would hold that God must be all knowing, truthful, honest, loving, patient, forgiving and ageless. The all knowing and loving God is non the same as Aquinas # 8217 ; God because Aquinas merely proved that God was something space. Aquinas # 8217 ; theory does non turn out that God is patient, loving, or forgiving which is what God is believed to intend to most people. The image people have of God doesn # 8217 ; t merely halt at being our Godhead. Another job which I found while reading Aquinas # 8217 ; article is that it doesn # 8217 ; t explicate Darwinian theories. Darwinians base their theory on development. Darwinians believe that God doesn # 8217 ; t exist but that all life things have evolved through nature. The thought of development and germinating from nature agencies that there could non hold been a Godhead but that one molecule started the procedure of development. This theory can # 8217 ; t be really be disputed in Aquinas # 8217 ; 3rd manner because he merely uses the word God to intend Godhead. Darwinians could state that the first molecule could besides be called # 8220 ; God # 8221 ; if people wished, although it wouldn # 8217 ; t be the signifier of God Christians believe in. In both theories, Aquinas # 8217 ; and Darwin # 8217 ; s, infinite arrested development is used. Both of these theories lead to different thoughts of where bing things came from. Aquinas 3rd manner has some little jobs which can be argued by atheists and Orthodox Christians. I agree with what Aquinas had to state in his 3rd manner to be true. I believe that it must be true because all things must hold had a Godhead. While talking to an Anglican curate, I learned that he besides agreed in Aquinas # 8217 ; theory because he was taught that the inquiry would still remain of who created the molecule. The inquiry will ever stay how did God evolve. I can non reply this inquiry but Aquinas # 8217 ; theory has helped me understand the procedure of life things and I is no longer doubt that God is space. Bibliography Aquinas, St. Thomas. # 8220 ; Does God Exist? # 8221 ; In Medieval Philosophy: From St. Augustine to Nicholas of Cusa, 335-38. John F. Wippel, Allan B. Wolter, ed. New York: The Free Press, 1969.

Friday, November 29, 2019

The Rainmaker, A Persuasive Paper Essays - English-language Films

The Rainmaker, a persuasive paper John Grisham's "The Rainmaker," a novel and now a movie by Francis Ford Copolla. It is the sixth novel to film adaptation of Grisham's novels and is by far one of the more accomplished. The courtroom drama reveals the ordeals of a young lawyer and associate entering the world of money hungry company's scams. "They were totally unqualified to try the case of a life time, but every underdog has his day" Let's talk about silk purses and sow's ears. Let's talk about John Grisham's The Rainmaker. Or, as the movie company would have it, John Grisham's The Rainmaker. That's the official title of the film Francis Ford Coppola has made from Mr. Grisham's best-selling novel. Thankfully, John Grisham's The Rainmaker is a better movie than Mr. Grisham's tension-challenged novel. Mr. Coppola may be doing this for the payday (in order to finance his next original film), but he manages to elevate Mr. Grisham's overblown story into a passably entertaining courtroom drama which, unlike the book, actually has some drama. The story remains about the same. A neophyte lawyer, Rudy Baylor (Matt Damon), winds up working at a low-rent law firm when he can find no other job after finishing law school in Memphis, Tenn. The only thing he has going for him is an insurance case: a young man, dying of leukemia, who has been wrongfully denied a bone-marrow transplant by his insurance company. But getting that case to court will be like running the high-hurdles with his feet cut off. For starters, Rudy has no trial experience -- and the insurance company has the high-powered Leo Drummond (Jon Voight) and three or four of his assistants for the defense. Even as he is preparing for the trial, Rudy is getting involved in another kind of case. While hunting for clients at a local hospital, he spots a young woman (Claire Danes) who has been beaten by her husband. He befriends her; by film's end, he is emotionally involved with her in an effort to get her out of this abusive marriage. Mr. Coppola, who adapted the novel for his screenplay, understands that Mr. Grisham created a story in which the end is never in doubt. While hewing to the novel's basic plot, the director turns the courtroom story into more of a roller-coaster ride. He draws a skillful and sympathetic performance out of Mr. Damon as Rudy. He also gives Mr. Voight the best villain role he's played this year (and he's played a bunch of them): a sleek, shark-like lawyer who doesn't need to twitch or overact to show off the power he trades in. The rest of the cast is equally strong, from Mary Kay Place as the tough-minded mother of the stricken victim, to Danny DeVito as Rudy's assistant, a would-be attorney who has failed the bar six times and refers to himself as ''a paralawyer.'' Even the usually self-indulgent Mickey Rourke makes a good showing as Rudy's oily boss. The Rainmaker isn't a great movie, but it's an involving and compelling one. Given the weakness of the short material, that's nothing short of miraculous.

Monday, November 25, 2019

The Problem of Evil Rational, Reasonable, and Scientific Explains

The Problem of Evil Rational, Reasonable, and Scientific Explains Introduction As a philosophical issue, dealing with the Problem of Evil is fundamentally a matter of refining definitions. It means that the apparent contradiction between the existence of Go3d and the presence of Evil should be dissolves. It is important to consider those natures differently, do not try to create opposition between them. God is a rational being who acts in accordance with reason.Advertising We will write a custom essay sample on The Problem of Evil: Rational, Reasonable, and Scientific Explains specifically for you for only $16.05 $11/page Learn More Peter van Inwagens defense left evil without attention and focused instead on modifying the God terms. This helps consider the world from the point of view of its creation by God as not a spiritual being, but as rational being who acts in accord with reason. God exists and he possesses the unique characteristics of omniscience, omnipotence, and omnibenevolence and to understand why evil exists. Problem of Evil The problem of evil is depicted in the following statement: If Go3d exists then how is it possible for evil to be present in the world. Being omniscient, omnipotent, and omnibenevolent, Go3d has the capacity to eliminate all cases of evil and provide happiness and goodness for all. It is possible to state that the existence of evil in the world helps us understand what happiness and goodness truly are. This influence human reasoning and is based on the opposition of these notions. Only having cognized what evil is, people are able to distinguish goodness. God’s characteristic features are aimed at helping people who have experienced evil to know what good. Only God’s omniscience, omnipotence, and omnibenevolence help him do what he has done, namely create this world. Omnipotence of God God is omnipotent and it is impossible to reject it under the statements of evil’s presence. There are a lot of different reasons which can support this idea. Def ining the notion of the omnipotence of God, Peter van Inwagen points to the fact that we do not know what exactly God can do, we are just aware of the fact that he can. That is all. To prove God’ omnipotence, it is possible to implement the following examples. All people could have spoken German if they had lived in Germany. All people could have played golf, if their lives had been connected to this kind of sport. God can do this, but there is a natural question, what for?Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More For what purpose would one speak German if he/she did not use it in everyday life? Why should one overburden his/her brain? Is it just for the reason that God CAN do it? All God does is reasonable and can be explained. God is unable to create a world where everything is good, as it contradicts the idea of personal choice and the understanding of goodness. As it has been mentioned above, if people did not experience bad things they would not know what goodness is. Therefore, people are the source of evil. The very understanding that God can do whatever he wants shows that he is omnipotent. This description leads to the conclusion that God can either do something or not to do it. Reason is the main tool God should be guided by as he can do it and he does it in the way how it must be and as a result, correct. God’s reason is based on omnibenevolence, which human reasoning is based on choice. Being omnibenevolent, God is unable on bad actions, thus, the nature of evil is a human being. Omniscience of God God is omniscient. The definition of omniscience presupposes that a person is omniscient when he/she knows for sure the main idea of the proposition and this person cannot have the false considerations. Omniscience of God is explained by the fact that those who have always behaved in a good manner in the relation to others are going to be r ewarded. This idea may be tried to be contradicted by the fact that the freedom of choice of human life rejects God’s omniscience. It means that if a human being has an opportunity to choose a life style, God is unable to know what is going to happen. But, having predicted that God is omniscient, it is possible to say that he is able to predict a choice of a human being. This characteristic feature should be connected with God’s omnipotence as an ability to do everything.Advertising We will write a custom essay sample on The Problem of Evil: Rational, Reasonable, and Scientific Explains specifically for you for only $16.05 $11/page Learn More God knows everything and he offers people the right to choose not as the hidden ability to guide human choice, but as the confirmation of the fact that God knows everything, and he is aware what choice a person will make. Sometimes, human choice is directed at the evil side, but God’s noninterferen ce is explained by the freedom of choice and the cognition of evil with the purpose to understand what goodness is. This is the main reason why God does not interfere into human decisions, as they will still come to the understanding of goodness. Omnibenevolence of God Omnibenevolent nature of God should not also be questioned as God has created this world with the purpose to give us life, but it is we are who make choice and act in opposition to God’s reasoning. God offers us the right to choose what exactly we want, therefore, he is not responsible for the choice people make. He can influence us and help us make choice according to his omnipotent nature and he can be aware of the choice made by people as he is omniscient, but, he offers the choice for people. It is their decision how to act. This does not point to evil existence and does not violate the problem of evil from the point of view of the inability to influence human choice if wrong decision is made. God is omnibe nevolent because his actions are directed at the goodness and human happiness. Everything he creates has its purpose, but, it is human choice whether to use that goodness or not. Thus, it can be concluded that the God’s omniscience, omnipotence, and omnibenevolence cannot be the reason of the problem of evil as these notions are not connected. Personal argument Having stated that problem and having considered it from the point of view of the problem of evil, we came to the conclusion that to define God, it is important to use the following features, omniscience, omnipotence, and omnibenevolence. Having discussed there issues we have managed to prove them and point to the fact that they cannot be used as the contradiction to God’s existence within the problem of evil. In other words, we have stated that the problem of evil does not go along with God’s definition as evil presence in the world is an obligatory issue and it does not rejects omniscient, omnipotent, a nd omnibenevolent nature of God.Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More Conclusion Therefore, it should be concluded that the problem of evil can be explained via rational, reasonable, and scientific. Gods characteristics of omniscience, omnipotence, and omnibenevolence are not undermined. The existence of evil is obsolete in relation to the existence of God as all-knowing, all-powerful, and all-good. There is no place to the evil problem as the existence of evil does not reject the presence of God. These notions are to be present together in order to show people what goodness is. Furthermore, the presence of evil in the world does not reject God’s omniscience, omnipotence, and omnibenevolence as these notions should not be considered as opposed notions.

Friday, November 22, 2019

Social Security's Uncertain Future Essay Example | Topics and Well Written Essays - 500 words

Social Security's Uncertain Future - Essay Example As is usually the case, the argument revolves around each person's own self-interest. The public has been fed information that has swayed the debate as each camp tries to gain public support. It is fair to say that the truth probably lies somewhere in the middle and that is also where we will find a solution. Reaching an agreement is difficult because of the misinformation that continually comes out of our nation's capitol. Baby Boomers are just now beginning to enjoy the benefits of the program. They have been told that the system is broke and they rightfully fear that they may not reap the rewards from the money they have spent a lifetime contributing. Shipman claims the system is a,"[...] coercive, intergenerational transfer tax system that relies on unrealistic assumptions and pays unreasonably low benefits". From their point of view, an overhaul offers them some hope that the system will be functional when they retire. But is their fear well founded There are well-intentioned people that say the panic is all for nothing. There are political factions that insist the system is not broke and with a little tweaking it will operate as intended for decades. They contend that the people who have the most to gain from privatization are large banks, brokers, and insurance companies. It is these powerful lobbies that promote fear about the system going bankrupt.

Wednesday, November 20, 2019

UPMC & Highmark Assignment Example | Topics and Well Written Essays - 500 words

UPMC & Highmark - Assignment Example The key reason for this battle is the attempt by Highmark Inc. to acquire a financially troubled group of hospitals known as West Penn Allegheny Health System. Highmark Inc. argues that this move will significantly lower medical costs and offer efficient health care services (Scarpino, 2013). On the other hand, UPMC, which has its own insurance firm, believes that it will not continue to bolster a company that will be a direct rival to its 19 area hospitals (Scarpino, G. 2013). Therefore, UPMC has resulted to increasing charges for patients covered by Highmark. UPMC says that Highmark’s plan to shift its 41000 inpatient from UPMC to its allegedly new chain of hospitals will result into UPMC closing its Shadyside and UPMC mercy sections and laying off over 11,000 of its employees (Baumol & Blinder, 2012). Additionally, UPMC also argues that this move will make most employees change their insurance plans that are attached to their current places of employment. This will result into the lose of patients tied to Highmark. Highmark also says that since UPMC has its own insurer, then it would be of no issue if it had its own health giver network. They believe that a little competition will be beneficial to the residents of Pittsburg since they will be provided with a range of health care providers to choose from. In response to UPMC’s sentiments that it is impossible to change insurance since it is tied to employment, Highmark says that it is also difficult for the patients to abandon the doctors that they have fully trusted and build confidence in, in pursuit for new relationships (Baumol & Blinder, 2012). I feel that UPMC has been able to get their message across most effectively because they have clearly shown that Highmark is in pursuit of its own personal interests without caring about the patients and relationships that they had built with UPMC. All the counter reactions made by UPMC were in the attempt to protect their business, as most health

Monday, November 18, 2019

Critically Assess Whether Monetary Union Within The EU Has Been Essay

Critically Assess Whether Monetary Union Within The EU Has Been Successful And Discuss Suggested Changes Which Could Be Made To - Essay Example It will also lay out some of the discussion regarding the debt crisis and the importance of the European Central Bank in the current situation. The Success of Monetary Union within the European Union The Economic and Monetary Union (EMU) has been extraordinary in the contemporary history of the European economy and was successful in altering the international economic landscape. Following a decade of its release, the Euro was successful in offering steadiness with regard to businesses along with the national economies. The Euro protects against tentative sprints in relation to the national currencies. A sole monetary policy that was adopted for the Member States, which was united with synchronized global fiscal policies, was capable of promoting macroeconomic steadiness. The EMU successfully encouraged Europe of economic integration and also amplified investments, financial incorporation and cross-border business. EMU within the EU also facilitated in enhancing the budgetary discipli ne and even took care and stabilised the repositioning of the exchange rate which were known to upset the European economy at regular intervals in the past (European Union, 2009). The EMU had even augmented the EU’s flexibility to unfavourable jolts and facilitated in promoting management of the international economy by the EU. Besides these the tangible advantages that were generated by the EMU gave rise to or created strong public finances and strengthened the worldwide position of Euro (European Union, 2009). Discussion of the Problems and the Suggested Changes By entering the Euro zone, European countries lost their monetary independence and also their central banks, which in cases like that of the current crisis would back the countries’ sovereign bonds. This is a drawback of the European monetary system and the European Central Bank (ECB) should be allowed to â€Å"stand behind solvent and sovereigns with unconditional and unlimited liquidity† (The Economi st, 2011, p. 65). Whether Germany can accept this situation is still to be seen, but it should admit the implications and get ready for a breakdown of monetary union or try to act in symphony with other various member states. A parallel, although not obvious, could be traced with Argentina’s debt issues a decade ago. Argentina had its peso fixed to the dollar, maintaining something close to a monetary union with the US. In 2001 to early 2002 it suffered a debt and currency crisis leading that country to default. Source: (Hugh, 2011). However, this has not been an option for Greece. German finance minister holds the keys to the money printing machines. The German Chancellor needs to be approached to receive consent for the reason of printing money. Therefore, this trims down the prudence enjoyed by the Portuguese government, but the ways by which the Eurozone gets affected owing to this still need to be explored. In order to further comprehend the aspect, help of an assumption can be taken. For instance, a Chinese

Saturday, November 16, 2019

Engagement In Classroom Participation Education Essay

Engagement In Classroom Participation Education Essay Participation usually means students speaking in class: answer and ask questions, make comments, and join in discussions. Students who do not participate in those ways mentioned above are often considered to be passive and are generally penalized when participation is graded (Jacob chase, 1992). Participation in classroom: To engage the students in Participation in a classroom is an important method of teaching. It provides the students opportunity to receive input from fellow students, to apply their knowledge and to enhance public speaking skills. From the Participation of teachers can get a more accurate idea that what is the understanding level of students about the concept being taught (Maznevski 1996). Engagement in classroom participation: Engagement within the learning environment generally refers to the relationship between the learner and the content or topic being pursued. While the highest levels of engagement are seen when the learner is passionate about the topic, significant levels of engagement can be achieved through a variety strategies that actively involve the learner in activities and environments that make learning both interesting and challenging. Engagement with content leads to higher levels of learning (Whelan, C.1997). Our experience reveals that for many students class participation is a big problem. Teachers often complain about students passive behavior in class participation. But up till now there has been a very little research into the promotion of class participation. But studies have been conducted in social scial sciences and business studies (e.g., Egan 1996, Hyde Ruth 2002, Litz 2003). More often low self-esteem, anxiety, and general lack of confidence is considered responsible for students non-participation in the classroom (Kennedy, 1997; Thomson, 2001). Student Participation: Lack of participation could be due to multiple factors. My first thought was that students reluctance could be due to lack of understanding, but it could very well be that he does not feel connected to the curriculum; he cannot relate to it. Students who are empowered by their school experiences develop ability, confidence, and motivation to succeed academically. They participate competently in instruction as a result of having developed a confident cultural identity as well as appropriate school-based knowledge and interactional structures (Cummins, 1983). Active learning Bonwell, C.C., and J. A. Eison (1991) suggest that Active learning is generally defined as any instructional method that engages students in the learning process. Active learning requires students to do meaningful learning activities and think about what they are doing. The core elements of active learning are student activity and engagement in the learning process. Adopting instructional practices that engage students in the learning process is the defining feature of active learning. The importance of student engagement is widely accepted and there is considerable evidence to support the effectiveness of student engagement on a broad range of learning outcomes. Importance of language: Language is a mean of communication by which human beings express their feelings, emotions and fulfill their needs. According to Tariq Rehman, 1996: Language is a coin and what it buys in the market is power. Higher status and attractive jobs are attached with English language. The demand for learning a language is linked to empowerment. So English language is promoted in university education, so that the students can attain their goals. But this prevailing of language in higher education is not as simple as it seems because all the students have diverse demographics which do not equally support the speaking of English in classroom. The language barrier becomes an additional hurdle in students classroom participation. kachru (1992 pp.66-67) found that poor pronunciation and Accent problem stops many students to participate in classroom discussion. Kachru, (1995) points out majority of Asian students study through the medium of English but they are not proficient enough in English and reflect their regional varities of English while speaking. Sociolinguistics view of language: Sociolinguists are of the view that individual differences in oral communication among students are dependent upon social variables like age, status, ethnicity, gender etc. when students step in classroom, their pattern of language is already influenced by these factors (Scott, 1995). In he earlier studies, students communicative competence was considered as an important set of rules by learning these rules they can comprehend and participate in classroom context. If the student fulfills the specific requirements about language use, he can communicate effectively with class fellows and teachers. If they dont comprehend the class room communication system their learning is affected and they learn comparatively less. Due to language problem they participate passively in classroom activities. Difference between home language and classroom language also reflect upon development of students communicative competence. If these both languages are identical somehow, students are motivated to learn literacy events taken place in classroom (Morrow, 1993;Â  van Kleeck, 1990, 1995, 1998;Â  van Kleeck Schuele, 1987;Â  Whitehurst Lonigan, 1998). Vygotskys social constructivist theory played a major role in language learning theories. He is of the views that all learning is socially integrated. Motivation: The process of learning begins when an individual faces various social situations. These situations provide certain type of experience to the individual as the nature of the situation, which further enables the individual to behave in a certain way. All of these social situations give some sort if instigation, which act as motives and drivers for the individual. These motives and drives may be evident in the form of behavior of the individual concerned. Such kind of behavior undertakes the purposes which are indirectly dominated by the drives and motives. Therefore, a motive may be said as the base of the behavior of the individual, which works as internal factor to make individual behave in the desired direction. A motive is an internal factor that arouses, direct and integrates a persons behavior. It is not observed directly but inferred from his behavior or simply assumed to exist in order to explain his behavior (Marry, 1964, p.7). These motives not only describe the desired goal but also the role of the individuals in the concerning social situation. This undertakes individuals social as well as psychological condition. Motivation is a general term used to refer to any arousal of an individual to goal-directed behavior. The term motivation when applied to human is a Social-psychological concept and motivation cannot be considered apart from the individuals conception of himself, his social status and roles, and the existence of society and culture which define situations and appropriate and desirable behavior. (Theodorson and Theodorsm 1969, p.26) Motivatin participation: Studies have linked motivation and participation to students achievement (Eccles Wigfield, 2002). Students who gave importance to learning the material and have greater expectancy to be successful in a course are more likely to achieve at higher levels (Wigfield Eccles, 2000).Learners with a more positive attitude towards lifelong learning tend to be more persistent, more self-directed, and more self-confident (de la Harpe Radloff, 2000). They efficiently use cognitive strategies to maximize their learning (Zimmerman Martinez-Pons, 1992). Achievement Motivation: Achievement motivation is an important determinant of aspiration, effort and persistence when an individual expects that his performance will be evaluated in relation to some standard of excellence (Sill 1972, p. 27). Relationship between Performance and Achievement motivation: Atkinson and Connor (1966) conducted a study to find out the relationship between the task performance of students and the strength of their achievement motivation. The texture of the study revealed that the students with stronger motives to achieve success and avoid failure show greater performance for difficult risks and more efficient and faster tasks performance for difficult risks and efficient and faster tasks performance than those who had relatively weak motive to achieve success and avoid failure. The finding of this study suggests that stronger achievement motives determine the degree of the performance of the individuals which struggling to achieve their certain desired goals In the same token (Atkinson, OConner. 1996). Achievement goal theory: Various kinds of purposes of students towards participating in class room activities are based on their sentiments, thinking, performance and attainment according to achievement goal theory (Midgley, 2002; Ames, 1992). Most of the researchers emphasized on two major types of goals: Mastery goal: it enhances competence in the students. Performance goal: it concentrates on acting upon that competence. Both of these goals may be attained through the personal goal of the students (Urdan 1997; Kaplan, Middleton, Urdan, Midgley, 2002). Personal Goals The competence of the students might be improved through their personal goal and that competence is based on their own prior performance instead of the others (Maehr, 1984; Ames, 1992; Nicholls, 1989). Kaplan et al., (2002) argue that students of full devotion for the sake of being proficient in some specific skills may show their mastery goal. Both performance-approach goals and performance-avoid goals are ultimately depend on students personal goal (Skaalvik, 1997; Middleton Midgley, 1997). Diligence, attempts and efficacy beliefs are related with performance approach goal. However, refusal from participating in class room for the sake of achieving some tasks is often linked to performance-avoid goals (Elliot, McGregor, Gable, 1999; Kaplan et al., 2002; Urdan, Ryan, Anderman, Gheen, 2002). Adopting difficult tasks, good learning strategies, questing for something at the time of need, positive behaviour according to various tasks and fascinating class room atmosphere are the good consequences which could be attained through mastery goals ( Ames, 1992; Urdan, 1997; Kaplan et al., 2002). Classroom Goal Structures: Ames (1992) stated that according to goal theory, class room, the nature of the students and their beliefs may affect the motivational factor of the students. Class rooms with more performance- focused may put negative impact on students than that of a normal class room. Negative results may include various types of cheating and different kind of misbehavior in the classrooms (Kaplan et al., 2002; Turner et al., 2002; Urdan et al., 2002). Multiple Goals Students may have multiple goals along with other various types of goals as some researchers have noticed this in different ways. This is compound of different sorts of personal goals and it is therefore, called multiple goals. A few researchers indicated that multiple goals may have positive or negative effect as well (Meece Holt, 1993; Pintrich, 2000; Wentzel, 1991) Teacher Instruction and Achievement Goal Structures: The students perceive their goal structures according to the instructions of their teachers (Ames, 1992). Different teachers give instructions according to their vision. Middle class teachers detail their students according to their knowledge and in the same manners teachers of all classes motivate and direct their students in their own way. Turner et al., (1998) gave a brilliant idea about motivation of the students that what teacher says and in which manner, is main pillar among students to be motivated. The Association between Personal and Environmental Factors Covertly or overtly, the motivation of the students depends upon their behaviour as individuals as they treat in the classroom whether they obey the instructions or demonstrate ignorantly (e.g., Elliot et al., 1999; Pintrich, 2000; Patrick, Ryan, Pintrich, 1999). Most of the researches try to inquire in learning process in the class room but they seldom effort for knowing the atmosphere of interaction among students that how much differently they behave in the same classroom (Patrick et al., 2001; Turner et al., 1998, 2002 ) Aspect of person-in-context undertakes the responsibility to know how individuals and environments influence on each other (Lemos, 2001; Vauras, Salonen ; Magnusson Stattin,1998). Socio-cultural theories are used to assay the process of children being socialized in the classroom and in the systems of meanings along with the way they try to take these meanings by their own as well (Brown Campione, 1994). ` According to Rogoff, (1990), pint of view, the child and social world are essencial for each other. Factors affecting students participation in the class and suggestions as well: More of the students appear to have an inactive role in the class room participation (Weaver Qi, 2005). Synthesis, evaluation, analysis and application are the more important things which are to be developed during class room participation (Tinto, 1997); (ACER, 2008). Weaver Qi (2005) argues that in large class room size, most of the students maintain their secrecy as well and have less opportunity to participate in the class room activities. The power of the instructor (Howard Baird, 2000), gender and the age discrimination of the pupils (Howard, James Taylor, 2002), the cognitive level towards class room(Chung, 2000;Tinto 1997) and also the sentiments of the students (Chung, 2000;Howard et al., 2002) are such factors which have significant influence on the interaction amongst students in the class room. The societal behaviour of students and teachers as well has a great effect on class room participation (Weaver and Qi (2005). The students get frightened by the instructor and lose their confidence to participate in different kind of activities in the class room (Dallimore, Hertenstein Platt, 2004;Chung, 2000). To lessen the gap among students and teachers and to provide student-friendly atmosphere enhance the degree of participation in various activities in the class (Weaver Qi, 2005; Auster MacRone, 1994). It means, the more the social links among student-teacher and among student-student, the more student-centered atmosphere there will be. The participation in the class room increases the reasoning of the students, critical thinking and creativity skills in them as well. (Tinto, 2002; Foster et al., 2009; Wilson Fowler, 2005). The best learning environment and participation could be increased through demolishing the factors like uncertainty and anxiety in the class room (Sim, 2006). McInnis (2001) suggested that the participation of the students could be increased in the class room through redesigning our curriculum and different types of courses in a significant manner which may prove a mile stone in engaging different groups of students with one another. Tinto (1997), related class room with academic and social interchange and by keeping this point of in mind, even a lay man can propose the idea of producing the social links among students with other students and with teachers also. Confidence Classroom participation: The Shorter Oxford English Dictionary defines confidence as the mental attitude of trusting in or relying on; firm trust, reliance, faith, assured expectation, assurance arising from reliance (on oneself, circumstances, etc.). In the literature on the topic, confidence has been defined as a trait (Bernstein et al, 1994; McKinney, 1960) and as a situationally specific concept (Brodie, Reeve Whittaker, 1995; Champion, 1993). Confidence is assuredness in oneself and in ones capabilities (Erwin Kelly, 1985, p.395). In relation to social interaction it has been defined by Manning Ray (1993) as calmness and assertiveness during social interaction (p.180). Manning Ray (1993) found confidence as being the opposite of shyness and as situational. Some researchers referred to self- efficacy as confidence (Wanberg, Watt Rumsey, 1996) whereas, Bandura, originator of the term self-efficacy wrote in 1997, that confidence and self- efficacy are not the same. Confidence has been thought to be part of self-esteem or to be synonymous with the concept of self-esteem (Wells Marwell, 1976), whereas Coopersmith (1967) argued that self-confidence was a term used to describe the subjective state of self-esteem and reported that an individual who expresses negative attitudes towards himself thereby indicates that he has little confidence in his abilities to deal effectively with the events that confront him. Lawrence (1999) defined self-esteem as confidence writing confidence is self-esteem in practice and has two aspects: Confidence in abilities Confidence in personality Owens (1993) viewed self-esteem as being comprised of general self-confidence and general self-deprecation; he explained general self-confidence in terms of positive self-evaluation. Indeed, this lack of confidence (DFES, 2002, p.1) on the part of large numbers of students was considered specifically in recent policy documents concerned with the drive to enhance basic skills. It is, certainly, a crucial factor in learning at all levels. Reisenberger (2002) suggests that although there are still situational and institutional barriers for students participation in the classroom to be overcome more attention need to be directed towards dispositional barriers, particularly factors linked to learners confidence. Students feel shyness when they are asked to take part in classroom (Fassinger 1995; CELT 1998). Sometimes students show lack of confidence because of the fear that they may seem unintelligent to their fellows and teachers while answering the questions or presenting their point of view on an assigned topic and so they feel it comfortable to remain silent (CELT, 1998). Thsee issues can sometimes be traced to a lack of participation by students (Howard Henney 1998). Many research work indicates that although the individual learner can affect his/her own level of confidence, tutors, peers, mentors and workplace supervisors can help increase the learners confidence by providing support, encouragement, and constructive feedback. Such learning support needs to unpack meanings of confidence in task-specific contexts in order to overcome particular dispositional barriers. Self confidence: The students who feel shy and hesitate to ask the various questions in the class are assumed to have lower level of achievement motivation. Whereas those who do not feel this kind if hesitation are expected to have higher level of achievement motivation Students Personality Type and Attitudes towards Classroom Participation: Personality is one of the affective factors that are equally important for explaining differential success among students. Extroversion is linked with risk-taking; introversion is considered under the concept of self-esteem (Brown, 2000). Passive students: mean who do take part in class room activities frequently are often punished by the teachers. Overtly or covertly, their being passive in the class could be either because of their personality. Personality is two types as following: Extrovert Introvert These types of personality affect classroom participation according to the situation. Personality is also more important for learning process. Extrovert personality is linked with risk-taking where as introvert is associated with self-esteem. (Brown, 2000) Similarly, Galvan and Fukada (1997/1998) put forth their experience of avoidance from participation in student-centered classroom because of personality factor. They also concluded that extroverts participated in the classroom more than introverts. Often students of introvert personality couldnt raise even a single question. Extroverts are more interactive than that of introvert students in class room because introverts like to have few friends in the class but extroverts keep on enhancing their company (Myers, 1962). Introverts often fail to achieve the norms of the academic requirements due to less participation in classroom (Barrett Connot, 1986) as Carskadon (1978) concluded that extroverts, though have few thoughts, they act more than that of introverts who have more thinking power but act less than extroverts. Myers (1962), suggests that extroverts tend to prefer learning situations that afford interaction, while introverts tend to prefer small groups. Galvan and Fukada (1997/1998) found that extrovert students participated more than introverts. The participants who self-reported as having passive learners were least likely to initiate a question or volunteer an answer to a teachers question. Additionally, knowledge of personal preferences can help teachers and administrators understand and predict student performance so they can restructure the situation to facilitate more student participation. Barrett and Connot (1986) found that introvert learners do not get involved in classroom activi ties and have lower academic achievement. Extrovert students usually produce more action with fewer thoughts whereas introvert students produce various thoughts with little action (Carskadon, 1978). Constructivism of theory of classroom learning: Constructivism theory of learning and knowledge emphasis upon the learners active participation in constructing his own knowledge (Anderson, 1987; Jonassen, 1995; Resnick 1983, 1987; Schauble, 1990; von Glasersfeld, 1989, 1992). Constructivists consider that knowledge is gained when a learner uses his prior knowledge to understand the new information. So knowledge can be enhanced by instruction or guidance of teacher, but it is not a direct outcome of teachers instruction. As the construction of knowledge is dependant upon the prior knowledge of student, so all students get the understanding from teachers lecture according to his existing level of knowledge. Social constructivist perspective: Knowledge is socially constructed through collaborative efforts made by human beings (Brown, Collins Duguid, 1989; Cole, 1985; 1-lewson, Kerby Cook, 1995; Lave, 1988; Vygotsky, 1978). Knowledge can not be gained or a new concept is difficult to understand without its social context. Classroom factors: Tha construction of knowledge is also affected by classroom environment factors (Garner, 1990). A new concept is well understood by interaction with fellow students and teacher in classroom. Student Self-regulation of classroom behavior: Self-regulation of cognition and behavior is an important aspect of student learning and academic performance in the classroom context (Corno Mandinach, 1983; Corno Rohrkemper, 1985). There are a variety of definitions of self-regulated learning, but three components seem especially important for classroom performance. First, self-regulated learning includes students metacognitive strategies for planning, monitoring, and modifying their cognition (e.g., Brown, Bransford, Campione, Ferrara, 1983; Corno, 1986; Zimmerman Pons, 1986, 1988). Students management and control of their effort on classroom academic tasks has been proposed as another important component. For example, capable students who persist at a difficult task or block out distractors (i.e., noisy classmates) maintain their cognitive engagement in the task, enabling them to perform better (Corno, 1986; Corno Rohrkemper, 1985). A third important aspect of self-regulated learning that some researchers have included in their conceptualization is the actual cognitive strategies that students use to learn, remember, and understand the material (Corno Mandinach, 1983; Zimmerman Pons, 1986, 1988). Knowledge of cognitive and meta-cognitive strategies is not sufficient to promote learners achievement; they also must be motivated to use the strategies as well as regulate their cognition and effort (Paris, Lipson, Wixson, 1983; Pintrich, 1988, 1989; Pintrich, Cross, Kozma, McKeachie, 1986). There are some classroom tasks that can motivate the students (cf., Corno Rohrkemper, 1985; Malone, 1981), it is also evident to suggest that students perceptions of the classroom and their individual motivational orientations and beliefs about learning are relevant to cognitive engagement and classroom participation and performance (e.g., Ames Archer, 1988; Nolen, 1988). General expectancy-value model of motivation (cf., Eccles, 1983; Pintrich, 1988, 1989): This model presents three motivational components linked to the three different components of self-regulated learning. An expectancy component, which includes students beliefs about their ability to perform a task in the classroom: The research suggests that students who believe they are capable engage in more metacognition, use more cognitive strategies, and are more likely to persist at a task than students who do not believe they can perform the task (e.g., Fincham Cain, 1986; Paris Oka, 1986; Schunk, 1985). A value component, which includes students goals and beliefs about the importance and interest of the task: It includes students goals for the task and their beliefs about the importance and interest of the task. This motivational component essentially concerns students reasons for doing a task. The study recommends that students with a motivational orientation involving goals of mastery, learning, and challenge, as well as beliefs that the task is interesting and important, will participate in more meta-cognitive activity, more cognitive strategy use, and more effective effort management (e.g., Ames Archer, 1988; Dweck Elliott, 1983; Eccles, 1983; Meece, Blumenfeld, Hoyle, 1988; Nolen, 1988; Paris Oka, 1986). An affective component, which includes students emotional reactions to the task: It deals with students affective or emotional reactions to the task. There are a number of affective reactions that might be relevant (e.g., anger, pride, guilt), but in a classroom learning context one of the most important seems to be test anxiety (Wigfield Eccles, 1989). Effect of Socio-economic factor on classroom participation: Socioeconomic status is positively correlated with both educational attainment and achievement. The higher the students socioeconomic status, the greater his or her educational accomplishment is likely to be. The national Longitudinal Studies revealed several direct positive relationships between educational success (classroom participation) and socioeconomic status. One such relationship was found between the students socioeconomic statuses and their scores on various standardized tests administered as part of the study. One each test students from successively higher socioeconomic categories got better mean scores. Students come to college/university with variety of talents and handicaps that predispose them to towards academic success or failure and as they move through academic institute they continue to be influenced by these factors and others that are beyond the control of educational institutions. Family background and classroom participation: Students position in college and society are determined in large parts by their family background. Coleman (1996) and Jencks (1972) found that one-half to two third of student achievement variance is directly related to home variables such as socioeconomic level (Greenwood and Hickman, 1991, p. 287). Some home environment factors that influence student achievement include social class of family, early home environment, parenting style, type of mother child interaction, effect of the mother working, parent involvement in school decisions and activities, family and student aspirations, and the number of children in the family (Rubin and Borgers, 1991). The more children in the family, the less time parents interact with each child. Family and students aspirations for the future are another aspect of the influence of class, racial, or ethnic background. Parents who set high standards and have high aspirations for their children are more likely to have high-achieving children. James Coleman and colleagues found that black and white seniors had comparable aspirations; the difference was in taking the necessary steps to carry out their goals. Black students felt that they had less control over their environment and left their fate to luck and chance (coleman et al., 19666), though many lower-class black mothers find multiple strategies to encourage their childrens academic achievement (Rosier, 1993). Educational and social class background and classroom participation: Educational and social class background is the most important factor in determining differences between students. In fact, Jencks findings indicate that family background accounts for more than one-half of the variation other in educational attainment. Regardless of the measure used -occupation, income, parent education-family socioeconomic status is a powerful predictor of academic performance. Children succeed in large part because of their family background and what parents do to support their children in their education. Parenting style and parental expectations play a crucial role in setting the child, educational agenda. Guidelines about after school and weekend activities, television watching, home- work and other school- related decisions give the child structure and help the child set goals (Dornbush and Ritter 1992; lee, Dedrick and Smith,1991). One of the most important ingredients in a childs success in school is the degree of what parental activities help or harm childs school achievement. Involvement of parents is shaped by their social financial resources, their opportunities to be involved, and their own orientation towards education. Cultural effect on classroom participation: Difference in cultural background does also have effect on perceptions about classroom participation. Japanese students show long silence in interpersonal dealings and protection of face in classroom as well (Winbush 1995). Chu Kim (1999) found that Vietnamese students prefer to be right than to initiate the discussion. According to Chu Kin (1990) Concept of classroom participation among Asian students is different than other students. They consider the class participation just as answering the questions not to interact actively with fellow students and to pose questions. They are reluctant to comment on fellows presentations. They always prefer one-sided feedback from the teacher rather than from whole class critique. Dunphy (1998) found that western universities have their own social conventions that are not familiar to overseas students. Their social conventions also include the rules for classroom participation. Parents involvement in

Wednesday, November 13, 2019

College Professors Essay -- College Professors Types Essays

College Professors   Ã‚  Ã‚  Ã‚  Ã‚  The first day of class for a college student is like drawing cards in a poker game. Just as the cards that one receives determines their outcome in poker, the types of professors a student gets on the first day will determine the success of their year. The difference between a helpful and a harmful professor can easily result in a much lower grade. College professors have a wide range of personalities and backgrounds. However, professors fall into one of 3 categories: helpful, malicious, or uncaring.   Ã‚  Ã‚  Ã‚  Ã‚  One type of professor in the college system is the helpful professor. This professor can be recognized right away by their smile and joyfulness in the classroom. These professors give upbeat and interesting lectures, and are always looking for the classes input to make sure they comprehend. These professors are always willing to chat with a student. Be it after class or in office hours, the helpful professor will always take time out to talk to the student about the given subject, college matters, or even problems of life that do not even have bearing on the subject. Tests in the helpful professor’s class are never difficult if one know the subject matter. The professor understands how stressful testing can be and is only interested in seeing whether or not the student grasped the facts presented to them. Good students receive good grades in the helpful professor’s class. Those professors appreciate hard work and duly reward it. The best kind... College Professors Essay -- College Professors Types Essays College Professors   Ã‚  Ã‚  Ã‚  Ã‚  The first day of class for a college student is like drawing cards in a poker game. Just as the cards that one receives determines their outcome in poker, the types of professors a student gets on the first day will determine the success of their year. The difference between a helpful and a harmful professor can easily result in a much lower grade. College professors have a wide range of personalities and backgrounds. However, professors fall into one of 3 categories: helpful, malicious, or uncaring.   Ã‚  Ã‚  Ã‚  Ã‚  One type of professor in the college system is the helpful professor. This professor can be recognized right away by their smile and joyfulness in the classroom. These professors give upbeat and interesting lectures, and are always looking for the classes input to make sure they comprehend. These professors are always willing to chat with a student. Be it after class or in office hours, the helpful professor will always take time out to talk to the student about the given subject, college matters, or even problems of life that do not even have bearing on the subject. Tests in the helpful professor’s class are never difficult if one know the subject matter. The professor understands how stressful testing can be and is only interested in seeing whether or not the student grasped the facts presented to them. Good students receive good grades in the helpful professor’s class. Those professors appreciate hard work and duly reward it. The best kind...

Monday, November 11, 2019

Confidentiality: Childhood and Sensitive Information Essay

the principles and boundaries of confidentiality are to do with safeguarding children and young people. The principle – or main reason for having confidentiality in settings is to maintain positive, supportive, respectful relationships with children and young people that recognises each individual’s right to privacy, their right to protection and their right to free expression. This could be done by finding quiet less public areas for discussing information, ensuring information given within a setting isn’t repeated outside of the setting for less professional reasons, everyone connected with a setting understands how sharing information relating to safeguarding is valued and welcomed. A boundary of confidentiality is that it isn’t always appropriate/safe to keep information confidential where there may be a risk of harm to a child or young person. Confidentiality is essential in schools. The same rules of confidentiality apply whether you are employed by the school or you are working as a volunteer. You may have been told sensitive information about a child because it helps you to carry out your role, for example, about their health or particular needs. This is sensitive information and should never be a topic for discussion in the staff room or with other parents. As a teaching or learning support assistant, you may find that parents approach you to tell you personal or sensitive information. You must let them know that you would need to share it with your manager or supervisor. Information can be passed on without permission when a child is at risk of abuse or harm. However, the information should only be passed to specific people who ‘need to know’. They can then take action and provide support to protect the child. If you are in doubt, you should always ask for advice. Information sharing In some circumstances, when a child may be at risk of significant harm, information can be shared without consent with professionals who need to know. Failure to share information has been highlighted in a number of serious child abuse cases. Sharing information ensures that problems are identified early and action is taken when children are thought to be at risk of abuse. There will be systems within your school on ways that this is done. You should always ask for advice before sharing information. and from the Collins SCH 21 chapter – and title on amazon It is best to treat everything you learn about children and their families in your workplace as confidential information; it is advisable to check with your supervisor before you pass on confidential information. Similarly, it is always best to tell your supervisor if you receive any information that concerns you. If someone wants to tell you something ‘in confidence’, you should say that you may not be able to keep the information to yourself because part of your job involves safeguarding children’s welfare. It is then up to the person to decide whether to tell you or not.

Saturday, November 9, 2019

YorkTown essays

YorkTown essays The Battle of Yorktown was the climax of the Revolutionary War. The combined forces of George Washington, Admiral de Grasse, General Rochambeau, and General Lafayette were enough to converge on the largest concentration of British forces, overtake them and force a surrender. With planning, skill, and courage, the army was able to defeat the Generals Rochambeau and Washington met in 1781 to determine the next move. Washington was firmly for going to New York and attacking the British there, but due to the pleading and persuasiveness of Rochambeau it was decided that they would attack the South, where there was one of the largest concentrations of British troops in North America. A message from Lafayette arrived to General Washington stating that Cornwallis had taken up a defensive position at Yorktown, in Virginia. Cornwallis was stationed next to the York River, and it was decided that if they could trap Cornwallis by land and block his escapes by water, the Americans could inflict serious damage to the British forces in America. Planning began immediately to expand the scheme to Include Admiral de Grasse. French Admiral de Grasse, who was at the time stationed in the West Indies, would take his fleet to the Chesapeake Bay and secure the water so reinforcements and escapes could not arrive or occur. With a simple concept, but with the need for extreme military skill, the plan was risky. For the first part of the plan, Washington and Rochambeau would march men to New York and station around 2500 men there to fool the British into believing that Washington and Rochambeaus entire force was still there. The combined army of French and Americans raced towards Virginia. As they were marching South, Admiral de Grasse and his fleet arrived at the Chesapeake Bay. They blockaded the Bay and were able to repel the attack of the British Fleet. This now meant that they controlle ...

Wednesday, November 6, 2019

10 High Paying Entry Level Construction Jobs (No Degree Required)

10 High Paying Entry Level Construction Jobs (No Degree Required) Want to work a job in construction, but don’t have your college degree? If this is you, then you can get very satisfying work that you may find quite rewarding, albeit physically demanding. Here are the 10 highest paying entry level construction jobs that only require a high school diploma. Some of these jobs might even hire you with just a GED. Construction work is actually higher paid than most jobs that don’t require a college education. So go ahead, make some money.1. Solar voltaic installationThe median pay is just over $40k or so per year. This technology- installing solar panels on roofs and structures- will only get more popular, and jobs more plentiful.2. CarpentryAn oldie but a goodie. Median pay is just under $41k per year to do this classic construction work framing and finishing buildings and other structures.3.  Equipment operationMedian pay for this is just under $43k per year. This heavy machinery is very dangerous to operate, so you make a bit more. B ut if you have the necessary skills and training, go for it.4. Sheet metal workMedian pay for sheet metal work is just above $45k per year. If metal is your medium, this work might be for you.5. IronworkMake median pay of just over $45k per year working with iron and structural steel.6. Plumbing, pipefitting, steamfittingMedian pay for this line of work is upwards of $50k per year, and can cover piping needs for waste, water, gas lines, etc.7. ElectricalElectricians make upwards of $51k per year in median pay. If wiring and lighting are strong points for you, this is a lucrative gig.8.  InspectingConstruction and building inspectors make a median wage of over $56k per year, and are a crucial part of making sure that codes are being followed to the letter.9. BoilermakingBoilermakers can pull in just under $60k per year in median pay installing and repairing boilers and other systems that handle gases and liquids.10. Elevator installation and repairLiterally rise to the top, with a median annual salary over $78k. It’s the highest paid construction gig around, and worth getting in at the ground floor†¦ so to speak.

Monday, November 4, 2019

Developing Autonomous Practise in Mental Health - Cognitive Behaviour Essay

Developing Autonomous Practise in Mental Health - Cognitive Behaviour Therapy Formulation for Patient in Early Intervention in Psychosis Services - Essay Example The reasons for prescribing MH services to Sandra include disruptive demographic conditions, family conflicts, problems associated with personal life and social influencing factors. During her early childhood period, Sandra had experienced dramatic challenges with her two younger brothers who are 19 and 22 years old respectively. In this regard, it can be stated that the demographic condition of Sandra was also a major factor which turned her to experience significant crisis and made her involved in conducting different unfair acts such as taking cocaine and possession of knives among others at a very young age. The prejudicial acts of Sandra and other members of her family had also led Sandra as well as her mother to spend 24hrs in the police custody. Moreover, breaching of relationship with her boyfriend has also formed depressions that further led towards formation of critical challenges in her life. The social influences as well as contradictive voices of the people can also be c onsidered as major factors that driven Sandra to take mental health treatments or MH services. In accordance with social influences, she was viewed to be accused by the people due to her conduct of irresponsible acts towards her 2 years old daughter. In addition, significant economic crisis, poor demographic condition as well as continuous conflicts in both family and personal life are the primary causes of Sandra that eventually made her to acquire MH services by a greater extent. It is worth mentioning that the MH services are generally prescribed to the users who are mentally depressed and likely to involve in performing various unjustifiable and unwanted acts. The disruptive situations that are faced by the service users such as economic crisis, family conflicts as well as social influences, weak living standard and continuous consumption of abusive drugs among others are likely to be addressed or mitigated by delivering MH services to them (Langan & Lindow, 2004). In various ca ses, it has often been witnessed that the implementation or the application of MH services provide adequate support to the service users in addressing and mitigating several risks that are associated with various critical aspects such as past family conflicts, recent history along with demographic and economic crises (Tait & Lester,

Saturday, November 2, 2019

Judicial Review Essay Example | Topics and Well Written Essays - 2500 words - 1

Judicial Review - Essay Example Kovac’s tea with sleeping pills’. The drug alleged to have spiked into the teacher’s hot beverage was diphendyramine citrate. The head teacher, in reaching his decision, relied on statements recorded by Ms. P, the claimant’s fellow student and Mrs. Kovac, the alleged victim. 3. According to the complainant’s main witness, one Ms. P who recordeda statementstating that during the morning break, she had been curious of what the claimant was up to and had followed her to classwhere the claimant was alone and seen â€Å"Veronica (the claimant herein)openherbag,takeoutasmallpacketofwhatlookedlike medicine(Icouldn’tseeexactlywhatitwasasitwas smallandIwastoofar away).Shethen wentovertoMrs.Kovac’s desk.IcouldclearlyseethemugMrs.Kovacusesonherdesk.Itisverylargeandhasâ€Å"world’sbestteacher†written on it.Veronica thendroppedsomething intothemug.Sheput thepacketbackin herbagandturnedtowardsthedoorIranawayimmediatelyasIdidn’twant her toknowthat I’dseen her. Idon’t think she saw me.†Witness P further records that while in her French class there ensured some commotion in the hallway outside when Mrs. Kovac had passed out and an ambulance had to be called. However, she does not state the exact time when sh e had attended the said French class. Neither Mr. Carey nor Mrs. Kovaccorroborates Witness P’s allegations. 4. The claimant states that the Head teacher, Board and Panel erred by not taking notice of the fact that Witness P, whom the claimant believed to be Ms. Pauline and the claimant herein were not in good terms. The claimant further states that Pauline and the claimant have had disagreements after the claimant started dating Paulina’s former boyfriend, Steven. The claimant’s mother aptly puts it: â€Å"Pauline was devastated when he (Steven) dumped her and got together with my daughter. She has hated Veronica ever since. I know that they havehadverbalfightsinclass,sotheteachers

Thursday, October 31, 2019

Global Issues in Design and Visuality in the 21st Century Cultural Essay

Global Issues in Design and Visuality in the 21st Century Cultural Analysis of the street - Essay Example The shape, dimension and structure of a civilization can vary. A educational collection can be a extensively scattered small figure of people, who shares a ordinary put of norms and values, or it be able to be a nation - smooth our world can be looked upon because a customer ambitious, capitalist civilization. Broken down, culture cannot live on it's own. It relies on the communication flanked by a dispatcher and a handset. It is in this interaction - the indoctrination and decode of a exacting communication, followed by the formation of meaning that civilization comes into existents; continually changing as it emerge and disappear into realism. The meaning creation can take put as it has done from the dawn of man type, from side to side conversation, playing, dancing etc. But as time has distorted, the ways that we interrelate with every other has changed the length of its side. From the industrialisation and onwards, novel technologies have open a new era of person interaction, allowing one-to-many message, defined as mass-communication. Mass message is generally the procedure of a expert communicator sending a communication reproduced from side to side electric or automatic equipment to a varied and anonyms audience. Newspapers, radio, television, cinema and the Internet are all instances of mass communiqu. Us as active participants in civilization, are daily bare to the various mail makes by mass communicators, and are continually in process of creating sense and defining civilization. The specific instance of popular civilization that I will analyse is music television (MTV). I will analyse it in conditions of; - Its place on the worldwide educational marked, - Its influence on the connotation creation of its audience - Its structure and place inside its surrounding civilization and surrounded by society. MTV is a cultural occurrence in our cotemporary civilization, living and mouthful of air through its spectators and their awareness and identity. It is a suitable subject of learn since of its widespread fame and its self-imposed educational aesthetics. What extra to speak than MTV is MTV. MTV, make and accumulation consumerism On August 1. 1981, MTV was launched for the primary time into educational awareness. Immortalizing itself the original VJ (Video jockey) kicked off with the language "ladies and gentlemen, rock 'n' roll," appropriate follow by "the Buggles" "Video killed the radio star" The first melody video network was born and complete it clear that music, or at smallest quantity the marketing of music, would turn out to be a visual medium, and the melody manufacturing hasn't been the similar since. When looking at MTV today it is firm to imagine that this enormous help figure, on one occasion was on the tilt of continued existence. The astronomical enlargement of wealth and

Tuesday, October 29, 2019

Concept of Delinquency Essay Example for Free

Concept of Delinquency Essay The National Criminal Justice Reference Service defines the offenses committed by status offenders as the following: â€Å"behaviors that were law violations only if committed by a person of juvenile status. Such behaviors include running away from home, ungovernability (being beyond the control of parents or guardians), truancy, status liquor law violations (e. g. , underage drinking, and other miscellaneous offenses that apply only to minors (e. g. , curfew violations and tobacco offenses. In the Federal Criminal System, juvenile delinquents are juvenile offenders processed in the Federal justice system, with charges of delinquency, which are in violation of state or federal laws. Looking at the definitions of these two, there seems to be a very thin line dividing the two which is why the justice system treats them similarly, which is by having the cases processed by the juvenile courts. From the point of view of the law enforcers, the treatment should be the same as both are violating certain laws and regulations. The other sectors however believe that the treatment should not be the same as status offenses are considered as minor offenses while the juvenile delinquency offenses are of graver status. Therefore the status offenders should not be processed in the same manner as the juvenile delinquents. The latter are considered to have more serious violations of either state or federal laws or municipal or local ordinances. A master’s study that was archived with the Central Connecticut State University Department of Criminology and Criminal Justice supported the claim that the treatment should not be the same. A review of a state program created to deal with status offenders was made and here it is asserted that the treatment of status offenders should not be the same. The paper asserts that status offenders should not be punished without having committed crimes and that they should not be referred to the courts as they have not committed crimes. Further, the juvenile courts should not be used to order children into placement. Why are males more delinquent than females? Is it a matter of lifestyle, culture or physical properties? A study of gender and delinquency entitled Crime Delinquency in the United States presents official statistics that suggest that males are significantly more criminal and delinquent than females. Data show that the teenage gender ratio for serious violent crime arrests is approximately 6 to 1, and for property crime approximately 2. 5 to 1, male to female. Similarly, the study by Melissa Sickmund (Juvenile Justice Bulletin, Oct. 2000) indicates that the males are involved in about 8 in 10 delinquency cases each year. Although they constitute only half of the juvenile population, males were involved in well over 70% of person, property, and public order offense cases and in 85% of drug law violation cases handled by the courts in 1997. The male proportions were somewhat higher in 1988. Here it is seen that males are more likely to be â€Å"frequently delinquent† than females and more likely to engage in serious felony-type acts. The explanations range from the biological to the sociological to the social. Each of the reasons identified in the question is a factor to consider: lifestyle, culture or physical properties. As to the lifestyle, males are more extroverted and therefore more exposed to the environment outside the homes. Even in the modern non-patriarchal societies, the males are seen to perform more roles outside of the house. Culture is an important reason too. Our general notion of the females relates to being mothers and therefore also naturally clinging to maternal support. This natural tendency explains why females will more likely not want to commit crimes. The physical or biological properties are also helpful in explaining this gender issue relative to delinquency. In their physical development, females are more expressive of their emotions, more open to family bonding and ties compared to males. Females have the tendency to be more closely monitored by the parents compared to the males. Should there be mandatory incarceration for chronic juvenile offenders? Those who are in favor or mandatory incarceration are of the opinion that offenders, regardless of gender or age should be incarcerated and that chronic offenders should be punished on a mandatory basis in order to reduce and deter crime . On the other hand, those who do not favor mandatory incarceration are of the opinion that for reform to take place, rehabilitation and not incarceration is the remedy. The paper written by Joseph B. Sanborn Jr. asserts that the traditional primary purpose of the juvenile justice system, which is rehabilitating young offenders, should be preserved. Because of the problem of excluding some juvenile delinquents from being prosecuted in the juvenile courts but only in the criminal courts, Sanborn believes that there must be developed a rationale for this exclusion. Summarizing the arguments for or against mandatory incarceration, a study on Serious Juvenile Offenders , quoting Schuster (1978), observes that the serious violent delinquent is an insignificant part of the total population and only a small part of the delinquent population. Because of their small numbers it is more appropriate to rely on the traditional juvenile court waiver mechanisms than to create new laws for the special handling of serious juvenile offenders. From another perspective, however, although serious juvenile offenders are few, they cause considerable social harm, such that measures must be taken to rotect society from them. This view, combined with an emphasis on crime reduction through incapacitation, has led to a policy of mandatory incarceration for serious juvenile offenders in some States. Another view holds that the incapacitation of chronic juvenile offenders will not substantially reduce the crime problem, because so many serious delinquent acts go undetected according to self-report data; however, the same studies suggest that the more frequent and serious violators eventually become â€Å"official† delinquents. Another perspective neither minimizes the problem of serious juvenile crime nor suggests that the rehabilitative goal of juvenile justice be abandoned. It advocates that juvenile justice develop programs that will facilitate change in serious juvenile offenders while providing adequate protection for society. While research can provide more information on what does and does work with such offenders, youth policy ultimately rests on ethical considerations that lie beyond the province of the legal and behavioral science realms. References http://www.ncjrs.gov/app/publications/Abstract.aspx?id=88858 http://www.ncjrs.gov/html/ojjdp/jjbul2000_10_3/contents.html

Sunday, October 27, 2019

Diversity, Learning and Progress

Diversity, Learning and Progress Diversity, Learning and Progress Introduction: Diversity is about identifying the dissimilarities in the characteristics of individuÐ °ls that form their identities and the experiences they have in society. Diversity is the degree of basic human differences among Ð ° given population. The modern-day learning environment faces many learning issues. Todays classrooms do not consist of homogeneous (uniform) student groupings, rather they are composed of heterogeneous (different) student groupings. As our classrooms take on Ð ° new look, our teachers approaches to teaching must change to accommodate student diversity. Ð lthough the schools are unable to control many factors that can influence Ð ° students academic success they can improve the ways in which they previously served them. This essay discusses diversity, learning and progress in Ð ° concise and comprehensive way. Diversity Managing diversity is reÐ °lly about managing differences, and Ð ° simple training program cannot accomplish it. It is Ð ° culture change; Ð ° culture change initiated by enlightened managers who can see the energy and enthusiasm that result from capturing the best of many people and ideas. It is not enough that companies state their concern; they must take actiÐ ¾n to show that diversity is vÐ °lued (Kram, 1996, pp. 90-98). Diversity, include diverse perspectives, approaches and sensitivities of culture, gender, religion, ethnic and natiÐ ¾nÐ °l origin, attitudes, socio-economic and personÐ °l differences, sexuÐ °l orientatiÐ ¾n, physicÐ °l and mentÐ °l abilities, culturÐ °l power groups versus majority culturÐ °l groups, productive abilities, power, knowledge, status and forms of sociÐ °l and culturÐ °l reproductiÐ ¾n. Therefore, diversity management means the creatiÐ ¾n of internÐ °l and externÐ °l environment within which these different perspectives, approaches and sensitivities are incorporated and developed in order to manage diversity in such Ð ° way that the full potentiÐ °l (productivity and personÐ °l aspiratiÐ ¾ns) of individuÐ °ls and institutiÐ ¾ns may be reÐ °lised optimÐ °lly. (Kram, 1996, pp. 90-98). Diversity activity is Ð ° vÐ °luable resource in the educatiÐ ¾nÐ °l environment and many institutes are seeing the need to implement these programs. Diversity is normÐ °lly viewed as Ð ° race or gender issue but diversity covers an extensive range of various personÐ °l differences. Diversity training through activity has become Ð ° necessity in businesses because of peoples differences in the educatiÐ ¾nÐ °l field. Because institutes are so diverse, Diversity activity programs will help educate, sensitize and prepare students to get Ð °long in the educatiÐ ¾nÐ °l environment. Issues in learning In sociÐ °l learning theory, development and learning are, in other words, inseparable processes; and they constitute each other in an understanding of learning as participatiÐ ¾n in sociÐ °l processes. The overÐ °ll governing questiÐ ¾n for this review is: How does sociÐ °l learning theory contribute to an understanding of organizatiÐ ¾nÐ °l learning, which differs from Ð ° point of departure in individuÐ °l learning theory? Most of the literature on organizatiÐ ¾nÐ °l learning and its counterpart, the Learning OrganizatiÐ ¾n, departs from individuÐ °l learning theory; and sociÐ °l learning theory in organizatiÐ ¾nÐ °l learning literature has grown out of Ð ° criticism of just that departure. The criticism is elaborated later, but, in short, it is that individuÐ °l learning theory focuses on learning as inner mentÐ °l processes related to the acquisitiÐ ¾n and processing of informatiÐ ¾n and knowledge. It leads to mind being the locus of learning, and as Ð ° consequence, Ð ° separatiÐ ¾n of the individuÐ °l learner and the context, in this case, the organizatiÐ ¾n, for learning (Cazden, 1988, pp. 20-26). InclusÃ'â€"ve teÐ °ching indicates that teaching in techniques that do not leave out students, accidentÐ °lly or intentiÐ ¾nÐ °lly, from chances to learn. InclusÃ'â€"ve teachers mirror on how they teach, as well as what they tÐ µach, in order to employ the wide range of experiences and learning styles theÃ'â€"r students bring to the classroom (Cazden, 1988, pp. 20-26). CommunÃ'â€"cating clear expectatiÐ ¾ns, using inclusive language, and articulating your dedicatiÐ ¾n to honourÃ'â€"ng diverse perspectives can Ð °ll add to Ð ° more welcoming learning environment (Cazden, 1988, pp. 20-26). AdditiÐ ¾nÐ °lly, giving students the opportunity to provide an opinion at different tÃ'â€"mes Ð °ll through the quarter can Ð °lso be cooperative in measuring how well your inclusÃ'â€"ve strategies are workÃ'â€"ng. There is Ð ° very clear relatiÐ ¾nship between sociÐ °l and educatiÐ ¾nÐ °l outcomes in the United Kingdom establishing itself from early childhood. Our educÐ °tiÐ ¾n system has developed over numerous years through Ð ° changing society with changing demÐ °nds and hopes. The vÐ °lues and assumptiÐ ¾ns that are widely shared throughout our society have determined how and why we teach and to understand why this happened we must consider the history of our relatively brief educatiÐ ¾n history. Bowles and Gintis (1976) developed an argument they cÐ °lled Correspondence thesis where they believed that schools were organized to correspond to the work place. For example, the relatiÐ ¾nships of the principÐ °l, teachers and students corresponded to relatiÐ ¾nships of the boss, leading hand and worker. This form of educatiÐ ¾n prepared students for different positiÐ ¾ns in the economy in later life and was determined largely by the status of their family within society. Todays classrooms do not consist of homogeneous (uniform) student groupings, rather they are composed of heterogeneous (different) student groupings. As our classrooms take on Ð ° new look, our teachers approaches to teaching must change to accommodate student diversity. Ð lthough the schools are unable to control many factors that can influence Ð ° students academic success they can improve the ways in which they previously served them. When differences in student achievement are detected associated with factors such as race, gender or economic status, Ð ° bias in teaching strategy must be suspected (Tenbrink, 1974, pp. 16-21). Monitoring Progress Research on self-monitoring typicÐ °lly has employed multi-item, self-report measures to identify people high and low in self-monitoring. The two most frequently employed measuring instruments are the 25 true—fÐ °lse items of the originÐ °l Self-Monitoring ScÐ °le and an 18-item refinement of this measure. EmpiricÐ °l investigatiÐ ¾ns of testable hypotheses spawned by self-monitoring theory have accumulated into Ð ° sizable published literature. Among others, it includes studies of the relatiÐ ¾n of self-monitoring to expressive control, sociÐ °l perceptiÐ ¾n, correspondence between private belief and public actiÐ ¾n, tendencies to be influenced by interpersonÐ °l expectatiÐ ¾ns, propensities to tailor behavior to specific situatiÐ ¾ns and roles, susceptibility to advertising, and orientatiÐ ¾ns toward friendship and romantic relatiÐ ¾nships. It may be mentioned that soon after its inceptiÐ ¾n, self-monitoring was offered as Ð ° partiÐ °l resolutiÐ ¾n of the â€Å"traits versus situatiÐ ¾ns† and â€Å"attitudes and behavior† controversies in personÐ °lity and sociÐ °l psychology. The propositiÐ ¾ns of self-monitoring theory clearly suggested that the behavior of low self-monitors ought to be readily predicted from measures of their attitudes, traits, and dispositiÐ ¾ns whereas that of high self-monitors ought to be best predicted from knowledge of features of the situatiÐ ¾ns in which they operate. Self-monitoring promised Ð ° â€Å"moderator variable† resolutiÐ ¾n to debates concerning the relative roles of person and situatiÐ ¾n in determining behavior. These issues set the agenda for the first wave of research on self-monitoring (Tenbrink, 1974, pp. 16-21). To be brief monitoring is the process of creÐ °ting and changing experience into knowledge, abilities, attitudes, vÐ °lues, emotiÐ ¾ns, beliefs and senses. It is the procedure through which individuÐ °ls become themselves. References Kram, K. E. and HÐ °ll, D. T. (1996). Mentoring in Ð ° context of diversity and turbulence . In S. Lobel and E. Kossek (eds.), Human Resource Strategies for Managing Diversity . Oxford: Blackwell, pp. 90-98. Cazden, C. B. (1988). Classroom discourse: The language of teaching and learning . Portsmouth, NH: Heinemann, pp. 30-35. Lindfors, J. W. (1987). Childrens language and learning . Englewood Cliffs, NJ: Prentice-HÐ °ll, pp. 2026. Tenbrink T D (1974) EvÐ °luatiÐ ¾n Ð ° practicÐ °l guide for teachers Maple press, pp. 16-21.