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.

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.

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.

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

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

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

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...

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.

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 ...

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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.

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,

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

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