Saturday, March 21, 2020
Tips Tricks How to Use the Control Panel Tips for Using the Control Panel When logged in, you will see a table with a list of all your orders. If you have a total of more than 8 orders, we will split your orders into pages. There are several columns in the table. Column Date shows the date when the order was placed. Deadline column only shows a deadline for orders that are currently in progress and will display late orders in red color. The Progress column displays the progress of the paper. Not every writer keeps the client notified of the progress, so if you feel like you need to know what is going on, click the Request progress update link from the Actions menu. The Writer column will show writer ID. It is done mainly to help you sort the orders by the writer ID, to have the idea how many of your orders are done by the same writer. In Quick actions column you have access to some quick actions you can perform with an order, without accessing the page for that order. Below you can also see a block that is called One-touch support request. This block will help you send a message for any order you have in progress without opening the corresponding order details page. You can send a message to staff or to the writer. This is useful when you have a quick comment for the writer, or when there is no update on the order and you want to notify staff about it. Click on the corresponding order to access a detailed information and actions page. On this page, you will be able to upload additional instructions, communicate with the writer or staff directly.
Wednesday, March 4, 2020
Henry Brown Patents Safer Document Storage Henry Brown patented a receptacle for storing and preserving papers on November 2, 1886 This was a kind of strongbox, a fire-safe and accident-safe container made of forged metal, which could be sealed with a lock and key. It was special in that it kept the papers inside it separated, A precursor to the personal safe? It was not the first patent for a strongbox, but it was patented as an improvement. Who Was Henry Brown? No biographical information about Henry Brown could be found, other than his being noted as a black inventor. He lists his place of residence as Washington DC at the time of his patent application, filed June 25, 1886.Ã There is no record of whether Henry Browns receptacle was manufactured or marketed, or whether he profited from his ideas and designs. It isnt known what he did as a profession and what inspired this invention. Receptacle for Storing and Preserving Papers The box designed by Henry Brown had a series of hinged trays. When opened, you could access one or more of the trays. The trays could be lifted separately. This allowed the user to separate papers and store them securely. He mentions it was a useful design for storing carbon papers, which might be more delicate and could be damaged by scraping against the lid. They could also transfer carbon smudges to other documents, so it was important to keep them separate. His design helped ensure that they didnt come into contact with the lid or the tray above each lower tray. That would minimize any risk of damaging documents when you opened and closed the box. The use of typewriters and carbon papers at this time likely presented new challenges in how to store them. While carbon papers were a handy innovation for keeping a duplicate of typewritten documents, they could be easily smudged or torn. The box was made of sheet metal and could be locked. This allowed for secure storage of important documents at home or the office.Ã Storing Papers How do you store your important papers? Have you grown used to being able to scan, copy, and save paper documents in digital formats? You may have difficulty imagining the world where there might be only a single copy of a document that could be lost and never recovered. In the time of Henry Brown, fires that destroyed homes, office buildings and factories were all too common. Papers being flammable, they were likely to go up in smoke. If they were destroyed or stolen, you might not be able to retrieve the information or proof they contained. This was a time when carbon paper was the commonly used way to make multiples of important documents. It was a long time before the copying machine and before documents might be saved on microfilm. Today, you often get documents in digital form from the outset and have a reasonable reassurance that copies can be retrieved from one or more sources. You may never print them out.
Monday, February 17, 2020
JPMorgan Chase - Assignment Example Any erroneous trades that are discovered are consistently and promptly resolved using a transparent process that applies objective standards. The fourth point is regulating stub quotes and market making obligations. They require all market makers to maintain stub quotes that are bona fide and consider maintaining two-sided stub quotes that do not have to be executed in severe market conditions. They are particularly considering banning all stub notes use. A valid contract is an agreement, legally enforceable, between two or more parties. The parties do not necessarily have to be people must be independent entities. Contracts between consumers and banks must be valid because large amounts of money are usually involved and all care must be taken to ensure that there are no misunderstandings in the contract terms. The parties must be aware of what the contract promises and what it does not promise. There are four elements to a valid contract; competent parties; legal purpose; offer and acceptance; and consideration. Intentional tort actions are activities carried out with the intentional of violating civil rights. The intentional tort can occasionally be transferred when the targeted party is not the party eventually wronged. Any party that injuries party A while intent on injuring party B is liable to party A whom they injured. The tort is negated if the parties involved synonymously consented to the action occurrence, though this is limited to normal consequences such that any consequences outside the normal spectrum could still invite liability.
Monday, February 3, 2020
The value of using the writing process - Essay Example The value placed on writing and reading arises out of the individualÃ¢â¬â¢s shared need to become literate which is an important function in the culture and the society. It is crucial for the writers to generate quality works (Kamehameha Schools, 2007). The value of the writing process is that it requires us to think critically, reflect on our experiences, and examine what is important to us as individuals. Through the natural process of examination and self-reflection, we begin to see ourselves more clearly. The writing process has proved to be valuable for both personal and professional growth. Effective writing process starts with the pre-writing process.When conducting research to form ideas, it is important for the individual to obtain credible academic sources, evaluate opinions, beliefs and biases as relevant to the sources, consider his or her audience, and brainstorm the information gathered. Capella University (2007) states that it is important for the individual to keep track of all the sources and bibliographic information that will be applied in the writing. It is important that the audience be analyzed appropriately in order to meet their expectations. The writer should think hard about the person who will read his piece and what they expect to accomplish from it (Goddard and Hatcher, 2005). To brainstorm the ideas gathered, the individuals should write those ideas in phrases and resist the desire to make any changes or corrections (Capella University, 2007; Bovee and Thill, 2007). Developing a draft is crucial for research and organizing ideas. Most people have issues with their drafts because they either overvalue it or undervalue it. After organizing the points, one can go ahead and begin the draft (Goddard and Hatcher, 2005). Paraphrase the information gathered by presenting it comprehensively, but make sure that the information is rewritten in own words. Paragraphs with similar ideas should be structured together. Each first sentence of the paragraph should be taken as the topic sentence or a mini-main idea (Capella University, 2007). It is important to share the drafts with others and to determine clarity of the points given. An important component of the writing process is revising and editing. The step entails big changes only. In the revising process, delete or move segments that are in the wrong place or unnecessary, and mark the sections where you have omitted something crucial or where you need to support or expand a point (Goddard and Hatcher, 2005). It is also crucial to consider effective synonyms and ensure that thoughts and sentences are complete. This ensures that the phrases or words flow in a logical manner. During editing, one should work on things like word choice, spelling, punctuation, grammar, and sentence structure. In this process, it is important to find someone worthy to read and comment on the piece of writing. One can create a good mutual-aid group who can assist in proofreading the work and making suggestions(Goddard and Hatcher, 2005). The writing process is applicable in all writing to grow and self-respect. Writing skills will assist individuals to succeed in any setting whether academic, professional or personal. In the professional setting, the writing process enhances basic and detailed written communication skills (Bovee and Thill, 2007). Confidence is increased by good writing pieces. Confidence leads to greater success and the pride in own writing initiates the process of self-reflection. Writing is an important learning process because writing skills involve creativity, and informed writing improves knowledge. The knowledge gained is applied to daily interactions. Fitzgerald, Graham, and MacArthur (2008) state that the writing proce
Sunday, January 26, 2020
Engaging In Comparative Education Education Essay Introduction It is in the very nature of logical activity to make comparisons. Comparing is a elementary part of thought process which enables us to make sense of the world and our experience of it. Indeed, it can be said that only by making comparisons can we properly defend our position on most questions of importance which requires the making of the judgments. Comparing causes us to make statements to the effect that one thing is intellectually or morally preferable to or more effective or better than the other, and this can be clearly exposed in the education field, where the quest for improvement for doing things better is always compelling. In a world which is mainly focused on intense global economic competition and growing beliefs in the key role of education as the source of potential advantage, governments have become increasingly obsessed with the international rankings of measured educational outcomes. Educational policy is increasingly driven by national attempts to copy the perceived advantage associated with the educational strategies and techniques of other countries. Margret Brown argues that documenting practices in high-scoring countries that give ideas for change are very important (as cited in Broadfoot 2000, p.361). It would be at least as important to find out why similar projects have not been successful in other countries. (Shorrocks-Taylor Jenkins 2000, p.16) It is crucial to assess any suggested practices from one country to another. Teachers and the general public need to be informed about the problems of putting something borrowed into practice and reform ideas from other countries to our own system. The increasing international importance of a policy discourse of learning in relation to conventional educational institutions such as schools and universities, reflects the contemporary understanding of the implication of the knowledge society (Broadfoot 2000, p.358); It is of great potential and inevitability for the whole population to be capable and disposed to take advantage of the new methods for accessing new knowledge that information and communications technology is making available. This also reflects the growing recognition that learning is not equivalent with teaching. Todays growing concern is lifelong learning which is powerfully described in a recent European Commission report: The Treasure Within. (Broadfoot 2000, p.358) Different perspective of comparative education by different scholars Antoine Jullien de Paris in 1817 saw comparative education as an analytical study of education in all countries with a view to perfect national schooling systems with adaptation and changes from which policymakers can borrow ideas to implement in their own-country (Bray 2007, p.1). In Hans view the utility of comparative education was that type of education which analyzes comparative law, comparative literature or comparative anatomy in order to highlights the differences in the forces and origins that create the differences in the educational systems (C.S. Oni 2005, p.244). Lewis approached the issue of comparative education in terms of an Island formation. Lewis asserted that, no country is an island; that each is a part of the world; therefore, no educational system anywhere in the world is worth anything unless it is comparable to some other systems in the world.(Quoted from C.S. Oni 2005, p.244). Comparative education for Blishen is the branch of educational theory that has to do with analyzing and interpreting the educational practices and policies in different countries and culture (C.S. Oni 2005, p. 244). Le Thanh Khoi believed that comparative education is a multidisciplinary area when he said that it is not strictly a discipline, but a field of study covering all the disciplines which serve to understand and explain education (quoted from Bray 2007, p. 35). In addition to learning about other people and cultures, comparative education also helps the researcher to know about oneself. As George Bereday puts it: It is self-knowledge born of the awareness of others that is the finest lesson comparative education can afford.(Quoted from Kubow Fossum 2003, p. 11). With the enhancement of nationalism and the increasing importance of the nation states in the beginning of the 19th century comparative education was pushed ahead. The objective was to learn useful lessons from foreign countries, especially concerning education systems. This contained a very colonialist view of the western societies on the foreign countries. School systems were seen as a resource of new educational ideas, which could be borrowed to improve the own school system. Comparative education transferred itself from highly pure description level to a more sophisticated analysis. With the rise of the social sciences in the 1950s the historical aspect became insignificant. Instead comparative education was introduced as a true science by using statistical techniques and more quantitative methods. The main approach was structural functionalism. The aims of comparative education: The aims of comparative education are to describe educational systems, processes, and ending products as well as to assist in the development of educational institutions and practices. It also highlights the relationships between education and society and establishes generalized statements about education that is valid in more than one country. Comparative education also deepens our understanding of our education and society; it can be of great aid to policy makers and administrators; and can be of great asset in the education of teachers (Bray 2007, p.15). Comparative research also helps us understand better our own past; locate ourselves more exactly in the present; and see more clearly what our educational future may be. Comparative education gives the researcher the ability to describe what might be the consequence of certain courses of political and economical action, by looking at experience in a range of countries. From the theories mentioned above extracted from different sch olars, we can see that comparative education facilitates the researchers to learn from the accomplishment and faults that other countries have made in the process of solving similar educational problems. The focal point of comparative study in education is the collection and categorization of information, both descriptive and quantitative. As Sadler stated in one of his lectures delivered in 1900: In studying foreign systems of education we should not forget that the things outside the schools matter even more than the things inside the school, and govern and interpret the things inside. We cannot wander at pleasure among the education systems of the world, like a child strolling through a garden, and picking flowers from one bush and some leaves from another, and then expect that if we stick what we have gathered into the soil at home, we shall have a living plant. A national education system of education is a living thing, the outcome of forgotten struggles and of battles long ago. It has in it some of the secret workings of national life. (Quoted from Philips in Alexander et. al 1999, p.19). On Comparing The comparative education researcher should go far from the familiar to see the unfamiliar to make the familiar strange, in order to broader the principles, geographical and epistemological view (Broadfoot 2000, p.363). When comparing in education researchers are producing a variety of descriptive and explanatory data which differ from micro to macro comparative data analysis, allowing us to see various practices and procedures in a very wide context that helps us to throw light upon them (Sultana as cited in Borg 2009, p.21). While less developed countries have a tendency to look at more developed countries to learn from them, more developed countries tent to look at countries that are on the same economic and educational level to make cross-national comparisons. Examples of this are number of countries that looked at USA as their model. Switzerland in mid-1990 apart from looking up to USA, it also hired American consultants to develop a reform package for schools (Steiner- Khamsi 2002, p.76 as cited in Bray 2007, p.18). On the other hand, America learned also from other countries (Levin 2010, p.96 in www.kappanmagazine.org) like East Asia, (Bray 2007, p.21-22) where the US department of education made an intensive study of Japanese education and came out with 12 principles of good practices. Educators and policy makers went to Finland, which is the top-performing country in the first three rounds of PISA, in order to find the key to education success to achieve high marks in PISA. Private companies like Cisco and McKinsey, are issuing reports on the quality of education around the world. Comparisons across time provide information about improvement or decline over the years like comparing the different periods in the history of education. These comparisons though are limited in the nature of the reference groups or criteria used: that is they are usually limited to school systems similar to those being evaluated. When policy makers look at the past to learn for the future as the British policy makers used to do in 1980s to make comparisons with their own past rather than with other countries. Sometimes the reason to compare with the predecessors is to see how the society has developed as well as to learn from the mistakes that were done in the past (Bray 2007, p.23, Bradburn Gilford 1990, p.2). Comparisons with other localities or between states, provincials and regions compare similar local educational systems within the same state, or with those in other states or the nation as a whole. Comparisons with other states or the nation as a whole have the advantage of comparing between educational systems that are broadly similar. They provide information on particular nations level of achievement in education to the much broader area of the worlds education system (Bradburn Gilford 1990, p.2).Example of such comparison is the comparison between the education systems of Hong Kong (Bray 2007, p.131) or the education systems of Macao (Bray 2007,p.134). When comparing the researcher has to identify the areas; countries or places, and cannot be generalised. As Le Than Khoi (in Sultana as cited in Borg 2009, p.16) gave the example of the Mediterranean. There are too many differences in the region that we call the Mediterranean to make it the object of comparative analyses. Culture is an important factor when comparing places. An example of this is the result that Finland got in the PISA in 2002 compared to other places which was based on the reading competences. Finland achieved well as it has centuries of cultural tradition that long promoted the reading ability (Bray 2007, p.167). A comparative education researcher must try not to be prejudiced either on political, national, religious, racial, gender or ideological aspects. It is crucial that the paradigms used are relevant to all geographic areas and nations that are included in the study. Differences between inter and intra-national research present challenges in comparative research that must be recognized. Such differences are often significant resource of cultural variation (Bradburn Gilford (1990), p.21). The contribution of developing countries in international studies adds information to the development of local research capacity and also widens the sample of participating countries. Third-world participation develops North South dialogues as well as East- West linkages as it serves as a good source for building trust and co-operation (Bradburn Gilford (1990), p.22). As the economic sector is increasing its value and the importance of having a sound education system, the business and industry sector may consult comparative educational studies in their international planning. Textbook publishers, developers of educational software and other educational traders use comparative education to categorize the needs and markets for new products. So the question raised is In whose interests do the education system and decisions taken, work? (My lecture notes). Though comparisons in education are of great benefit there are also who is sceptic and critic about it. There is the belief amongst these that comparative research will lead to a homogeneous-world approach to education that impede proper attention to each countrys unique history, culture, and people.(Bray 2007, p.178). This idea comes from experiences with international institutions that forced economic policies that had negative consequences in less-developed countries. It is vital for policy makers to keep in mind that not all the methods of any country can or should be put into practice in other countries. (Lavin 2010, p.96 in www.kappanmagazine.org, Stromquist 2002, p.87) It is important that insiders and outsiders work collaboratively in order to research and development work that is more sensitive to local, social constructions of reality. (Crossley 2002, p.82) Education research projects and organizations: As global economic competition increases, increases also the beliefs in the education as the source of marginal advantage, governments have become increasingly obsessed with the international rankings of measured educational outcomes. However the issue and impact of power on the educational institutions differentiate form in society to another. It is becoming important more than ever as the decision making in education is changing considerably. The main actors are no longer those most affected by education like the students, parents and the teachers but rather private agencies and international financial institutions (Stromquist 2002, p.87). International agencies compare patterns and results in different countries in order to improve the advice that they give to national governments and policy makers. The UNESCO, World Bank and OECD are amongst international agencies each emphasising their own aims varying from pedagogy, curriculum, economic and financial matters, which play an important part in the education arena. Their aim is to assist countries in designing and implementing successful policies to address the challenges that the educational systems are facing. They also create schemes for promoting lifelong learning in relation with other socio-economic policies (Bray 2007, p. 31). New ideas gained from international studies such as PISA, TIMMS and Survey -Lang can be tried to see if they will improve the education system and to understand why the performance of students in different countries differs (Shorrocks-Taylor Jenkins 2000). Since the late 1950s with the founding of the International Association for the Evaluation of Educational Achievement (IEA) such large scale comparative studies have taken on considerable significance in education. From the beginning the IEA has been committed to studying learning in the basic school subjects and to conducting on a regular basis survey of educational achievement. Over time, these outcome data have been increasingly linked to analyses of the effects of curriculum and school organization upon learning and the relationship between achievement and pupil attitudes (Shorrocks- Taylor 2000, p.14). There are different methods on how to measure the comparative aspect which differs from theoretical grounded studies intended to build or test complex models of educational systems to descriptive studies whose purpose is to monitor different features of educational systems, practices and outcomes. The purpose of theoretically oriented studies is mainly to examine relationships among variables and look for casual explanations. It is designed to examine links between school achievement and such characteristics as curricula, teaching methods, family expectations and funding levels. These highlight the level of differences between schools or classes as well as on differences between students as the unit of analysis. (Bradburn Gilford 1990, p.5) Belatedly, the intensification of international competition, spurred on by globalization, neo-liberalism and marketizing, has major implications for cross-national studies of educational achievement, for those engaged in or dealing with the powerful influence of national and international league tables, and for the theoretical frameworks that we employ in our analyses. If the funding of research is increasingly linked to commercial interests, for example, the potential for critical theory, or for alternative cultural perspectives to influence the construction of new knowledge, may be increasingly challenged. Questions of power and whose knowledge counts?, in the process of development arise, perhaps, more strongly than ever before ( reference from my lecture notes). As Sultana stated, comparative education should go further than the concern with comparing like with like (Sultana as cited in Borg 2009, p.9). It focuses more on finding a particular point from where educational and related social phenomenon can be seen from different perspectives; create a deeper understanding of the dynamics as well come up with new ideas. Comparative education provides insights on higher education, educational innovation, teacher education, power and education researches each bringing the experience of the researchers country, or the country or the countries that researcher has studied and came together in order to share these issues in debating sessions. Comparative education and globalization: In a globalise world, schools have come under greater national enquiry regarding the ways they can contribute to or delay a national progress. Claxton (1998) has described the rapidly-changing times we are living as the Age of Uncertainty in which it is impossible to predict the state and shape of the world in few years time (as cited in Broadfoot 2000, p. 358). The educational world today encounters systems which may eventually prove to be a revolution in what is to be taught, to whom and how, since, as Edmund King implies, all its established systems were developed for a world that no longer exists (quoted in Broadfoot p.267). Accountability and educational transformation rose questioning on the education process itself. The heightened interest in and concern over education has encouraged educators to re-evaluate in the light of new global realities, the purpose of schooling, the underlying theories about the relationship between education and development and questioning about educator professionalism. (Watson as cited in Crossley 2002, p.81) The ways in which educators in different countries view these issues and the strategies employed to address them must be understood in the light of different cultural, social and political context in each country. By viewing the educational issue from the perspective of two diverse countries the researcher can identify factor that might be missed when viewing the issue within the context of own country alone. If the research area is related to researchers own cultural environment, it is not always easy to perceive its special characteristics. The case may appear too understandable and non-problematic. A fish cannot see that it is living in water (quoted in http://www2.uiah.fi/projects/metodi/172.htm). Multiple cultural perspectives thinking and analytic frameworks from a multiplicity of disciple the research would provide an international context as well as tools for opening perspective to enhance the way of seeing education. Critical thinking on Comparative education: Comparative education and the critical perspective taking that comparative inquiry, help the researcher to go into a deeper analysis of the relationship among society, development, education and the role that citizens either directly or indirectly play in the education process. Through the development of comparative thinking skills researchers should be able to undertake analyses of their home cultures and systems with a more understanding of the various cultural factors at play. Comparative education encourages both researchers and educators to ask questions like: What kind of educational policies, planning and teaching are appropriate and for what kind of society? The field of comparative education focuses attention on what might be appropriate and inappropriate policy while encourage awareness of philosophies underlying educational policies and encourages interdisciplinary critique. (Klein 1990, 1996, Epstein 1983 as cited in Kubow Fossum 2003, p.7). Comparative education is beneficial and necessary not only for scholars and policy makers but for education practitioners as well. As Gutek said, teachers function in two dimensions: as citizens of particular nation-states, they foster students national identity; and second as citizens of a global society, they recognize that possibilities of humans growth and threats to human survival going beyond national boundaries (Gutek 1993 as cited in Kubow Fossum 2003, p.251). Teachers must learn to look at other equivalent classroom and school practices throughout the world. As Stake (1978) said we observe that people intrinsically pursue the general by looking at the specific. People make sense out of the new circumstances they encounter by comparing that particulars to the universe that includes their own frames of reference. We have named the process of performing cross-cultural investigation and then deriving insights from these investigations the skills of comparative perspective takin g (quoted in Kubow Fossum 2003, p.252). Schools are compared with arenas which constitute tension and combination of forces. In order to understand and control such condition, involves critical skills and the ability to understand the political underlining of societal and educational circumstances (Kaplan 1991 as cited in Kubow Fossum 2003, p. 252). These kinds of critical thinking can promote critical questions like: What is the intention of schooling? What are the equitable education and who decides? What is the appropriate balance between educator authority and accountability? What factors reinforce or hinder teacher professionalism? (Quoted from Kubow Fossum 2003, p. 252). The field of comparative education continues to define its identity and significance in the new thinking about education, society, colonialism and development. Ideas from post-foundational thinking, post-modernism, post-structuralism and post-colonialism, are of great importance in comparative research because they deal with common metanarratives of progress, modernity, dominance and subordination that there have been the fulcrum of the main ideas in comparative education.(Mehta Ninnes 2003, p.238), Crossley 2002, p.82). Examples of Case studies: Case study 1: Comparing literacy The usefulness of comparative education is seen in the number of different case studies. An example of a case study is Literacy skills in Maltese-English bilingual children by Rachael Xuereb (2009). The study examines the reading and phonological awareness skills in English and Maltese of children whose mother tongue is Maltese and second language English. A sample of 50 typically developing Maltese children aging between 8 years 0 months to 10 years 5 months was chosen to participate in this study. The children acquired Maltese as a first language within the family and later acquired English as a second language through Kindergarten and/or the early school years. The participants in this study attend a church school situated in the south-western part of the island. Since children star going to school at the age of 5 years, the children have been learning to read in Maltese and also in English. For the purpose of this study, Maltese reading and reading-related tests were created to parallel the UK and US standardised assessments. All the children sat for the novel tests and the standardised tests. According to the results found by Xuereb, Maltese children read better in Maltese than in English, which is the language of instruction in most of the subjects. Each child was tested on the following measures in both languages: word and non word reading, non word repetition, spelling, segmenting words and non words elision, rapid naming of letters, numbers and colours, forward memory for digits. Increasing research has addressed this issue for bilingual students, in relationship to whether phonological awareness in the first language predicts phonological awareness in the second language (Quiroga, Lemos-Britton, Mostafapour, Abbott Berninger, 2002). Studies comparing first language and second language decoding skills in readers of different orthographies suggest that these skills are positively correlated and that individual differences in the development of these skills can be predicted on the basis of underlying cognitive and linguistic abilities such as phonological skills, memory, orthographic knowledge and speed of processing (Geva Wade-Woolley, 1998 as cited in Xuereb 2009, p.331). This study aimed to find answer for how do Maltese-English bilingual children perform on reading and phonological tasks and to verify whether prior findings of cross-language transfer from first language phonological awareness to reading or to second language phonological awareness be replicated in this sample of Maltese-speaking students. Case study 2: Comparing the role of gender and age on students perceptions towards online education. This study conducted by Fahme Dabaj, and Havva BaÃâ¦Ã ¸ak, was conducted in order to question and analyze the perceptions and attitudes of the students to online distance education by means of email and the World Wide Web as the method of delivering instruction through on-line diploma programs offered by Sakarya University in Turkey with respect to their age and gender. The research was based on a questionnaire as a mean of data collection method. The findings of the analysis explained that although the students registered to the online program by will, they preference was for the traditional face-to-face education due to the difficulty of the nonverbal communication, their lack of ability in using the technology required, and their belief in traditional face-to face learning more than online education. The research methodology of this study used the quantitative statistical methods and techniques such as significance differences, correlation and the cross-tabulation distribution to find out if there is a significant relationship between the independent and the dependent variable questions, measuring the role of age and gender of students towards their perceptions regarding distant education. The quantitative data was collected by survey questionnaire and was analyzed via quantitative statistical methods. All the students enrolled in the distance education programs and the online courses in the autumn term of the 2005/2006 Academic Year took part in the research. Regarding gender, the results proofed that the female students have a better awareness of the online education contrasting to the male students. Regarding age, the results showed that the older the students preference moves towards attending face-to face classes. Case study 3: Comparing different Art methodologies. I also attempted to make a small comparative study in which I compared Art methodology adopted in a state school compared with that adopted by the Verdala International School. The Verdala International is a co-ed international school in which foreign students resident in Malta can attend. The Art department in this school in based on two Art Programs; the IG which is equivalent to O level exam and the IB which is equivalent to the A level exam. My research was aimed at bringing out the difference in teachers and students approach towards the subject. The first difference which I pointed out was the level of organization in the state schools Art room in comparison with the organized chaos that ruled in the Verdala International. Both teachers response to my comments about the Art room environment was that it reflects the methodology they adopt towards the subject. Art lessons in the state school are more structured; students have to follow rules which hinder them from using their imagination freely. In both schools the lessons where introduced in the same manner there was a lot of teacher talk with the teacher orchestrating the whole thing. The children were only asked to participate when the teacher asked them for suggestions. The two lessons differed in the way they developed while in the state school, the students followed the traditional method by copying the teachers examples from the whiteboard and were very limited in experimentation, at Vedala international the students were much freer to experiment and be creative. The reason was that although the Art syllabi of both schools are very similar, the methodology adopted is different. The teacher at the state school believes that in order to break the rules in Art first the student has to learn them by using the traditional method by copying. While Art lessons at the state school are more exams oriented, although at Verdala International they do have an end of year test, the focus is more on helping students develop creative ideas. During my observation sessions at the state school, which were carried out in the beginning of November, the teacher consistently reminded the students about the exam. On the other hand at Verdala International the final test was never mentioned. At the Verdala International I also tried to compare Maltese students who have been to a state school and are now attending Verdala International with foreign students who had been attending to Art classes in their own countries are now at Verdala. The aim of such comparison was to identify students perspectives of the methodologies used for the teaching of Art in Malta and abroad. The foreign students interviewed were from Italy, USA, Sweden, Germany, Russia and England. From the response given it resulted that the conservative Art methodology used in Maltese state schools is very similar to that in Russia and in the early years of the middle school in Germany. Lessons at Verdala International are more similar to those in Italy where the students are active participants and able to take decisions on what they should do. While in state schools every lesson planned out by the teacher following the syllabus that is to be covered, at Verdala International the lesson is in the form of a group discussion. Each student decides on a theme that he/she would like work on and the teacher will facilitate his learning. This way, different students might be working on different projects unlike in state schools where everyone would be doing the same thing. Maltese students prefer more the methodology used at the Verdala International than the Art methodology used in the state school. The research methodology of this study consisted of observation sessions, interviews with students both on individual bases and in groups, and interviews with four teachers (one at Verdala International and 3 at state school). The number of students that took part in this study was 45 students (22 at Verdala International and 23 at state school). Conclusion The comparative education area is composed by what researchers declare about its nature, origins, purposes, futures, by the truths people support and by the struggle over what made true comparative education (Mehta Ninnes 2003, p.240). The significance in studying this area using intellectual accuracy, the working and foreign systems of education will result in our better fitted to study and understand our own w
Saturday, January 18, 2020
Ms. Beyer CDEV 8-930am 16 Oct. 2012 Group Oral Presentation Topic: ADHD is a problem with inattentiveness, over-activity, impulsivity, or a combination. For these problems to be diagnosed as ADHD, they must be out of the normal range for a child's age and development. Symptoms The symptoms of ADHD fall into three groups: Lack of attention (inattentiveness) Hyperactivity Impulsive behavior (impulsivity) Some children with ADHD primarily have the inattentive type.Others may have a combination of types. Those with the inattentive type are less disruptive and are more likely to not be diagnosed with ADHD. Inattentive symptoms Fails to give close attention to details or makes careless mistakes in schoolwork Has difficulty keeping attention during tasks or play Does not seem to listen when spoken to directly Does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace Has difficulty organizing tasks and activitiesAvoids or dislikes tasks that r equire sustained mental effort (such as schoolwork) Often loses toys, assignments, pencils, books, or tools needed for tasks or activities Is easily distracted Is often forgetful in daily activities Hyperactivity symptoms: Fidgets with hands or feet or squirms in seat Leaves seat when remaining seated is expected Runs about or climbs in inappropriate situations Has difficulty playing quietly Is often Ã¢â¬Å"on the go,Ã¢â¬ acts as if Ã¢â¬Å"driven by a motor,Ã¢â¬ talks excessively Impulsivity symptoms:Blurts out answers before questions have been completed Has difficulty awaiting turn Interrupts or intrudes on others (butts into conversations or games) Key Terms ADHD- Attention deficit hyperactivity disorder Research techniques Finding Causes and better treatments. Behavior management. Time-out and reward systems can help a child with ADHD learn appropriate behaviors for the classroom and home. Parent training in behavior management skills is conducted during a series of 6 to 1 2 counseling sessions of 1 to 2 hours a week.Social skills training. These techniques help the child learn to be less aggressive and impulsive, to manage anger, and to behave in a more socially acceptable way. Counseling, including family therapy. All household members can benefit from learning methods to deal effectively with ADHD behavior. Medications The most common type of medication used for treating ADHD is called a Ã¢â¬Å"stimulant. Ã¢â¬ Although it may seem unusual to treat ADHD with a medication considered a stimulant, it actually has a calming effect on children with ADHD. Evidence of topicADHD research is the expansion of knowledge in genetics, brain imaging, and behavioral research is leading to a better understanding of the causes of the disorder, how to prevent it, and how to develop more effective treatments for all age groups. Focus Ã¢â¬â Proven Natural ADHD Remedies for people of all ages. Resources used Attention Deficit Hyperactivity Disorder in Adults: Impl ications for Theories of Diagnosis Stephen V. Faraone Current Directions in Psychological Science , Vol. 9, No. 1 (Feb. , 2000), pp. 33-36 Reseach base resources on specific disabilities. Dr. Barbara Smith & Kyrie Dragoo Research Analysts, NICHCY
Thursday, January 9, 2020
Buying Essay Topics for 3rd Graders Drunk drivers ought to be imprisoned on the very first offense. Are you trying hard to find quality writers. Imagine you're a superhero. Absolutely free creative writing prompts, but it's the pieces of explanations. Scholastic's story like wisdom. however, it also helps children in writing prompts. Additionally, the topic should be an engaging one because keeping a third grader's interest can be hard for longer intervals. Persuade your sister or brother to assist you talk your parents into something you would like to do. Any parent knows how difficult it's to retain a kid's interest. Our aim is to just write two days each week. Make sure that you are really interested in the matter, because otherwise you will have no confidence, which is a significant aspect when convincing somebody. Describe something which you find to be somewhat scary. Describe something which you used to enjoy that at this point you find embarrassing. Persuade your friend to see the movie you desire. Suddenly you end up transported into somebody else's life. Write a story about something fun which you did with friends and family during the summertime. Write about the something that you enjoy the most about yourself. Have you got any essays For instance, some individuals really hate spiders. Describe what might take place if the entire world become a desert. Imagine you're a mountain and you're sitting and watching the world. Write a story about just what the world appears like under ant rulers. Hearsay, Lies and Essay Topics for 3rd Graders Third graders can write awesome persuasive essays should they have a few really exciting suggestions to work with. Yearly driving tests ought to be mandatory for the initial five years after obtaining a license. Describe a grade when you've been lost. Third grade is frequently the year when students first start to experiment with structured writing, like the expository essay. School should occur in the evenings. Colleges are not searching for perfect men and women. Junior students in schools slowly know more about the environment. Think of your favourite year in school. Imagine you had the ideal room to do your homework. As you pay for homework, we provide those options free of charge. Ok, without further ado, here's a fabulous collection of journaling prompts written particularly for third-grade kids. A minumum of one parent should work at home. It appears to me that the board is attempting to find money from the insurance provider that isn't really justified. If you need an example written by means of a student check out our vast selection of completely free student models. You would like to get credit for the difficult work you did. There's no electricity or phone support. The ideal picture books are so far more than they appear. What the issue of ohio. Even figuring out the topic is a tough task. Start with deciding on a topic that you believe is interesting and which you already know a lot about. Writing is among the critical skills that students have to learn and attempt to perfect. Students ought to be permitted to pray in school. School tests aren't powerful. Parents of bullies should need to pay a fine. Kissing in public ought to be banned Men ought to be sent to a different planet. Pregnant couples should get parenting lessons. Teens should have to take parenting classes. They should be able to choose their bedtime.
Wednesday, January 1, 2020
Jenny Nguyen Literature Biegelman 13 December, 2015 Slavery: Beyond the Truth and Reality Ã¢â¬Å"The white man s happiness cannot be purchased by the black man s miseryÃ¢â¬ (Frederick Douglass). Throughout the years, the guiding question was to determine whether or not slavery should be abolished. This is essential to better understand what humans are capable of doing. By deciding whether or not slavery should be abolished, the sense of right and wrong becomes more apparent. Frederick Douglass was a slave born and raised in Maryland. Although he lived a atrocious childhood, through self perseverance, he improved his life, and latter became an influential abolitionist. Frederick Douglass writes a persuasive narrative expressing his emotions,Ã¢â¬ ¦show more contentÃ¢â¬ ¦He uses Pathos in this context as he talks about his emotions towards Mrs. Auld. Since Douglass grew up without having someone to fully care for him, Mrs. Auld was another Ã¢â¬Å"mother figureÃ¢â¬ to him. She treated him fairly and did not let the fact that he was a slave blind her from being cruel towards him. In the point of view of Douglass, proves to the readers that she was genuinely kind. He states his argument in such a way that one cannot ever look to Mrs. Auld as if she were ever to be cruel as she is now. However, her downfall came as she practiced her husbandÃ¢â¬â¢s behaviors. With this, it becomes more apparent how a sweet a person as Mrs. Auld can change into someone who is more malevolent than her husband. Douglass expresses the horrid scenes of a young girl being whipped. Ã¢â¬Å"I have seen him tie up a young woman and whip her, causing the warm red blood to dripÃ¢â¬ (44). Douglass uses imagery to describe the horrid scene that he has encountered. He feels bad for the girl for she was tired up. Using Pathos, Douglass describes the countless times that he has witnessed slaves being whipped and mistreated to gain sympathy from the readers. In brief, Douglass talks about how a poor man was, Ã¢â¬Å"Immediately chained and handcuffed; forever sundered, from his family and friends, by a hand more unrelenting than deathÃ¢â¬ (23). In this situation, Douglass talks about family and the significance of it. While the man was being chained away, the biggest fear was
Tuesday, December 24, 2019
Post Ã¢â¬âTraumatic Stress Disorder (PTSD) Melissa DiMichele Psychology 100 June 10, 2011 Abstract Post-Traumatic Stress Disorder also known as PTSD is an emotional condition that can develop following a terrifying or traumatic event. Post-Traumatic Stress Disorder also known as PTSD is an emotional condition that can develop following a traumatic or terrifying event. PTSD has only been recognized as a diagnosis since 1980. This emotional disorder was brought to public attention after soldiers would return home and often referred to as Ã¢â¬Å"shell shock or combat fatigueÃ¢â¬ . This Disorder can occur at any age and affects approximately eight percent of the adult population.Ã¢â¬ ¦show more contentÃ¢â¬ ¦First, 2000). Some people may even try to block out part of the events that occurred all together. A similar disorder in symptoms is known as Acute Stress Disorder. The difference between these two diagnoses is that acute stress disorder only last two days to four weeks and requires less symptoms to make a diagnosis. Research has indicated that people who have experienced and extreme amount of stress or traumatic event sometimes have a smaller hippocampus region of the brain in adults with chronic PTSD and early childhood trauma. This is the part of the brain that is responsible for memory. The reduction in size may be caused by a combination of the environment and genetics (NARSAD.com). People who are diagnosed with this disorder are more likely to have trouble with relationships, smoke cigarettes, abuse drugs and or alcohol use. If PTSD is left untreated it can have devastating lasting effects. PTSD is not easily treated. Sometimes people can not only suffer mentally but have physical impairments from the event as well. This can make it hard for them to obtain the treatment they need. A combination of medications and psychotherapy is usually recommended and is the most effect form of treatment for PTSD. The earlier a person seeks treatment for this disorder the better the outcome will be. The medications are used to help people cope with their emotions while the psychotherapy will helpShow MoreRelatedPost Traumatic Stress Disorder ( Ptsd )989 Words Ã |Ã 4 Pages Post Traumatic Stress Disorder Sarah Batson Eastern Florida State College, Melbourne CLP 2140 03M Abstract In today s society, it has become prevalent that the amount of individuals suffering from mental illnesses is rapidly increasing. This paper will focus on one of the disorders associated with mental illness Ã¢â¬â Post Traumatic Stress Disorder. The introduction will define and describe the disorder, and the following paragraphs will discuss causes, symptoms, target populationsRead MoreQuestions On Taking Back Your Life Essay1613 Words Ã |Ã 7 PagesLife Abstract Humans desire to experience life to the fullest extent as our cognitive abilities allow. Unfortunately unhealthy stimuli from traumatic experiences severely hinder our abilities to communicate to ourselves and others, both verbally and nonverbally, while navigating through life. Some of these unhealthy stimuli result in severe mental illness and on a lesser extent yet still pervasive in our culture are early life adversities including physical and verbal abuses and post traumaticRead MoreThe Effects Of Post Traumatic Stress On Brain Functioning1748 Words Ã |Ã 7 PagesHypothesis and Aims The aim of this study is to assess the effects of post-traumatic stress on brain functioning, in particular executive functioning and information processing of children and adolescents. This study also aims to evaluate prazosin as a treatment for post-traumatic stress disorder in children and adolescents. Specifically, the study focuses on the treatment of sleep disturbances such as insomnia, nightmares and altered sleep schedules. The hypotheses of this study is that the subjectsRead MorePost Traumatic Stress Disorder ( Ptsd )3157 Words Ã |Ã 13 Pages Post-Traumatic Stress Disorder and its Relation to Military Service Members Brianna C. Smith Paine College Ã¢â¬Æ' Abstract This paper explores post-traumatic stress and how it is seen as a disorder. Post-traumatic stress can manifest into post-traumatic stress disorder. The evaluation and review books and articles seem to reveal a relation to these symptoms and military member, either active or non-active veterans. These symptoms do not manifest strictly into the full-extent of the disorder in allRead MoreInterventions For Children Exposed At Intimate Partner Violence1421 Words Ã |Ã 6 PagesMarie Garza Florida Atlantic University Abstract Recently, it has been acknowledged that not only does intimate partner violence affect the victim, but it may also cause psychological damage to children who may be exposed to it, both directly and indirectly. This paper will aim to examine two types of evidenced-based interventions available for children who have been exposed to intimate partner violence and have developed Post Traumatic Stress Disorder as a result. The analysis provided forRead MorePost Traumatic Stress Disorder ( Ptsd )2740 Words Ã |Ã 11 PagesPOST TRAUMATIC STRESS DISORDER Preview of Post Traumatic Stress Disorder Post Traumatic Stress Disorder, PTSD for short, is a mental health state that is provoked by experiencing or seeing a horrifying event. Some symptoms of PTSD can include flashbacks, nightmares and anxiety. There are many types of PTSD that will be discussed. Along with the services these victims may receive, the various treatments they can get, and the outcome of each of these treatments. Often times people can experienceRead MorePost Traumatic Stress Disorder (PTSD) Essay4334 Words Ã |Ã 18 PagesPost Traumatic Stress Disorder (PTSD) has been the focus of considerable attention, and some controversy, since it was formally recognised in 1980 by the American Psychiatric Association. This essay will discuss the history of this relatively new diagnosis and its place within the DSM-IV-TR, whilst three perspectives of pathological reaction to trauma, namely, socio-cultural, psychological and biological factors will also be compared. In conclusion this essay will discuss how the three perspectivesRead MorePost Traumatic Stress Disorder ( Ptsd )3279 Words Ã |Ã 14 PagesAbstract There is increasing awareness surrounding rates of Posttraumatic Stress Disorder (PTSD), especially within the youth population. Eye Movement Desensitization and Reprocessing (EMDR) has shown that it can be an effective therapy choice for youths suffering from PTSD. Although EMDR was originally created used with Adults, it has shown to be efficacious when implemented with youths as well. For the purpose of this paper, the term Ã¢â¬ËyouthÃ¢â¬â¢ can refer to any minor over the age of six. This paperRead MoreAcute Stress Disorder3168 Words Ã |Ã 13 PagesAcute Stress Disorder Brett D. Klawitter Liberty University Abstract Acute Stress Disorder or ASD is a phenomenon that happens during or shortly after a traumatic event. It can affect people in many different ways but it is usually debilitating for up to one month. There has been controversy and stigma attached to the diagnosis of ASD since it was first added to the DSM-IV. This paper will illustrate the definition of ASD, the diagnostic guidelines, the difference between ASD and Acute StressRead MoreThe Traumatic Stress Disorder ( Ptsd )2891 Words Ã |Ã 12 Pages Post- Traumatic Stress Disorder Introductory Psychology Psych 1101 - Spring Semester 2015 B. Moser March 30, 2015 Karen C. Lewis Abstract Imagine your worst nightmare. Now imagine your worst nightmare relived over and over again, but never being able to get away from the intruding thoughts about it or flashbacks from it. For someone with Post Traumatic Stress Disorder, this is the everyday hell that they encounter. Post-Traumatic Stress Disorder or PTSD, is a silent attacker that at
Monday, December 16, 2019
The First Galactic Empire had endured for tens of thousands of years. It had included all the planets of the Galaxy in a centralized rule, sometimes tyrannical, sometimes benevolent, always orderly. Human beings had forgotten that any other form of existence could be. We will write a custom essay sample on Second Foundation Prologue or any similar topic only for you Order Now All except Hari Seldon. Hari Seldon was the last great scientist of the First Empire. It was he who brought the science of psycho-history to its full development. Psycho-history was the quintessence of sociology, it was the science of human behavior reduced to mathematical equations. The individual human being is unpredictable, but the reactions of human mobs, Seldon found, could be treated statistically. The larger the mob, the greater the accuracy that could be achieved. And the size of the human masses that Seldon worked with was no less than the population of the Galaxy which in his time was numbered in the quintillions. It was Seldon, then, who foresaw, against all common sense and popular belief, that the brilliant Empire which seemed so strong was in a state of irremediable decay and decline. He foresaw (or he solved his equations and interpreted its symbols, which amounts to the same thing) that left to itself, the Galaxy would pass through a thirty thousand year period of misery and anarchy before a unified government would rise once more. He set about to remedy the situation, to bring about a state of affairs that would restore peace and civilization in a single thousand of years. Carefully, he set up two colonies of scientists that he called Ã¢â¬Å"Foundations.Ã¢â¬ With deliberate intention, he set them up Ã¢â¬Å"at opposite ends of the Galaxy.Ã¢â¬ One Foundation was set up in the full daylight of publicity. The existence of the other, the Second Foundation, was drowned in silence. In Foundation (Gnome, 1951) and Foundation and Empire (Gnome, 1952) are told the first three centuries of the history of the First Foundation. It began as a small community of Encyclopedists lost in the emptiness of the outer periphery of the Galaxy. Periodically, it faced a crisis in which the variables of human intercourse, of the social and economic currents of the time constricted about it. Its freedom to move lay along only one certain line and when it moved in that direction, a new horizon of development opened before it. All had been planned by Hari Seldon, long dead now. The First Foundation, with its superior science, took over the barbarized planets that surrounded it. It faced the anarchic Warlords that broke away from the dying Empire and beat them. It faced the remnant of the Empire itself under its last strong Emperor and its last strong General and beat it. Then it faced something which Hari Seldon could not foresee, the overwhelming power of a single human being, a Mutant. The creature known as the Mule was born with the ability to mold menÃ¢â¬â¢s emotions and to shape their minds. His bitterest opponents were made into his devoted servants. Armies could not, would not fight him. Before him, the First Foundation fell and SeldonÃ¢â¬â¢s schemes lay partly in ruins. There was left the mysterious Second Foundation, the goal of all searches. The Mule must find it to make his conquest of the Galaxy complete. The faithful of what was left of the First Foundation must find it for quite another reason. But where was it? That no one knew. This, then, is the story of the search for the Second Foundation! How to cite Second Foundation Prologue, Essay examples