Fast food persuasive essay Essay

Imagine a world full of fast food restaurants. No more needs for salad, just hamburgers and fries. We aren’t at this point but we are going there with the fact that the amount of fast food restaurants went up with 300% the past few years. The amount of obese children has gone up, unlike their life span which is going down with every visit to the McDonald’s or the Burger King. Kids aren’t realizing what they are eating, and what they should be eating. I don’t blame them, with the amount of advertisements and restaurants, it’s hard to resist. One of the main reasons this is happening is because kids & teens don’t know what they are eating. As they put that burger to there mouth they tell themselves;† There’s tomato and lettuce in here, it’s not that bad†¦Ã¢â‚¬ . They are missing the trans fat filled sauces and the oil fried hamburger. These kinds of foods have no vitamins and lack of nutrition. We don’t know the science behind these foods, what they put in them or how they make them. There’s been a tremendous amount of controversy over McDonald’s burgers since celebrity chef Jamie Oliver demonstrated how meat scraps and sinew are spun in a centrifuge and â€Å"washed† with ammonium hydroxide, which has also become known as † HYPERLINK â€Å"http://www.care2.com/greenliving/pink-slime-now-just-an-option-for-schools.html† â€Å"_blank† Pink Slime.â€Å" This chemical is used in fertilizers and cleaning products. According to Oliver it is used in 70 percentages of ground beef in the United States but does not require inclusion on ingredient lists because the US Department of Agriculture classifies it as a â€Å"process† not an â€Å"ingredient† even though residues of this process are left behind in the meat consumed. He says, †Basically, we‘re taking a product that would be sold in the cheapest way for dogs, and after this process, is being given to human beings.† Thanks to the amount of fa st food restaurants there has bin a growth of fast food consumers has gone up with larger numbers than ever before. More restaurants are selling and more people are buying. This year, there were 160,0000 fast food restaurants counted in America. This is 10,0000 more than last year.

Monotheistic Religions Essay

In what ways is the Holy Land an important site for all three monotheistic faiths? Jerusalem is a home to holy sites that are sacred to the three religions. The city contains many houses of worship. It is also a place of ongoing tensions between religious and ethnic groups. The three major monotheistic religions are sometimes described as branches of the same family tree. If this is true, how would you describe the trunk of the tree? All three major monotheistic religions claim they began with Abraham. Judaism and Christianity claim that their founders descended from Abraham’s son Isaac. Islam claims descent through his other son, Ishmael. How are the three major holy books of the monotheistic faiths both similar and different? All three faiths have the similar messages from the Holy Book that there is only one god. For all three faiths they have different names for their Holy Book; Torah, Bible, Qur’an. How are the basic beliefs of Judaism, Christianity, and Islam alike? All three religions only believe in one god. Jews, Christians, and Muslims honor the Ten Commandments. Followers of all three religions practice some type of fasting. Typically all three involve in prayer and worship with other followers. Afterlife is believed by the three religions. All three faiths hold that humans have a soul. What types of internal differences and divisions exist within each religion? Major Jewish sects include Reform, Conservative, and Orthodox. Christianity has many denominations but the largest branches are Catholicism, Protestantism, and Eastern Orthodoxy. The Islamic world is largely divided between two major groups, Sunni and Shi’a Islam. What characteristics and beliefs of the three religions make them different? Each have a different main holy book. Religious leaders are a rabbi, priest/minister/pope/, and imam. Their house of worship also differ.

Three Important Contents in Nonverbal Communication

The purpose of this essay is to evaluate the group oral presentation. This easy discussed three concepts related to nonverbal communication. Relevant theories inform our understanding of these concepts and each individual’s performance. The first concept aspects of nonverbal communication introduced the different aspects in nonverbal communication. The second concept barriers to nonverbal communication discussed how barriers occurred and two parts of barrier. The last one cultural difference in nonverbal communication explains the importance to effective deal with cultural difference in business today.The next part is reflection on group performance and individual performance. In this part some real examples have been discussed. This essay is for 2040 MGT Business Communication individual assignment. This essay is on the basic business area and interpersonal communication. 2. 0Definition of Nonverbal communication When people talk about successful organisations or individuals in the world of business, good communication is always listed as one of the most important characteristics.Nonverbal communications is made up of visual, tactile, and vocal signals, and the use of time, space, and image (Williams 2006). Nearly 75 per cents of all communication are nonverbal (Trompenaars, 1993). That means in every face-to-face interaction we are sending more information to the other person than we thought and no-one is fully in control about the transmission (Mead, 2005). Nonverbal communication embraces all body language communication but also includes clothing and tones of voice, even the manner in time using (Williams 2006).Drory and Zaidman (2007) suggest that use nonverbal communication in order to: replace verbal communication where it may impossible to talk; complement and modify verbal communication; contradict; regulate conversation by helping to mark speech turns; express emotions; negotiate relationships in respect of instance etc. For this way, Nonverbal communication can be very powerful tool in understanding ourselves and others. 3. 0Three concepts related to Nonverbal communication 3. 1Aspects of Nonverbal communication Are nonverbal communication and body language the same? No, they are not.Body language involves the physical behavior; nonverbal communication embraces all body language communication but also includes clothing and adornment, environmental factors and even the manner in time using (Williams 2006). Darn (2005) stated that nonverbal communication can be classified in four key elements. The first element is KINESICS means body movement and gestures. The second is HAPTICS, the touch behavior and the third is OCULESICS, the gaze behavior and eye contact. The fourth key element is PROXEMICS and stands for spatial behavior and interpersonal distance.Chaney and Martin (2000) added one further element to the key elements. They described OLFACTICS as a person’s smell. 3. 2Barriers to Nonverbal communication Many pro blems occurred in our business and personal lives result from miscommunication. Problems with any one of the stages of the communication model can become barriers to communication (Shannon, 2001). Nonverbal communication may fail for a variety of reasons: Nonverbal signal such as movement and eye contact can be read wrongly; a learner may not be able to understand what is being shown (Thorne, 2005).Maguire (2002) stated that barriers to effective communication between people and units of organizations are two parts: physical and Personal. Physical such as people talking in different ways and poor sight can be easily solved; personal barriers less obvious, is the differences in the personal and physical make up of people, these factors cause a physical barrier. Even so, these barriers suggest opportunities for improving communication (Maguire, 2002). 3. 3Cultural difference in Nonverbal communication Many businesses operate on a global scale today.It has been argued that (Crosling & Ward, 2002) effective oral and nonverbal communication plays an important role in successful cross-cultural business. Although much communication in international business is oral, the nonverbal level can be an important factor of correct understanding and interpreting oral communication. Culture is a shared system of beliefs, attitudes, values, expectations and norms of behavior (Chaney& Martin, 2000). From groups, culture differs extensively. For example, Touch is an important tool to convey warmth, support and comfort.However, in some cultural those norms of behavior may change because touching implies intimacy and familiarity, people have strict rules that who may touch whom and how (Larson & Kleiner, 2004). To learn deal with these differences and turn to your advantage can make the difference between a successful and unsuccessful international business (Larson & Kleiner, 2004). 4. 0Reflection on group performance and individual performance The most successful groups understand that good communication at all levels is essential (Houston, 2002). In groups there are aspects to nonverbal communication.We been use a lots nonverbal sign communicate to each other when we having meetings and presenting. Be able to read correctly and rapidly other people’s nonverbal signals and to able to consider and control one’s own nonverbal presentation is very important in group work. Here is a benefit you and your group can achieve from effective nonverbal communication: Stronger decision making and problem solving (Houston, 2002). Use nonverbal communication effectively can make every meeting efficient instead of wasting time. When two people are conversing, they usually make eye contact to show the interest or respect (Frisch 1993).When the group having a conversation, one member was talking and the rest of us body pointed at the speaker, doing eye contact and nodding, this can be certain that we were very interested in what is being said. However, if many of us across the body like folded arms or an arm up to the face, you are seeing indications that the listeners are not absorbed. For this way, nonverbal signs have become an important communicate tools when we working together. However, Problems with any one of the stages of the communication model can become barriers to communication (Shannon, 2001).Barriers to effective communications between people and units of organizations are of two types: Physical, environmental factors can reduce or prevent the sending and receiving of messages (Maguire, 2002). It happened because people may not be able to see or hear properly. When the group having difficulty to understand others, always try to be clear in speech and visual presentation. They are usually obvious barriers. The other barrier is personal barriers; they arise from the judgments, emotions and values (Maguire, 2002). It happened because group members may not be willing and eager to receive the message.However, some people are vig ilant monitors of other people; others are less likely to notice their subtle signals. To get nonverbal communication improved instead of having barriers, we were researched four outcomes: develop skills in nonverbal communication; interpret nonverbal communication in the context of the total situation; beware of the possibility of misinterpretation; practice becoming aware of and managing one’s own nonverbal communication (Shannon, 2001). Non-verbal communication is â€Å"silent† communication, including the use of eye contact, body moment, tones of voice etc (Williams 2006).If we don’t understand the non-verbal communication from different culture, we can make a mistake of reading other person’s message. Larson and Kleiner (2004) point out some forms of non-verbal signals are the same and universal some may totally different of each other. For this way, we did a bit of research to find out the differences in nonverbal communication between the AUD and C hina. I was asking four Chinese students and four Australian with equal number of male and female to answer two questions about the culture difference.The first part of the research analyzed the distance people keep in conversations and how they feel, if the person one is talking to comes closer. It showed that Australian are willing to get a bit closer in both situations with other students and lecturers/tutors. The research also presented that Australian feel more comfortable when the person they talk to comes a bit closer. In the other part of the research we analyzed the eye contact behavior. Asians avoid frequent eye contact, whereas Australian looks most time in the eyes and face especially when talking to a lecturer.However, both parties argued they feel the other person might not be interested in the topic, if the person does not show at least the same eye contact. 5. 0Conclusion and Recommendations This essay has discussed three important concepts related to nonverbal commu nication. The first concept aspects of nonverbal communication introduced the different aspects in nonverbal communication. The second concept barriers to nonverbal communication discussed how barriers occurred and two parts of barrier. The last one cultural difference in nonverbal communication explains the importance to effective deal with cultural difference in business today.In reflection on group performance and individual performance, some outcomes from group meeting for presentation have been discussed linked to theories. People should be familiar with the aspects of nonverbal communication. For this way, effective deal with nonverbal communication to achieve the right point. To get nonverbal communication improved instead of having barriers through the ways of: develop skills in nonverbal communication; interpret nonverbal communication in the context of the total situation; beware of the possibility of misinterpretation; practice becoming aware of and managing one’s own nonverbal communication.Lastly, to learn deal with cultural differences and turn to your advantage can make the difference between a successful and unsuccessful international business.References List Crosling, G. , & Ward, I. (2002). The workplace needs and uses of business graduate employees. English for Specific Purposes, 21(1), 41-57. Chaney, L. H. , & Martin, J. S. (2000). Intercultural Business Communication (2nd ed). New Jersey: Prentice Hall. Darn, S. (2005). Aspects of nonverbal communication. The TESL Journal, 6(2), 2-7. Drory, A. , & Zaidman, N. 2007). Impression management behaviour: effects of the organizational system. Journal of Managerial Psychology, 22(3), 290-308. Frisch, D. (1993). The experience of workplace politics. Academy of management journal, 23(2), 237-51. Houston, H. (2002). Health care and the silent language of Vietnamese immigrant consumers. Business Communication Quarterly, 65(1), 37-47. Larson, J. , & Kleiner, B. (2004). How to read non verbal com munication in organizations. Management Research News, 27(4/5), 17-22. Mead, R. (2005). International Management. Malden: Blackwell. Maguire, T. (2002). Barriers to communication-how things go wrong. Pharmaceutical Journal, 268(7186), 246-250. Shannon, C. E. (2001). A mathematical theory of communication. Mobile Computing and Communications Review, 5(1), 3-55. Trompenaars, F. (1993). Riding the Waves of Culture. London: Nicholas Brealey. Thorne, P. (2005). The secret codes of the ‘silent language’. European Business Forum, 20, 74-76. Williams, F. (2006). Nonverbal communication. The new communication, 11(3), 34-37.

Reality TV's Negative Affect on Our Society Research Paper

Reality TV's Negative Affect on Our Society - Research Paper Example In some instances, it may make the viewer or the audiences revel at such negative attributes and vices such as pain, sex, and injuries to the cast, which in real sense the viewer should not. The end-result is the cast is rewarded for poor personal, societal or professional judgment. Since the advent of reality TV programming, critics have rightly described as a genre that is sensational and focusing on an emphasis on the negative aspects of the society. Hill (7) states that such articles such as ‘Ragbag of Cheap Thrills’, ‘TV’s Theatre of Cruelty’ or ‘Danger: Reality TV can Rot Your Brain’ describe how there is a negative connotation associated with reality TV. Further Nick Clarke argues in The Shadow of a Nation that reality TV has led to the erosion of the values hitherto held by the society as well as distracting the ideals of a modern society. For example scenes of addiction to drugs and war in reality television programs have the pot ential effect of eroding the culture held by the society as well as its moral values (Hill 7). Other programs such as Real Housewives of Atlanta  and Basketball Wives  that show violent confrontations between women tend to make young ladies copy them with the thoughts that such behavior is desirable. In the analysis of the reality TV program ‘Extreme Makeover’, the negative aspect of the society is portrayed as the show suggests that the American society is constantly in trouble to find or live in a decent home showing how a contemporaneous socio-political tension or situation. The crisis that the cast in the program face is at times used to hoodwink the electorate who vote in leaders who can promise better housing... This "Reality TV Negative Effects to Society" essay demonstrates how such shows as "Extreme Makeover" or "16 and pregnant" shapes our worldview. Reality television shows have constantly portrayed a distasteful and dysfunctional behavior in the form of entertainment and people get easily manipulated and end up applying the same behavior in the society. The negative influence of reality television programs is that they allow a person or the viewer to follow what has been determined for him by someone else as reality. The producers of reality TV programs also fail to consider ethics when producing these programs, as they tend to exploit the misfortune of others such as divorce and teenage pregnancy all in the name of entertainment. From the foregoing argument, research has proven that reality television programs just warp the viewer’s perception of reality and their belief. This is the reason for example why viewers or members of the society who view the world as filled with dram a and relational strife are addicted to reality programs, for example the regular viewers of drama on crime are likely to engage in crime. In addition, the society has been affected in a major way and in a negative way by the reality programs as members of the society do not wish to learn how to accomplish a rigorous or desirable feat but demand to achieve it through controversy and idiocy. The end result is a society built on negative values and morals that greatly affect the productivity and meaningful co-existence.

A Historical Analysis of Ibne Sinas Life and Contributions to Modern Essay

A Historical Analysis of Ibne Sinas Life and Contributions to Modern Science - Essay Example As a physical, Avicenna is well-known for his book the Canon (al-Qanun fi’l-Tibb). This book had played a crucial role in pre-modern medical education in both Europe and in Medieval Islamic Empire. Also Avicenna’s philosophical book â€Å"summa the Cure† (al-Shifa’) was also influential in European scholasticism. It is believed that â€Å"Summa the Cure† once heavily influenced the famous western philosopher Thomas Aquinas. As a philosopher, Avicenna’s success lies in the fact that he had been able to find out an interrelation between one’s belief in God and man’s existential being. So, Avicenna can be assumed to be the foremost Islamic philosophic thinker. The theoretical space that he provides for God as the Essential Being necessarily builds up the groundwork for his â€Å"theories of the soul, intellect and cosmos† (Goodman 43). Indeed, he successfully articulated that God is necessarily the foundation or origin of al l the tangible and intangible existence of this universe. Avicenna, the famous Muslim philosopher and physician, was born in a village named Qishlak Afshona in Uzbekistan (which was then called Bukhara) in 980 AD. His mother Setareh was a traditional housewife fro Bukhara and his father, Abdullah was a well-honored Islamic scholar who came to Bukhara from Balkh which was a famous city of the Samanid Empire.

Introduction to business Assignment Example | Topics and Well Written Essays - 500 words

Introduction to business - Assignment Example One of the key challenges which it reported lately is the resistance to its expansion in the urban areas. While the store is striving to gain market in the urban areas, it is facing many challenges and oppositions by companies, the government and also prominent individuals. The main reason as to why the store if facing so much resistance is due to its size and its control over the market. Wal-Mart can enter different markets in different countries through acquisitions, formation of joint ventures or even establishment of its own stores (Roberts & Berg, 192). Therefore, it poses a threat to the small scale businesses in the urban market. With Wal-Mart in the urban markets, many businesses fear that they may not be able to maintain the same market size as before. This is because; being a large store, it can acquire items at cheap costs and thus, charge cheap prices. On the other hand, the government resists Wal-Mart’s extension to the urban because the store is large and could p ose a competition to the government parastatals. Over the past years, study shows that Wal-Mart has been able to maintain excellent relations with different kinds of people. The store reported that all these nifty relationships between its buyers and all other institutions that it dealt with all arose out of trust (Soderquist, 165). It is through this building of trust that Wal-Mart was able to win the approval of zoning commissions and committees. The managers of the store also reported that they also won the approval through being a staunch and involved citizen in the United States of America. This was mainly through participation in the charitable giving and general caring of the communities (Soderquist, 190). Thus, the management of Wal-Mart changed its operations from entirely profit oriented goals to both service oriented and profit oriented objectives. A manager of the Store recently reported that the store creates a

Money Management Midterm-1 Essay Example | Topics and Well Written Essays - 1500 words

Money Management Midterm-1 - Essay Example It is imperative to note that, the insurance companies are obliged to make regular and lifelong payments until the holder dies (Brealey & Myers, 1997). Consider the formula of calculating life annuity returns Payout= P*R*(1+R) exponent N/ (1+R) Whereby P is the principal, R interest rate and payout refers to the periodic payment. Take a percentage interest of 6% and use the annuity calculator for easy calculation. For a single life annuity, fixed amount to be paid is 3,333 per month. This adds up to EUR 39,996 annually. Therefore, annual periodic payment would be: A = EUR 39,996 Now I believe that I would need more money than EUR 39,996 annually. There would be different factors that would reduce the value of EUR 39,996 at that time like inflation. Therefore, when I retire and I think EUR 45,000 should be a valuable amount that I would need every year to spend my life happily. In order to have this amount every year, the interest rate should be 7% as calculated using Goal Seek option in Microsoft Excel. The life expectancy and retirement age considered in this context is 70 and 55 years respectively. PART II- SHARE ANALYSIS This part intends to examine and analyze two companies from the investment analysis. Various financial ratios will be applied to analyze the performances of the company. The implication created by the ratios will be used to recommend a suitable company for investors to invest. The two companies intended for analysis for this report are Lockheed Martin Corporation and Altera Corporation. Lockheed Martin Corporation Background information about the company Lockheed Martin is a global leader in providing aeronautics and defense security services. The company is the world’s largest federal contractor of the agency with unique product portfolio. Headquarter of the company is situated in Bethesda, Maryland in Washington Metropolitan Area. The company is present in more than 75 countries. The company has partnership with more than 300 indust ry players across the globe. It employs around 120,000 employees worldwide who include 80,000 scientists, engineers and IT professionals. This research establishes that, Lockheed reported $46.5 billion revenue in 2011 through its portfolio that includes aeronautics, electronics system, IT and global services, and space system. Net Income of the company is $2.65 billion in 2011. Presently, its share price is $93. Financial Ratios of Lockheed Martin Earnings per Share The Earnings per share shows how much return a shareholder is earning for each share (Friedlob and Plewa, 1996). The earnings per share of the Lockheed Martin were 7.81 in 2011. However, the average 3-year EPS growth rate of the stock is zero. Price Earnings Ratio Price Earnings ratio is the calculated by the following formula. Price earnings ratio = the market price per share/ annual earnings per share. A higher P/E of the stock implies that, investors are paying more for earning every dollar consequently; the share bec omes more expensive compared to the

3 QUESTIONS IN CRIMINAL JUSTICE and deviance Coursework - 1

3 QUESTIONS IN CRIMINAL JUSTICE and deviance - Coursework Example Ermann and Lundman (1982) also offer some suggestions on how to reduce occurrences of corporate deviance, such as â€Å"changes in corporate chartering, the protection of whistleblowers, and the punishment of executives involved in corporate criminality.† All these propositions must be taken together and combined with greater vigilance from the public. This includes ensuring that corporate wrongdoers know that their actions will not go unpunished. Yes, I think there are common threads apparent in the four articles in the book by Thio, Calhoun and Conyers (2008.) One clear apparent commonality is that it demonstrates that human beings who are victims of violence do not always react to violence in the way that other people might think to be commonsensical. Instead of automatic resisting or abhorrence of the abuser, we see a complex mix of pity, self-blame, guilt, feelings of helplessness, and this is true for mothers who are victims of their children’s violence (Jackson, 98), stalkers from previous relationships (Dunn, 94) and battered wives (Bates, 89). This is also true for victims of exclusion who then found themselves as sexual molesters (Lawson, 108.) Also, these articles demonstrate that motivations for committing crimes are more complicated that we think and have psychological motivations. Akers and Sellers (2004) described psychological theory as one wherein the understanding of crime can be traced back to an und erlying personality or psychological disorder. 3. Are there identifiers visible that would indicate potential self-destructive deviance? If so, what are they and what can be done once observed? If not, what can be done to attempt to identify indicators of future self-destructive behaviour? Yes, the research in the field of self-destructive deviance have shown some possible indicators of suicidal tendencies, although the research is also quick to point out that

Christian Counseling Ethics Code Analysis Paper Essay

Christian Counseling Ethics Code Analysis Paper - Essay Example Competences, confidentiality and informed consent are the three sections of the codes that are examined for differences and similarities. This code has nine points under the heading competence which include honoring the call to competent Christian counseling, duties to consult and refer, consultation practice, referral practice, seeking Christian help, avoiding counsel against professional treatment, duties to study and maintain expertise, maintaining integrity to work, reports and relations, and protective action when personal problems interfere. The AACC Code of Ethics stresses that Christian counselors make only realistic statements about their identity, education, experience and the counseling goals (AACC 2004, ES1-200). Moreover, the professional counseling (such as medical or psychiatric treatment) is not avoided or advised against even if the providers may not be a Christian. ACA Code of Ethics has eight key points which include: boundaries of competence, new specialty areas of practice, qualified for employment, monitor effectiveness, consultation on ethical obligations, continuing education, impairment, and counselor incapacitation or termination of practice. The emphasis is made on the high competence of counselors who gain knowledge and skills pertinent to working with the diverse client population (ACA 2005, Section C). Counselors are able to practice in specialty areas which is new to them only after the appropriate education is gained and the experience monitored. Consulting with other specialists is highly encouraged however within the ethical boundaries. Differences and Similarities Despite the fact that both Codes are talking about competence issues, it appears that the issue is being discussed from completely different standpoints. AACC Code of Ethics is based on the statement that all of the information about the counselors' competence corresponds to the real facts, while ACA Code of Ethics is based on the statement that every counselor occupies the position he is eligible for, in other words according to the education and experience. One of the similarities is that both codes talk about the boundaries of competence and assistance from other specialists - such counseling is encouraged and supported by both codes for the higher benefit of the client. One of the differences is that AACC Code of Ethics makes a point that the professional help of non-Christian professionals is not avoided and advised whenever the client seems to need it. ACA Code of Ethics does not have such a point under "Competence" section. The reason for this difference is obvious: AACC supp orts the counseling based on the Christian moral values and similar institutions often avoid advising outside help from non-Christian institutions. There is no need to make any statement about this in ACA Code of Ethics because it is not based on Christian principles. In addition, both Codes are talking about the monitoring of effectiveness and cases of counselor's impairment. These points need to be addressed in both codes because these processes are impacting the quality of service provided to the clients. Informed Consent AACC Code of Ethics "Christian counselors secure client

Human Evolution Essay Example for Free

Human Evolution Essay The Evolutionary History of Life on earth traces the process by which living and fossil organisms have evolved since life on the planet first originated until the present day. According to research earth formed about 4.5 Ga (billion years) ago and life appeared on its surface within 1 billion years. The similarities between all present day organizes indicate the presence of a common ancestor from which all known species have diverged through the process of evolution. Every organism has an evolved life history pattern. A life history pattern in which the way time and energy are allocated between growth, maintenance and reproduction. The Evolution of Human Behavior promotes there have been three major life history transactions toward later sexual maturation and longer lifespan. Such as; Prosimians to Monkeys, Monkeys to Apes and Apes to Humans, these patterns of life history characteristics resulting in parental care over long developing periods of human life’s expendency. In my opinion, in order for one must first find out what their genes have been up to in their past history and what they want in their present type of environment plays a big part as to where their future lifespan reaches. We have to consider both the successes and problems causing failures of attempts to use natural instincts to understand fully human behavior and reproduction. Human sexual selection is also an explanation for human social differences in which the human race evolves. Another behavioral perspective is the conclusion concerning the evolutionary base for differences in behavioral between men and woman. In addition, using survival skills such as; behavior in planning, consciousness, emotions, awareness and moral sense that often accompany what we do plays a big part in our destiny. According to anthropologist George Armelagos, ancient teeth tell us secrets that may relate to modern-day health: Some stressful events that occurred early in development are linked to shorte r life spans. Prehistoric remains are providing strong, physical evidence that people who acquired tooth enamel defects while in the womb or early childhood tended to die earlier, even if they survived to adulthood. The idea that many adult diseases originated during the fetal development and early childhood. Teeth are like a snapshot into the past, the evidence is  there and it is indisputable. Over half of the baby boomers here in America are going to see their hundredth birthday come to an excellent health. There will also be the other percent that will get to experience a shortened lifespan due to the lack of health effects in evolution ending in aging without children. Insurance companies are trying to promote and incorporate- The Die Younger plan so they can save millions of dollars on social security since they are running out. Not only are insurance companies promoting this plan but the child’s parent or guardian is also the cause of their shorter lifespan. The plan is pushing to encouraging Baby Boomers to smoke, eat fatty food, drink excessively, not exercise, and to generally burn the candle at both ends. In addition, the retirement age to be raised so Boomers have to keep working and live under a lot of stress causing them to have a shortened lifespan. The parents are not taking care of their healthy lifestyles but promoting bad eating and lack of exercise habits. In conclusion, health is an important role and affects one’s lifespan in evolution. So, unless we start taking better care of our health and habits we will not be able to elongate our life’s but shorten it instead. As the saying goes, what you do now reflects on your future.

Importance of Teaching Styles in Classrooms

Importance of Teaching Styles in Classrooms All people learn in different ways, it is therefore essential that teachers try to incorporate as many different teaching styles as possible into the delivery of what they are teaching. Marshal ( Marzano 1992) suggests that the concept of learning has to include positive attitudes, the ability to acquire knowledge, allowing learners to extent their own knowledge and then applying their knowledge to everyday life. Marshal (Marzano 1992) also believes that a teacher must develop these concepts in order to help learners develop, and make learners learn independently, so they may continue to develop and gather knowledge for the rest of their lives. There are many different approaches and theories on teaching styles. Most agree that for all pupils to have an equal experience in education, teachers must adapt their teaching styles so that everyone benefits within the classroom. Marzano (1992) suggests that lower ability pupils should be taught through closed tasks. A closed task has a specific structure and set of instructions to give pupils a clear idea of how a task should be approached and completed. Marzano (1992) then suggests that higher ability pupils should experience more open-ended tasks, allowing pupils to develop their thinking skills. This style of teaching is very much learner centred as the teacher must adapt their style of teaching to suit the needs of pupils in their class. Mishra (2007) has a different theory of teaching styles. Mirsha (2007) argues that there are three styles of teaching; discipline centred, instructor centred and student centred, although there are many more different teaching styles and theories suggested by different authors. The discipline centred style of teaching is very structured, not allowing for flexibility for what is taught and when it is taught. This style of teaching may be completely centred around the national curriculum, without deviating from it. This style of teaching is as ineffective as it is unpractical, as teaching must allow for flexibility to ensure that all pupils are learning and achieving in schools. Instructor centred style of teaching focuses on the teacher as being the main source of knowledge for pupils. Everything that pupils learn may come from the teacher, without obtaining knowledge and information from other sources. Much like the discipline centred style of teaching, the instructor centred style i s very limited and does not help learners develop, as pupils do not have to seek ways of finding out information themselves, but simply ask the teacher. It is also very limited as the teacher can not be expected to be able to answer all of the questions the pupils may have, and may have limited knowledge in certain areas of the curriculum. The third teaching style suggested by Mishra (2007) is the student centred style of teaching. This style is much more learner centred and is very much focused on the cognitive development of students. Through this teaching style, pupils are encouraged to learn through enquiry, and develop their own thinking skills obtain knowledge and solve problems. Unlike the other two styles suggested by Mirsha (2007), the student centred style of teaching also focuses more on the needs of individual learners. This style of teaching allows for pupils to learn in different ways as the teacher adapts their teaching style to suite all learners, of all abilities. However, the three teaching styles suggested by Mirsha (2007) are limited as they do not consider the variations between different classrooms and schools. There are many different teaching styles, all of which must be focused on what best suites the learner (Association of Teachers and Lecturers 2011). Perhaps therefore, it is more important to focus on how pupils learn rather than just focusing on teaching styles, as no style will suite all learners. One of the most accepted models of learning styles is Flemings Visual Auditory Kinaesthetic (VAK) model which has been further developed by Grinder. The first types are the visual learners. Visual learners learn by seeing different types of information such as pictures, diagrams and models. They may also prefer to read a piece of text for themselves, rather than have someone read it to them. Visual learners often remember information by picturing it (Cheminais 2008). To help visual learners, teachers must adapt their teaching style to incorporate as much visual elements into their lessons. An example of this could be to making sure the structure of the lesson is indicated on the whiteboard so that pupils can see what the lesson will focus on. It is also important that the teacher writes down key information from the lesson so that the learner can memorise the information visually. Secondly there are auditory learners. These learners may prefer to listen to information such as being read a story, rather than read it themselves. They may also benefit more from group discussions as often, auditory learners remember information by remembering what they have heard (Cheminais 2008). To hep auditory learners, teachers can incorporate group discussion, audio activities such as listening to music and reading a book out loud so that auditory learners can remember information that they have heard. Thirdly there are kinaesthetic learners. These types of learners prefer to be engaged physically with the work by means of touching and doing. Kinaesthetic learners achieve best when lessons incorporate hands on activities that allows learners to be actively involved with the lesson (Grinder 1991). It is argued that the best teaching style is to use a multi sensory approach. This will incorporate all learners of different abilities as it helps learners retain knowledge and information in a way that best suites them. Studies from the National Institutes of Child Health and Human Development have suggested that this style of teaching greatly benefits children who have dyslexia. A dyslexic child may experience problems with reading and writing, because they have problems seeing and then processing words. However, if a multi sensory style of teaching is used, it benefits dyslexic pupils greatly as they are able to use other senses such as touch (kinaesthetic). This style of teaching has been proven to help dyslexic children in particular as it builds up kinaesthetic memory to complicate visual and auditory ones (Bradford 2008). A different model explaining how pupils learn is Piagets Theory/ Model of Cognitive Development. Piagets model is a Constructivist model, meaning that pupils continually build upon previous knowledge, this is also called schema (Carrell 1984). Whilst studying the way pupils learn, Piaget focused on Assimilation and Accommodation. According to Piaget, assimilation is the process whereby pupils receive new information and experiences from their learning environment. Accommodation is the follow on effect from assimilation as the pupil adapts their mental views because of the new information and knowledge they have acquired (Atherton 2010). From his studies, Piaget concluded that as pupils matured, so they were able to understand and absorb more knowledge. Piaget believed pupils were not able to carry out certain tasks until they were mature enough to be able to do so (Atherton 2010). From his findings, Piaget created a four stage Model of Cognitive Development. The first stage is the Se nsory Motor Stage and lasts roughly from birth to two years old. At this stage, the child begins to differentiate themselves from other objects in their environment as they begin to develop their senses. Also at this stage, the child is deemed ego-centric, as they are unable to consider others needs. They may also recognise that they need to do something, in order to make something else happen e.g. they need to push a toy car in order to make it move (Jardine 2006). The second stage is the Pre-operations Stage and lasts roughly from two to seven years old. During this stage the child begins to develop language and vocabulary. They then associate language with objects and words (Atherton 2010). The child will usually classify objects together because of one common factor such as different shapes being classed together because they are the same colour, despite their differences in size and shape. Piaget argues that children in this stage are still ego-centric, but are beginning to dec entre their view of the world and other people. Piaget also argues that children in this stage have a certain amount of animism as children believe that non living objects such as cars, share the same feelings as them (Jardine 2006). Stage three is the Concrete Operations Stage and lasts approximately from seven to eleven years old. During this stage of development, the child becomes more mature and animism and egocentric way of thinking begins to disappear in most people. Also during this stage, children begin to see objects in different ways (Jardine 2006). For example, before this stage, children may see a spilt pint of milk as being more than a pint of milk in a bottle. However, during the Concrete Operations Stage, children develop reversibility, or that things remain the same after they have changed. For example, children learn that the spilt pint of milk is actually the same as the milk in the bottle even though it appears different. The final stage is the Formal Operations S tage and lasts from eleven to sixteen years old. During this stage, the pupil develops to think like an adult. If the pupil is faced with a problem, they may search for all the possibilities to solve it. Pupils are also able to evaluate different ideas without having to relate them back to something that already exists in the real world (Bybee et al 1982). From a teaching perspective, it is important to take into Piagets Theory/ Model of Cognitive Development when planning or teaching children. As Piaget suggests, children develop different skills and qualities and different stages of their life. It is their fore unfair to set a task that is suitable for a child in the Concrete Operations Stage when they are still in the Pre-operations Stage. Taking account Piagets model, it is important for teachers to adapt their style in order to suit the pupils they are Gardner offers a different theory of learning. Over the last half century, suggestions have been made that people have different types of intelligences. One of the most well known is Gardners Multiple Intelligence Theory (Ginnis 2008). Gardner argued against past theories that people were born intelligent, and instead suggested that all people are intelligent, but in different ways. In 1983, Gardner developed seven different types of intelligence (Ginnis 2008). More recently, Gardner has suggested that there are eight different types; linguistic, logical (mathematical), spatial, musical, kinaesthetic, interpersonal, intrapersonal and naturalistic. In 1999 Gardner claimed I now conceptualise an intelligence as a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture (Ginnis 2008). Gardners Multiple Intelligence Theory benefits both teacher and pupils. Gardner claims that everyon e is intelligent, just in different ways. This can help build pupils self esteem and confidence as they may struggle in some subjects but thrive in others. His theory also allows a more prestigious status for certain tasks in the classroom, which in the past may not have been deemed as showing intelligence in a child. Gardners theory is also very beneficial to teachers and the style they use as it allows teachers to have higher expectations of every child (Ginnis 2008) and therefore push each child further. Gardners theory also helps teachers differentiate their lesson planning to include all pupils equally. In the past, pupils may have been grouped by ability only in certain subjects. However, using Gardners theory, the teacher is able to see which pupils progress better in which subjects, and can therefore plan and group pupils together according to their ability in a range of different subjects. This does however depend on the overall style of the teacher as they may deem mixed a bility groups more appropriate for certain tasks. Teachers may also use Gardners theory to identify which subjects or task pupils feel less comfortable carrying out, and then try to support them more when participating in these. Professor Anthony Gregorc again offers a different approach to learning styles. Gregorc suggests that people perceive (acquire) and order (organise/ store mentall) information in different ways. From this, Gregorc developed different scales for both Perceiving and Ordering. On the perception scale, Gregorc argues that there are Concrete learners at one end of the scale and Abstract learners at the other (Ginnis 2008). According to Gregorc, Concrete learners need the physical aspect of learning, they are kinaesthetic learners and need to be actively involved with a task in order for them to benefit from it. Gregorc then argues that at the other end of the perception scale there are Abstract learners. These types of people use experiences to help them memorise information. They also look for patterns in work and how things are similar or different (Jonassen et al 1993). It is important to highlight that the majority of people fall somewhere in between the two ends of the perception sca le. On the Ordering scale, Gregorc argues that there are Sequential people at one end, and Random people at the other. Sequential people are very logical, focused and are able to memorise facts easily. When carrying out a task they follow a step by step plan in order for them to complete the task effectively. Random people, Gregorc argues, are not so focused and find it hard to memorise facts. Random people may be able to answer a complex question, but not be able to say how they came to their answer (Jonassen et al 1993). Like the Perception scale, most people fall between the two ends of the scale. From his research, Gregorc argues that there are four types of learners; Concrete Sequential, Abstract Sequential, Concrete Random and Absract Random. With regard to teaching style, it is important for a teacher to realise what learning style/ styles pupils may be, in order to set tasks that will be most beneficial to them. Concrete Sequential learners need structured, practical activities. These types of learners need to be told exactly what to do and may require a checklist, such as a success criteria, in order to complete a task. They also require regular feedback to make sure they are correctly carrying out the task. Abstract Sequential learners prefer to do their own research, but the research must be structured for them, for example a worksheet where pupils have to fill in the gaps. These types of learners also like to evaluate work and like different ideas and theories. Concrete Random learners prefer to work with a certain amount of freedom without having to worry about deadl ines. These types of learners do not like working with others, unless they chose who they work with. They are curious learners and like challenging work such as researching ideas for themselves. Finally, Abstract Random learners are very creative, and like to work in groups. They learn best through discussion, either in small groups or with the entire class. They are very flexible learners, who dont mind making mistakes. They also learn best when humour is used when teaching information (Ginnis 2008). Teachers can use Gregorcs work to help them plan and adapt their style of teaching to suit all learners. Although it is not possible to teach in a style that will benefit all learners in every lesson, it is important to try and incorporate all learning styles over a series of lessons (Jonassen et al 1993). Teachers can also use Gregorcs work to approach teaching with a more personal style. For example, a Concrete Sequential learner may prefer a task broken down into small stages, so the teacher can use this knowledge of learning style to plan effectively for them. Also, an Abstract Sequential learner prefers to work in groups, so the teacher can make sure that a lesson involves group work, or discussion of some kind (Ginnis 2008). Although there are many different approaches and theories regarding teaching and learning styles, all suggest that there is a relationship between the two. It is impossible for a teacher to have a strict teaching style, as it will not benefit all pupils within their class. Instead, a teacher must identify what different learning styles pupils within their class may have, and then use this information to adapt their teaching style so that all pupils benefit from their teaching. My school experience placement took place in a Church of Wales school in a small town in central Powys. The school has eight full time teachers and eighteen teaching assistants, some specialising in supporting special needs children. The school is a dual stream co-educational primary school and between Infants and Juniors there were one hundred and eighty pupils. In my class (year six) there were seventeen pupils aged either ten or eleven years old. The class had one teaching assistant who was a full time assistant to a pupil with Autism. The school is organised into eight classes, three in the foundation phase and three in Key Stage Two, with years four and five combined. These classes are taught through the medium of English. The other two classes are taught through the medium of Welsh and range from reception to year six. Pupils are able to attend the Welsh medium classes, irrespective of home language. Even though the Welsh medium classes are separate from the rest of the school, the whole school comes together for assemblies, break and lunch times and after school clubs. In 2008, the school received a positive ESTYN inspective report. In Autumn 2010, the school was re-awarded the Basic Skills Quality for Maths and Language. The school is also a Green Flag Eco-School and a Healthy School for its good work in Education for Sustainable Development (eco-schoolswales.org). . The school followed the National Curriculum of Wales. Core subjects the non-core subjects of History, Geography, Art, Design Technology, Music, Physical Education and Religious Education are taught. As the school is a Church of Wales school, Religious Education is taught in accordance with the Church of Wales syllabus, which look at all religions and compares them to a childs own beliefs. Collective Christian worship takes place on a daily bases. Whilst on school experience I witnessed many different styles of teaching in the non-core subjects. The teaching style were different not only in each subject, but depending on what task was being carried out, and what the teacher felt was most suitable for the pupils in the class. In art, the whole class made wire men, which were later covered with mod-rock and painted. To explain the task to the children, the teacher firstly demonstrated what they had to do. This helped visual learners, as they were able to see exactly what they had to do in order to complete the task successfully. When the pupils actually carried out the task themselves, it was very hands on, and the children were actively involved. This type of learning supports Grinders kinaesthetic learner, were using senses such as touch and sight while carrying out the task. Throughout the lesson the teacher continuously gave feedback to pupils. By giving constant feedback the teacher was supporting Gregorcs Concrete Sequential learners. In art, it is easier than most subjects to use a multi sensory teaching style, as the subject itself presents very practical work, suited to the kinaesthetic learner. History also presents a teacher with the ability to use different teaching styles. On school experience, the class covered the Second World War in History. The teacher and I used different objects from the war such as a helmet and air raid siren, to help pupils learning. This style of teaching helped both visual and kinaesthetic learners as they could see and touch the different objects to aid their knowledge and understanding of the War (Grinder 1991). Also while studying this area of history, there were group and class discussions. This style of teaching would aid Gregorcs Abstract Random learners (Ginnis 2008) and also auditory learners as pupils would learn by discussing and listen to information about the War. There are many different methods and style of teaching music in Key Stage Two. Music is a subject that allows pupils to express themselves more than they may normally do in other subjects. Also, Gardner suggests music as one of his eight intelligences (Ginnis 2008). It is important for a teacher to realise a pupils capability in music in order to teach them effectively and help them advance. Music is a very multi sensory subject as it benefits visual, auditory and kinaesthetic learners through reading music or lyrics, listening to different types of music and physically playing different instruments. While on school placement, the class composed a song in Welsh, to the tune of What shall we do with a drunken sailor. Instead of just letting the pupils write any lyrics they wanted, the teacher showed them a clear structure that they had to follow. The pupils then worked in groups to help compose lyrics to the song and then performing it. This teaching style benefitted a range of differ ent learning styles. Firstly, Concrete Sequential learners benefited as they were provided with a clear structure of what they had to do to compose the song. Secondly, Abstract Random learners benefited from the group work and the creativity to compose song lyrics. During this lesson, the teacher had purposefully adapted their teaching style so that different learning styles would benefit from the lesson. Design and Technology (DT) again offers a teacher the opportunity to adapt their teaching style in order to benefit different learning styles. On school experience the DT topic focused on healthy eating, and designing and making healthy pizzas. The class began the topic by discussing in groups and whole class discussions, different ideas about healthy eating and different types of pizza. The discussion benefited Abstract Random learners and also auditory learners (Jonassen et al 1993, Grinder 1991). Before pupils made pizza themselves, the teacher demonstrated how to make one, showing each step clearly. This would benefit visual and auditory learners and also Concrete Sequential learners (Ginnis 2008), as they could see clearly what they would have to do in order to make a pizza. Also as part of this topic, pupils had to create a recipe for making a pizza. Higher ability pupils in the class wrote the recipe without aid from examples. However, some lower ability pupils in the class we re provided worksheet where they had to fill in the gaps (see appendix 1). This worksheet would not only benefit lower ability pupils, but also Abstract Sequential learners as they could fill in the gaps (Ginnis 2008). Physical Education (PE) in general is very much suited for kinaesthetic learners as it is a very actively involved subject. However, depending on which teaching style the teacher uses, depends on how much other types of learners benefit from PE. On school experience, the pupils focused on dance during their PE lessons. Pupils were asked to work in pairs and groups to create different dance routines. This benefitted visual, auditory and kinaesthetic learners as they were able to see different dance routines, listen to them be explained, and then physically carry them out. Also, by physically doing the dance, the pupils were able to learn the routine very quickly. The partner and group discussion also benefited Abstract Random Learners (Ginnis 2008). In Geography on school experience, pupils looked at a comparison between there home town and a small village in Uganda. To introduce the topic, the teacher showed the pupils a video of the village in Uganda. This benefited visual and auditory learners as they were able to see the village and hear different things about it from the people who lived there. The teacher also paused the video occasionally to ask questions and recap what the pupils had learnt so far. This was particularly effective as it made pupils concentrate on the video in case they were asked a question about it. The discussion following the video also benefited Abstract Random learners (Ginnis 2008). The pupils were then given a treasure map of the village in Uganda. The aim of the activity was for the pupils to discover where they could by milk, and to plot different locations on the map. The map consisted of different questions. The answer of the question gave a clue either to where the next location was on the map , or what the next question was. This activity suited a range of different learning styles. Pupils could see the different locations on the map, discuss them with there partner or group (Abstract Random Learners), and be actively involved in answering questions. The step y step instructions of how to complete the task also benefited Concrete Sequential learners. This task was particularly enjoyable for the pupils and they learnt a lot of information about the village in Uganda from it. This shows that the teaching style used to provide information about this area was very successful. In Religious Education, the class covered the nativity story. The teacher began the topic with a class discussion to produce a timeline of the order of events of the nativity story. This again benefited Abstract Random learners. After the class had completed the timeline, pupils given page book, chapter and verse references and were asked to locate the nativity story in different parts of the Bible. This benefited visual and kinaesthetic learners. Also, the research methods used in this lesson also benefited Abstract Sequential learners (Ginnis 2008). Once the pupils were more aware of the nativity story, the class looked at it as a drama activity. This activity greatly benefited kinaesthetic learners, as they were physically involved with the nativity story and therefore were able to learn the story far easier than simply reading, or being told about it. It is important for teachers to adopt a range of different teaching styles when teaching different subjects. Teachers must find the most suitable style for the lesson content, but more importantly, a style which will suit all learners and allow them to benefit from the teaching. To be able to teach effectively, teachers must use approaches and theories such as Gardners Multiple Intelligence Theory, Piagets Theory/ Model of Cognitive Development, Grinders VAK model and Gregorcs approach to learning styles, in order to discover what style of teaching would be most suitable and beneficial to their pupils. It is not possible for teachers to consider all of the different learning styles when planning each lesson. It is important however that a range of learning styles are covered over a series of lessons, so that all learners benefit from the teaching. Referenes Mishra, R. C., 2007. Teaching Styles. APH Publish Corporation: Bybee, R.W., Sund, R.B., 1982. Piaget for Educators. 2nd ed. Columbus: Merrill Publishing Company Jonassen, D.H., Grabowski, B.L.H., 1993. Handbook of Individual Differences, Learning and Instruction. New Jersey: Lawrence Erlbaum Associates Atherton, J.S., 2010. Learning and Teaching; Piagets Development Theory. [online] UK. Available at: http://www.learningandteaching.info/learning/piaget.htm [Accessed 3 February 2011] Ginnis, P., Ginnis S., 2008. Learning Style Revisited. [online] Derby: Derby City, A local Authority Initiative. Available at: www.derby.gov.uk/NR/rdonlyres//LearningStylesRevisited.pdf [Accessed 2 February 2011] Bradford, J., 2008. Using Multisensory Teaching Methods. [online] UK: World of Dyslexia Ltd. Available at: http://www.dyslexia-parent.com/mag30.html [Accessed 2 February 2011] Jardine, D.W., 2006. Piaget and Education. New York: Peter Lang Publishing Marzano, R.J., 1992. A Different Kind of Classroom: Teaching with Dimensions of Learning. USA: Association for Supervision and Curriculum Development Carrell, P.L., 1984. Schema Theory and ESL Reading: Classroom Implications and Applications. The Modern Language Journal. 68 (4), pp.332-343 Watkins, C., 2003. Learning a sense-makers guide. [online] London: Associations of Teachers and Lecturers. Available at: http://www.new2teaching.org.uk/tzone/images/Learning_tcm7-26270.pdf [Accessed 6 February 2011] Cheminais, R., 2008. Every Child Matters: A Practical Guide for Teaching Assistants. New York: Routledge Grinder, M., 1991. Righting the Educational Conveyor Belt. USA: Metamorphous Press

Essay --

INTRODUCTION TO POLITICAL SCIENCE ASSIGNMENT II 016201300090 IR-1 / 2013 2013 I. System Theory – David Easton System theory was first announced by David Easton, a Canadian political scientist in 1965. He is most well-known for his proposal of applying the theory in the world of political science. System theory basically explains about how the environment and social life as well give contribution and affect the political system around them, and the process goes on cyclically. Firstly, there are demands or supports from the surrounding environment of the present time (demands of changes from people/citizens, for example: rise of salary, changes of policy, better welfare and public facilities). These demands are to be said by Easton as inputs, which then will be taken into account to the political system. Secondly, after going through considerations in political system, the received inputs leads the political system into making decisions and or actions, called as outputs given to the social environment (for example: new policy, new rules, new facilities). Thirdly, the ‘outputs’ are given to the environment and the political system lets them interact. If the outputs given resulting in some changes or improvement, it means there are outcomes. Lastly, after some time the environment interacts with the new outputs, there might be some more changes demanded to the outcomes (for example, the new policies/rules are too strict, the facilities needs be tter management). These new demands towards the outcomes are called feedbacks. Feedbacks will once again be taken into account by the political system, which we can consider as the new inputs - in other words it’s back to the first time, hence called a cyclical process. For example... ... utilitarianism could be done in a wrong way. For example, an act of stealing from the rich to give the benefits to the poor, will still be considered a good action. Even though the process could be considered as a crime, the purpose or result however, is to promote the happiness of the poor people; for what matters to utilitarianism is the results only, not the motives nor the methods – hence the questions arise about utilitarianism being unjust. However, according to Mill arguments regarding the protests, justice actually preserves peace among people, and that is the implementation of the definition of utilitarianism itself. Utilitarianism theory can also be implemented in government nowadays in case of creating rules and policies and especially in making decisions, in means that the decisions made can bring out the best results which will actually benefit people.

A Beat Memoir :: Literary Analysis, Johnson

Johnson constructs this bitter-sweet and lyrical memoir from her relationship with aspiring Beat writer Kerouac in 1957. Johnson re-creates her memoir from the confessional perspective she wishes to be heard, and she mentions Robert Lowell to emphasise this confessional element .The author â€Å"is behind the text, controlling its meaning,† using â€Å"intentionality† (Anderson, 1988, p2). Also Johnson uses her text as catharsis and as â€Å"self-defence† in response to Kerouac’s writings. (Lee, 2000, p.98) to reclaim the power she had relinquished to Kerouac. Johnson selects a bleak passage from Kerouac’s novel Bleak Angels, to illustrate his â€Å"woman hatred†: â€Å"For that lumpy roll flesh with the juicy hole I’d sit through eternities of horror in gray rooms ...† (p.133). Johnson wants her â€Å"revenge on history† (Gusdorf, in Onley, 1980, p.36), to retrospectively break a â€Å"silence that I finally wish to give up.† (p.262). The simple phrase, â€Å"the poems Hettie kept mute.† (p.262) links the silence of Glassman to the wider literary world where women have been excluded from the male canon. Johnson is writing in 1983 from the position of an experienced feminist, psychologically analysing how her relationship with Kerouac stifled her identity and how women adopt consensualised exploitation when they believe in â€Å"the curative powers of love as the English believe in tea ...† (p.128). The author uses the first person and the present tense for this recollection adding immediacy, as if now realising that â€Å"He could somehow cancel you out.† (p.128). Glassman mistakenly imagined she could cure Kerouac of his â€Å"blue, bruised eye† melancholy (p.128). In this memoir Johnson appears to privilege Kerouac, presenting him first, but this is so his personality can be analysed alongside Glassman’s and found to be wanting. Johnson as author uses Kerouac (as he appears to have used her) to work through her psychological issues from 1957 and 1983. Johnson does more than tell, she uses double subjectivity to let the reader understand the two Joyces, the naive one who â€Å"put on a lot of eye shadow† (p.127) to attract Kerouac, and the ‘other’ older woman who is â€Å"wondering all the same if it was true† (p.131), as the reader may be. Johnson demonstrates the â€Å"crucial link between author, narrator and protagonist,† (Lejeune in Anderson, p2). All three co-exist in the text, but none can be the real Johnson because, as Mandel argues, autobiography â€Å"pretends to be the whole life of the author† but â€Å"is a construction† (1980, p. A Beat Memoir :: Literary Analysis, Johnson Johnson constructs this bitter-sweet and lyrical memoir from her relationship with aspiring Beat writer Kerouac in 1957. Johnson re-creates her memoir from the confessional perspective she wishes to be heard, and she mentions Robert Lowell to emphasise this confessional element .The author â€Å"is behind the text, controlling its meaning,† using â€Å"intentionality† (Anderson, 1988, p2). Also Johnson uses her text as catharsis and as â€Å"self-defence† in response to Kerouac’s writings. (Lee, 2000, p.98) to reclaim the power she had relinquished to Kerouac. Johnson selects a bleak passage from Kerouac’s novel Bleak Angels, to illustrate his â€Å"woman hatred†: â€Å"For that lumpy roll flesh with the juicy hole I’d sit through eternities of horror in gray rooms ...† (p.133). Johnson wants her â€Å"revenge on history† (Gusdorf, in Onley, 1980, p.36), to retrospectively break a â€Å"silence that I finally wish to give up.† (p.262). The simple phrase, â€Å"the poems Hettie kept mute.† (p.262) links the silence of Glassman to the wider literary world where women have been excluded from the male canon. Johnson is writing in 1983 from the position of an experienced feminist, psychologically analysing how her relationship with Kerouac stifled her identity and how women adopt consensualised exploitation when they believe in â€Å"the curative powers of love as the English believe in tea ...† (p.128). The author uses the first person and the present tense for this recollection adding immediacy, as if now realising that â€Å"He could somehow cancel you out.† (p.128). Glassman mistakenly imagined she could cure Kerouac of his â€Å"blue, bruised eye† melancholy (p.128). In this memoir Johnson appears to privilege Kerouac, presenting him first, but this is so his personality can be analysed alongside Glassman’s and found to be wanting. Johnson as author uses Kerouac (as he appears to have used her) to work through her psychological issues from 1957 and 1983. Johnson does more than tell, she uses double subjectivity to let the reader understand the two Joyces, the naive one who â€Å"put on a lot of eye shadow† (p.127) to attract Kerouac, and the ‘other’ older woman who is â€Å"wondering all the same if it was true† (p.131), as the reader may be. Johnson demonstrates the â€Å"crucial link between author, narrator and protagonist,† (Lejeune in Anderson, p2). All three co-exist in the text, but none can be the real Johnson because, as Mandel argues, autobiography â€Å"pretends to be the whole life of the author† but â€Å"is a construction† (1980, p.

Soccer :: essays research papers fc

Procedures 1. The team that wins the coin toss may choose to kick off or defend the goal of its choice. 2. All players must be on their own half of the field before the kickoff takes place. 3. Defensive players must be outside the center circle, at least ten yards away from the ball, for the kickoff. Players 1. Each team has up to eleven players; one is the goalkeeper. The other players are known as defenders, midfielders, and forwards, or strikers. 2. In major competitions, a team may not use more than three substitutions in a game. In other competitions up to five may be used. 3. A substitute must be summoned onto the field by the referee and must enter the field at the centerline after the player she/he is replacing has left the field. Equipment 1. The ball is round, covered in leather or in leather like material, and is between 27 and 28 inches in circumference. It must weigh 14 to 16 ounces and have 14 pounds of air pressure. 2. Players dress in team shirts, shorts, shin guards, and socks. Shoes may have studs if they are rounded, no longer than .75 inch, and no less than .5 inch in diameter. Goalkeepers often wear elbow and kneepads and gloves. The goalkeeper wears different colored uniform than his teammates. 3. Any equipment deemed dangerous to players may not be worn. This includes, earrings, glasses, necklaces, bracelets, watches, and casts and braces that the referee considers dangerous. Modifications 1. Soccer is played on various sized fields w with competitions ranging anywhere from 3 on 3 players through 11 on 11. Offside, and Goalkeeping Offside A player is offside if he/she is closer to the opponentà ¢Ã¢â€š ¬Ã¢â€ž ¢s goal line than the ball is, unless the player is still in his/her own half of the field or at least two opponents are closer to the opponentà ¢Ã¢â€š ¬Ã¢â€ž ¢s goal line. Offside is determined by the playerà ¢Ã¢â€š ¬Ã¢â€ž ¢s position at the moment of the pass, not at the moment he/she receives the pass. A player is not offside when he/she receives a ball that, bounces off a defender who had possession of the ball, comes at him directly from a goal kick, corner kick, or throw in; was deflected by the goalkeeper, or was shot at the goal and bounces off a defender. Nor is player offside when he/she is in line with a defender a⁴桴⁥潭

The Role of International Strategy and Organizational Design

The current trend of world economics business model lays on the world system division of labor between the core, the marginal, and the semi-marginal countries/states. The trading is not â€Å"isolated† or â€Å"internal† but rather it participates externally or in the global market and as such, this type of market is heavily affected by the dictates of the globalization trends. The system of economics and their flow and relations between these countries are â€Å"non-static† and â€Å"non-constant† over long and short periods of time due largely to political, environmental and cultural changes vis à ¡ vis the evolving idea of ‘consumerism’ in the global community. The traditional concept of consumerism and commoditization of goods is largely challenged, hence, the business sectors/producers should construct an effective strategy and an efficient organizational design to cope up with the world economic trend and at the same, fulfill the organization/companies objectives and visionary goals. The success, therefore, of an international company, lies on competitive action central to the combination of an effective strategic and traditional management.   We do not displace the idea of traditional management (e.g. budgeting and marketing) because its’ function is recognized as the core of business planning but rather, we aim to rectify/improve the company’s/organization’s business performance by target shooting the errors and analyzing it within the context of the global market system (or the business environment) and the capabilities (e.g. assets, facilities, resources) of the company system. Critical to strategic management is the anticipation of changes in the economic system, in the demands of the consumers, new business technologies, competition, and (global) economic policy developments. Co-integration of the two—traditional and strategic—would give a sense of direction to the company in the globally competitive market. What would be an apt strategic management in the non-static global economic system? The strategic management for this is a six level schema: (1) analysis of external factors (2) scrutinizing internal factors (3) stratagem (4) execution and (5) performance assessment/evaluation. Arguably, the logic in analyzing the external factors lies in the structural level of social formation, but, we dispense this, in favor of the transnational concept—an approach that capitalizes on the importance of transnational practices in three major sectors, political, economic, cultural with focus on transnational corporation influence and consumerism— that of which had been the latest trend in global capitalism. Also, the importance of technological improvements and their incorporation into the market is intangible in the analysis of external factors. The presence of competitors and economic policies should not be undermined; the parameters set by international laws may be restrictive but nevertheless, they are designed to facilitate a â€Å"fair† trading system; competitors for a particular commodity should also be accounted since globalization is heavily mandated by the transnational corps. It is on the basis of such external factors the company will seek to adjust to and construct the stratagem. The capacity of the organization, its’ parameters, its’ resources, its’ liabilities and its’ needs must be carefully examined. Financial status, the employed technology for the commodity, the operative management and the available facilities must be ‘apt’ and can be competitive with the international companies. Leadership within the system and good working force are important elements. The organization should seek to answer the following in response to its internal structure: is the product globally competitive? After assessing the internal and external factors, devising the stratagem is the next point of economic action. Goal identification and the feasibility of the plan being constructed is high on the agenda. Crucial to this is the statistics of materialization, the impact on the company/organization, and products development over a timeframe. Critical points should be well identified as well as mitigating errors, alternative plans, and analyzing and defining jobs and responsibilities per level of organization. The stratagem developed should have the following characteristics: (1) goal-oriented; (2) creative, by-product of external and internal analysis; and (3) strength-decisive/non-vulnerable in the market; (4) feasible. The execution of strategy requires organizational design, resource allocation, and strong motivation. Organizational design involves efficient distribution of work force, recognizing their potential, and creating effective relations between the working people. Performance assessment is the last step and is achieved by assessing the plan on its’ efficiency on its’ how’s and ends. Flow monitoring of the work and assessing statistical significance of produce as well as company growth are important evaluation points. The importance of such strategy is the actual/real test of the stratagem on the economic market. The strategic management places special attention to the environmental monitoring. Such activity is inherently important during forecasting or anticipation of future economic events and other related global aspects which may otherwise affect the position of organization and its products in the global economic scheme. Present and past trends and their change over time is prevalent in predicting scenarios that may be of value to the company. In strategic planning, ‘predictions’ are important in that the decisions are made to be flexible. In recognizing the role of international strategy and organizational design in the global market, the organization/company takes an initial step in ‘equipping’ itself against the highly volatile network of economic world systems and becomes, at the most, competitive. References Sklair, L. (1999). Competing Conceptions of Globalization. Journal of World-Systems Research, 5, 143-162. Aguilar, F. (1967). Scanning the business environment. NY: Macmillan, Inc.            

International Business Report Essay

Introduction It has always been a major concern of programmers and software developers throughout the world, to protect the intellectual property rights and software privacy. Governments in different countries fight computer software piracy; in which it provides support to national programs in order to educate and provide awareness to business communities. Governments especially in wealthy countries, has taken serious actions related to software piracy through laws that prohibits it, they force penalties to those who commit software piracy. Software piracy has reached a further approach, since it includes piracy of movies, music, computer software, and CD recording. Governments, institutions, companies, and organizations all stated a clear point of view about software piracy and protection of intellectual property which in fact stands up fiercely to minimize it and reduce its effect on the society, as well as protecting the creative ideas and innovative expertise that provides a competitive advantage to the society in general. On the other hand, communities with individualistic, collectivistic, democratic approaches, and other parties with other approaches; each stated its point of view clearly according to its own interests, concerns, and objectives; since, some of these parties fight software piracy and supports protecting intellectual property, and mainly those parties are the ones concerned with about the benefit of the society. On the other hand, there are some parties stated that they oppose protecting intellectual property, for the reason that their objectives and interests are their major concern instead of the whole society. Q.1: Collectivism and individualism, democracy and totalitarianism, rule of law and rule of man: what do these concepts say about the intellectual property rights of software and the legitimacy of its protection? To begin with, the terms collectivism and individualism arises from the major term which is political system. A political system; is a set of political organizations, interest groups, and institutions, that integrates different groups into a functioning, self sustaining, and self governing society. The purpose of the political system is to protect people’s interests and objectives. Political systems differ from one country to another. The term political can be discussed in terms of collectivism and individualism. At first, the term collectivism encourages dependence on the organization and a preference for thorough training, satisfactory work place conditions, and good benefits. Collectivism is motivated by satisfying social needs and security. Its primal concern is to benefit the society in general, rather than the benefit of each individual. Since its concern is protecting the society, it stands fiercely for supporting intellectual property right and fights software piracy to protect the society. On the other hand, individualism; refers to the primacy of the rights and role of individual; it emphasizes individual freedom, self expression, and personal independence – the principle that all men have â€Å"certain unalienable rights that among these are life, liberty, and the pursuit of happiness.† Countries that follow individualistic political system develop a form of government that protects every individual’s property and any intellectual property they create especially automated property due to the ease of piracy. As cultural attitudes influence the protection of intellectual property rights, individualist societies are more vigilant than collectivist societies. Whereas, democracy and totalitarianism. Democracy is a political system that grants voters the power to adjust laws and regulations of the government to make decisions. Moreover, provides them the right to participate in elections. In general, democracy is concerned with individual property rights, especially the freedom to express their opinions. As well as protecting people’s innovations from software piracy. According to what is claimed, that democratic countries with strong political and civil liberties usually have lower software piracy rates. As for totalitarianism, subordinates individuals to the interest of the group. Where a single agent takes control of the political power, and tries towards not supporting the ideology of the state as well as the activities that counters the goals of the state. Therefore, it controls people’s ideas, knowledge, and experiences and directs those to its own good and interest. Therefore, the intellectual property right is not its major concern as well as standing against software piracy. Since their objectives and concerns are related to the objectives and concerns of the agent with the political power. As for the rule of law, states that no individual is above laws which are clearly specified, commonly understood, and enforced fairly, which are improved and regulated by the parliament. Due to that countries that follow rule of law, especially ones that create intellectual innovations, automatically protect these properties from the moment of creation. Whereas, rule of man; states that the ultimate power exists in one person. Rule of man is opposed to the rule of law; less aggressively protect intellectual property rights. Since its major interests and concerns is limited to only what the man of power is concerned of. Individualist’s societies are more cautious towards the protection of intellectual property when compared with collectivist societies. Q.2 What is the relationship among governments, institutions, organizations, and companies in developing the legal means to fight software piracy? To begin with, a software piracy is the illegal copying of software. Software piracy is not a trend or a topic that appeared recently. Software piracy was the past and the present dilemma and will be the future’s too if it is not stopped. Types of piracy include: end-user piracy, pre-installed software, Internet piracy, counterfeiting, and online auction piracy. As the software piracy problem grows, more people are affected by piracy daily. Software companies, governments, organizations, retailers, and honest consumers all pay the price for software piracy. Parties such as, organizations and companies hopes that legal actions and political arrangements held by governments and institutions and other related parties would lead to a decrease in software piracy. Governments are taking an increasingly stronger stand against piracy. They get nations to sign agreements and to require them to force intellectual property rights. Since software piracy affects governments financially. It robs the economy of jobs and in turn diminishes income tax revenues. The market fails and loses its attractiveness among international businesses as it affects the private individuals and investors. Accordingly to the case study, governments fight piracy; they relied on technical and business actions as a counterattack. Such as, U.S.A enhanced efforts, threatening to sanction countries. Institutions supported governments to toughen their laws. Since these laws can minimize software piracy and decrease its effect on institutions. As for software companies, that are considered the biggest stakeholders in the piracy issue. They depend on software sales to fund their company operations and their future developments. Unfortunately, software piracy is now taking a large amount of the income these companies depend on away from them. As the number of Internet users continues to grow, software piracy will become an increasing problem and businesses will lose even larger amounts of revenue. As their profits decrease, software companies will no longer be motivated to fund development of new products; which will reduce innovation, Consequently, software companies want stronger penalties enforced on all people who illegally copy software; a new and emerging trend being offered on the market is leasing the software. Retailers have taken a stand against software piracy too. Piracy affects all software retailers by forcing them to compete against cheaper pirated software. This competition lowers their profit. As the cost of the software increases, people turn to less expensive illegal substitutes. As for organizations, they provided global services in public policy, business development, corporate education, and the protection of intellectual property right. Intellectual property; refers to the creative ideas, innovative expertise that give an individual, company, or country a competitive advantage. Whereas, intellectual property right is the right to control and derive the benefits from copyright, patents, trade secrets, and trademarks. It is the right to protect those creative ideas. Problems occur because intellectual property is hard to conceive but easy to copy. There are number of agencies that were created to protect intellectual property right such as: †¢ WIPO (World International Property Organization): it is one of the sixteen specialized agencies to encourage creative activity as well as to promote the protection of the intellectual property right. †¢ TRIPS (Trade Related International Property Rights): it is an international agreement managed by the WTO (World Trade Organization). It has minimum standards and requirements for many intellectual property forms. Generally wealthier countries provide stronger as well as stricter protection of intellectual property from piracy. Notably such countries consider these properties more widely than poorer ones. Conclusion Communities whether they are collectivist, individualist, democratic or totalitarian, applying rule of man or rule of law, governments, institutions, organizations, and companies. All of these parties stated clearly as discussed previously, that they are prohibiting software piracy since they are cooperating with each other in minimizing this dilemma or at least to minimizing its effects on organizations. Through forcing laws or through organizations that encourages innovative ideas yet protecting intellectual property rights by forbidding piracy. Such organizations include; WIPO (World International Property Organization), TRIPS (Trade Related International Property Rights), and other related organizations. Software’s intellectual property rights can be protected when following these steps: 1. Writing the name of the author, or the creator on all of the copies that are distributed to the public. 2. Determine the time in which the product was released and distributed to public. 3. Modify the product every now and then. 4. Protect the product against any crises that might put the author’s reputation at risk. 5. Have a specific location for software programs. 6. Save master copies of software. 7. Provide software to only licensed users, and only allow authorized users to install software. 8. Apply security procedures on software used by authorized users only, which can minimize software piracy. In conclusion, the standards of software piracy are explicit. Hence, parties have been hopeful that collective political arrangements and legal actions by companies, associations, governments, and institutions would lead to a decline in global software piracy. Government intervention and collaboration in offering legal protection for intellectual property, and the criminalization of software piracy are unsuccessful in diminishing the dilemma. Even efforts at the international level to get nations to sign treaties and to require them to protect and enforce intellectual property rights according to global, not local, standards have not yielded the desired results. Unfortunately, the ease with which software can be duplicated, sold, and distributed continues to baffle the industry.

Project †Work Life Balance and Stress in Women in Academia Essay

Question 1 1. 1 Conflict> The practice of recognizing and dealing with disputes in a rational, balanced and effective way. Conflict is an expressed struggle between at least two interdependent parties who perceive incompatible goals, scare resources, and interference from others in achieving their goals. † 1. 2 Decision- making > Is the choice of the most suitable way of solving a problem or handling a situation . 1. 3 Communication> Is a means by which the teacher and pupils’ different needs, feelings and attitudes are conveyed to each other in order to establish cooperation and achieve goals. 1. 4 Motivation> Is the process by means of which motives are provided by, amongst others, a manager or situation in order to bring about certain actions and thus to achieve certain goals. 1. 5 Leadership> Leadership consists of actions that help the group to complete its tasks successfully and maintain effective working relationships among its members. Leadership is a set of skills that anyone can acquire Question 2 2. 1. 1 AUTOCRATIC CLASSROOM MANAGEMENT STYLE When dealing with pupil behaviour the teacher will intervene and try to control the behaviour of the pupils. The teacher is mainly interested in the pupils’ completion of tasks and learning performance . Pupils’ participation in the classroom situation is limited to listening, working and doing. The following are some advantages of this approach: ? Some pupils may feel secure in this kind of situation. ? Because the teacher lays down fixed rules and procedures, pupils know what is expected of them and what they can expect in the classroom. The following are some disadvantages of this approach: ? The classroom atmosphere is characterised by competition, unwillingness to work together and poor discipline when pupils are left unsupervised. ? Creative thinking is suppressed. ? There is no cooperation. ? Pupils may develop a negative attitude towards the subject. 1 Student no : 43713009 EDA 201W Ass no : 2 719493 2. 1. 2 DEMOCRATIC CLASSROOM MANAGEMENT STYLE A democratic style of classroom management correlates with an interactive teaching style. This teaching style requires that teachers should have a sound knowledge of their subject and of human nature so that they can encourage their pupils to participate actively and meaningfully in teaching and learning activities. The control of pupil behaviour in the classroom is jointly controlled by the pupils and the teacher. As a management style it requires the teacher to maintain a balance between the task aspect and the human aspect of the classroom situation. Teaching and learning tasks are completed with the pupils’ willing cooperation and co responsibility which are the hallmarks of democratic classroom management. The following are some advantages: ? ? ? Pupils participate confidently in classroom activities. It encourages initiative and creativity. The classroom atmosphere is relaxed, yet productive. ? Pupils feel that they are involved in teaching activities. 2. 2 Five styles of conflict management ? Avoidance: avoiding conflict is a short-term solution because the conflict will not go away. Sometimes, however, avoidance could be a temporary measure to calm emotions. ? Giving in or accommodating: teachers who badly want the pupils to accept them use this style. With this style the real differences are underemphasized. Sometimes teachers have to give in to avoid hostility in the classroom and to ensure that the work can get done. ? Domination: teachers who want to impose their will on pupils use this style. In the long run this style is seldom effective, although teachers sometimes have to dominate. ? Compromise or settle: this style is marked by a search for compromises and settlement. The teacher will try to meet everyone halfway and to let the majority view prevail. Because a settlement might not satisfy everybody, the dissatisfaction could again cause conflict at a later stage. ? Integrate or collaborate: this style is also known as the problem-solving approach. The parties cooperate in order to find a satisfactory solution. 2. 3 A proper balance between the: task-oriented and the human relations aspects, required in every teaching-learning situation , enables teachers to create a teaching-learning situation with a positive atmosphere. Maintaining a balance between the structural (formal) and human relations (informal) aspects requires a holistic approach to classroom management. The combination and integration of these two dimensions represent the actual structure of the classroom situation, which includes all areas of the teacher’s management task. These studies revealed a clear correlation between classroom atmosphere and pupil performance of grade 9 and grade 10 pupils in 12 secondary schools in Ontario as follows: ? Classroom atmosphere has a significant influence on pupil performance. ? Although the personal and social characteristics of pupils are important factors in their school performance, classroom atmosphere is sometimes more important. ? The psychosocial and academic aspects of teaching are interrelated. 2 Student no : 43713009 EDA 201W Ass no : 2 719493 ? Variables that relate directly to teaching-learning activities in the classroom have a special, unique influence on pupil performance. The following are the guidelines for teachers to cultivate positive attitudes in their pupils: ? Put the pupils in the centre. ? Respect pupils’ opinions and treat all pupils respectfully. ? Give pupils a group feeling. ? Help pupils to feel secure in school. ? Make sure that pupils understand their assignments. ? Realise that pupils are children, not adults. ? Deal with individual behaviour problems in private interviews with the pupil rather than in front of the whole class. ? Involve pupils in decision making where appropriate. ? Do not label pupils. 3 Student no : 43713009 EDA 201W Ass no : 2 719493 2. 4 CLASSROOM POLICY 1. In all instances, civility and respect for classmates and the instructor are expected. 2. Book bags, briefcases, etc. are not allowed on your desk during class. They must remain on the floor near your chair. 3. You may not use cell phones in class. a. All ringers must be turned off. b. You may not text message, place or answer calls. c. All earphones, headphones, headsets or any other accessory for your cell phone may not be used in class – that means, out of sight and not on your head or in your ear. 4. You may not use any device (for example, IPod, MP3 player) to listen to or view music or other programming in class. 5. You will be asked to leave class if you disregard classroom policy. ATTENDANCE / WITHDRAWAL POLICY 1. Since the course is conducted in a seminar format, your attendance is mandatory. 2. You will sign the Attendance Signature sheet at the beginning of each class. 3. Your class participation points may be reduced from if you are late in class. 4. You may be withdrawn from COS 133 if you are absent from 20% of the class. LATE WORK 1. No late work will be accepted. MAKE-UP QUIZ POLICY 1. There are no quiz make-ups. No exemptions. GRADING POLICY 1. Your grade for COS 133 will be based on the points you accumulate for assignments, quizzes, and class participation. 2. Your grade for COS 133 is calculated as follows: Topic 1. Assignments 2. Quizzes 3. Classroom Participation Weight 30% 55% 15% 4 Student no : 43713009 EDA 201W Ass no : 2 719493. Topic Weight A 94 -100 1. Assignments 30% A- 90 – 93 2. Quizzes 55% B+ 87 – 89 3. Classroom Participation 15% B 84 – 86 B- 80 – 83 C+ 77 – 79 C 74 – 76 C- 70 – 73 D+ 67 – 69 D 64 – 66 D- 60 – 63 F < 60 1. Assignments = 30 Points COS assignments consist of a variety of activities designed to promote a successful college experience at MCC. Your assignments will consist of reading textbook chapters and answering related exercise questions. In addition, you may be using your MCC student email to submit Web assignments. Assignments are due at the beginning of the class. However, you may submit your assignments before the due date. Distribution of points are as follows: 10 textbook assignments (3 points each) = 30 points 2. Quizzes = 55 Points Quizzes are based on your chapter reading assignments. o You may use your textbook to answer the questions. However, be well prepared for a very challenging quiz. o If you are late for class and miss the quiz, you will receive a zero for the quiz. Distribution of points is as follows: o 11 textbook quizzes (5 points each) = 55 points 3. Classroom Participation = 15 Points Classroom participation points are earned by behaviors that demonstrate o prompt attendance for class 3 o active listening o positive involvement in small group work o thoughtful contributions during whole class discussions o civility and respect for classmates and the instructor Distribution of points is as follows: o 1 point per week = 15 points o You cannot earn classroom participation points if you are absent. MCC REGULATIONS AND POLICIES Academic Honesty Policy In the academic process, it is assumed that intellectual honesty and integrity are basic responsibilities of any student. However, faculty members should accept their correlative 5 Student no : 43713009 EDA 201W Ass no : 2 719493 responsibility to regulate academic work and to conduct examination procedures in such a manner as not to invite violations of academic honesty. Such violations consist mainly of cheating and plagiarism. For more details regarding MCC’s Academic Honesty policy regarding definitions, disciplinary action, and procedure for appeal check the MCC Catalog and Student Handbook or MCC Website. Policy Statement on Sexual Harassment 1. Monroe Community College strives to recognize human dignity and therefore does not tolerate sexual harassment or any other type of harassment within or connected to this institution. 2. Sexual harassment is illegal and unfairly interferes with the opportunity for all persons, regardless of gender, to have a comfortable and productive education and work environment. 3. We are committed to taking all reasonable steps to prevent sexual harassment and to discipline those who do harass. Code of Conduct The following actions or conducts are prohibited. 1. The obstruction or disruption of any College function or activity, including the classroom instructional environment, administration of the parking program and service functions and activities. 2. The detention, physical abuse or intimidation of any person, or threat thereof, or any 4 conduct which threatens or endangers the health, safety, or welfare of any person on College-owned or operated property or at College-sponsored activities. 3. The use of obscene or abusive language or any other means of expression, language, or action which may reasonably be expected to provoke or encourage physical violence by other persons. 4. The refusal to obey any reasonable or lawful request, order, or directive of a College public safety officer, a teacher, College administrator, or any other identified representative of the College. MCC LEARNING CENTERS 1. Monroe Community College has a number of Learning Centers at Brighton (for example, Accounting, Math, Psychology, Writing, the Electronic Learning Center, etc. ) and at Damon (for example, the Integrated Learning Center, Electronic Learning Center, etc. ). 2. Learning centers are staffed with instructional personnel and may be equipped with computers and software to assist students. 3. It is recommended that students use the Learning Centers to get additional help with concepts learned in the classroom and with their homework. SERVICES FOR STUDENTS WITH DISABILITIES 1. Students with a documented learning difficulty should make an appointment with the Coordinator of Services for Students with Disabilities on the Brighton or Damon Campus to arrange for support services. 2. All deaf or hard of hearing students should contact the Counseling and Advising Center. 3. You must provide the instructor with appropriate documentation regarding accommodations within the first two weeks of class. EMERGENCY CLOSINGS 1. If the College is closed due to inclement weather or some other emergency, all Rochester area radio and television stations will be notified no later than 5:30 a. m. 2. In addition, the homepage on the MCC website (www. monroecc. edu) will display a message indicating the College is closed. 3. Please do not call the College to avoid overloading the telephone lines. 5 6 Student no : 43713009 EDA 201W Ass no : 2 719493 CLASS CANCELLATION To access a list of daily class cancellations, you may 1. Call the Public Safety Department (292-2066) at MCC, press 1 for a list of cancelled classes at Brighton and press 2 for a list of cancelled classes at Damon; 2. Go to the Internet, access MCC, go to the A-Z listing to C for Class Cancellations and see the list of cancellations; 3. Check your student email for a cancellation notice from your instructor 6 COURSE SYLLABUS AGREEMENT Detach and return this signed sheet to Professor Rodriguez. ______________________________________ M00______________________ Student’s Printed Name Student MCC College ID Number COS 133 Section Number: _________ Semester / Year: _____________ The Course Syllabus 1. The Course Syllabus (course information sheet) is a written legal covenant between you and your professor. 2. It clarifies the professor’s expectations and your responsibilities. Your professor expects you to meet deadlines for assignments, papers, projects and tests. 3. It is your responsibility to review the course syllabus and clarify any aspect of the syllabus. Therefore, read it carefully and ask questions you may have about its content. Check the appropriate box. I have read the course information sheet for COS 133 – Introduction to College Studies. I understand my responsibilities for this course. I do not have any questions. I do not understand the requirements stated in the COS 133 Course Information Sheet. I will schedule an appointment to discuss my questions with my professor. List your questions for discussion here: ______________________________________ _____________________ Signature Date.