Geertz and Pacanowsky Cultural Approach to Organization Essay

Geertz and Pacanowsky Cultural Approach to Organization - Essay Example From the film ‘Developing Organizational Culture,’ Tom inspects how the hypothesis can be applied in advancing an authoritative culture inside a working environment. He says that culture should be comprehensive. Which means, it ought not originate from one prevailing segment, however be a mix that mirrors the whole association. He concurs that culture isn't association, itself, is a culture and doesn't really need to have one. Likewise, he agrees that it is a novel and slippery arrangement of shared importance which ought to be held onto by everybody as it figures out what the association rely on. No association is comprised of one individual. Their complexities and assorted varieties direct that they should be great for all. All in all, Cultural Approach to Organization is a splendid hypothesis that, if viably applied in the executives, can help in delivering a perfect work environment. Geertz and Pacanowsky did an admirable by doing an extraordinary exploration that ca n help in creating a phenomenal work environment. Without a doubt, no association has a culture since it is the very association which is a culture. Simultaneously, it should be drawn from the accounts from the individual, corporate and collegial stories. For all associations to exceed expectations, they have to have a lot of culture which characterizes their framework. As found in the article and film, its viable application can help in advancing viable relational and hierarchical correspondence which can thus help in making congruity inside the working environment. It shows that the hypothesis can support a ton if appropriately applied.

Mars Reconnaissance orbiter Essay Example | Topics and Well Written Essays - 3000 words

Mars Reconnaissance orbiter - Essay Example In this specific article, the mission, jobs alongside the obligations of MRO would be talked about so as to decide the viability of the exercises performed by MRO. In addition, the instruments through which MRO has been aided request to look for confirmations with respect to the constancy of water on Mars surface for quite a long while would likewise be talked about in the article. Likewise, the revelations and related previews would likewise be delineated in the exposition. While deciding the mission, jobs alongside duties and the extent of MRO, it tends to be obviously seen that the part of MRO contains certain viable logical instruments to investigate the stratigraphy, landforms, ice and minerals present in Mars. In this comparative concern, the instruments can be seen as radars, cameras, sensors and spectrometers among others. Extraordinarily referencing, the above talked about instruments help future rocket as far as investigating the predominant surface just as climate conditions in Mars. Also, the instruments help in concentrating successfully the imminent landing locales and above all facilitating a creative broadcast communications framework. Strikingly, MRO is viewed as a crucial, has been planned by NASA so as to break down the air, climate and geography winning in Mars. The examinations led by MRO uncover the ID of the stores of minerals that had shaped explicitly in water in Mars over longer timeframe and the confirmations of shorelines of a ncient lakes and oceans. Additionally, the investigations of MRO showed the measure of stores in layers that occurred because of stream of water in Mars. Subsequent to securing a concise thought regarding the examinations directed by MRO and its concentration after looking for confirmations concerning the pervasiveness of water in Mars, it very well may be certified that it may draw in the watchers or the people towards procuring a short thought regarding the abovementioned

Post-Thanksgiving Post-stuff and Foodstuffs

Post-Thanksgiving Post-stuff and Foodstuffs Since I last posted, I got one year older (waaaaay back in October). Also during that time, presumably because Ive gotten older and wiser, Ive learned a number of things: At MIT, the week of my birthday has always been busy, because its always right around midterms. Those not-quite-fun pset parties Ive typically blogged about in the middle of October? And the exams Ive had to study for? It wasnt to make my birthday not fun; it was because thats just how the cookie crumbled. That realization helped me beat myself up less over the idea of always doing at least a fair amount of work on my birthday, because now I know that its a sense of responsibility, not a crippling imbalance in work-life matters and how I deal with them, thats at the root of it. For what its worth, I enjoyed some Mediterranean for a birthday lunch at Vlora, right over in Copley Square. As its couched underneath a few other stores in the area, its hard to find, but very delicious! Id recommend trying the feta and watermelon appetizers it sounds like a weird combination, but it tastes good all the same. My neurobio lab is expanding my brain unlike anything else. 9.12, or my Neurobiology Lab class, is arguably one of the most oh-god-Ive-fallen-into-the-deep-end-of-knowledge classes Ive ever taken. And thats in both a good and a bad way. At times, theres quite a nice rush associated with it, like when a TA handed me an anesthetized mouse and had me conduct a perfusion to fix its brain, a surgical procedure that I internalized after waiting in line behind 5 or 6 students. There was also that time when one of our professors turned us loose on the internet to research our favorite microscopy method.  Mine was digital holographic microscopy, which combines lasers, holographs, and general optical coolness not all of which I completely understand to render images in three dimensions. If you think theres anything cooler than that, then Im sorry, but youre wrong. At other times, its quite a lot to handle, and I almost dont know how to get started with things. That same professor from the previous paragraph challenged our class to make cell membranes invisible for in vivo imaging. Thing is, weve gotten close to satisfying one part of that equation:  Scale, developed over a year ago, uses glycerol, urea, and a detergent to turn membranes transparent. However, its too toxic to do live imaging. Should anyone in my class overcome that problem, a bunch of biologists and neuroscientists would probably want to talk to them, as it turns out that nobody at all has nailed this one. On just a cursory glance at these papers Im using to orient myself, I can understand why: chemical tissue clearing doesnt look easy. SoMIT assigning students a problem that scientists the world over havent yet figured out yet? Yep. (Oy vey.) Cooking is basically culinary chemistry. (And that gives me a new appreciation for it.) (Well, I always sort of knew that, but only theoretically.) A few weeks ago, I wouldve relied on draining my wallet to get myself a decent lunch, like Chipotle or something frozen that you can microwave. If I wanted to be thriftier, well, I could either make a sandwich (which gets boring after a while), or I could eat snacks or scout for free food or something. On the whole, my options are limited if Im in a money-saving mood. That all changed when I started to pour more energy into cooking things more complicated than ramen or Pop-Tarts which, sadly, I didnt even always put in a toaster. Given the right ingredients, I can now vary up what I eat by whipping up the following: Scrambled eggs Omelettes Salads (I know, not incredibly hard by itself, but I did get pretty involved with preparing a dressing for a Waldorf salad I made for Thanksgiving dinner this week) Pizzas (From scratch! Except with pizza bases, not just dough) Soups For this years Thanksgiving dinner, my entire family pitched in some portion of the meal. My mom, seizing on an opportunity to get me into the kitchen, asked me to come up with two things to prepare and to send a shopping list. I fired up my Epicurious app and picked out a Waldorf salad and a delicious Butternut Squash Soup, and then I forwarded along my list of needed ingredients. When Thanksgiving Day came and it was time for me to whip up my dishes, I brought my Kindle to read off the recipes and stream some jazz from a music festival that was ostensibly going on somewhere in Iowa. The instructions for my dishes called for, among other things: cored Granny Smith apples, sliced radishes and red onions, grated lemon rinds and mayonnaise, a handful of cranberries, a puree of butternut squash, nutmeg, marjoram, cinnamon, broth, and cream. It was a medley of different flavors for some good fall-time grub. What I didnt expect was me flowing into it quickly, getting lost in the music, the dicing of vegetables, the whirring of the blender In the process of making all of the food, I started to think about how the process mirrored the protocols of 5.310, an organic chemistry lab I took last spring, and 9.12. Had you asked me before about following protocols to make cool stuff happen, Id definitely know that cooking and lab work are analogous in that regard. But its different to do it, and to thus to have some notion related to and affirmed by an experience in real time. Also, prior to then, it still seemed different on some level, because you cant eat a lot of the chemicals you work with in 5.310, and the  HEK cells that I transfect almost every other week in lab dont sound too tasty. Even still, I always thought that science and chemistry were cool. And I knew on some level that cooking was basically that. So why didnt I get into the habit of cooking for myself or for others before? Honestly, I have no idea. Inertia, I guess? (I can be pretty lazy sometimes.) But at least I got around to it. Thats why, this year, on top of the family, friends, and relative fortune Ive run into this far in life, Im also thankful for having stumbled upon a new way to break out of food-related ruts. This isnt to say that me and Chipotle are hitting some tough times that could never happen but if my wallet ever needs a break, I can eat like someone in the real world! Well, kind of. But Im getting there.

Essay on Title Vii - 1020 Words

Title VII Regina Marshall HR590 Human Resource Management September 11, 2010 Title VII Many of us have worked in job environment that were less than ideal and probably thought about quitting our jobs on a daily basis. Do you ever wonder what it was like before the laws were written and implemented that prevented your boss from discriminating against you and other coworkers? Well I can without a doubt say that I would not have want a job before the 1964 Congress enacted the Title VII of the Civil Rights Act. Title VII was one of the major legislation that was a direct result of the civil rights movement in the 1960s. A famous civil rights leader by the name of Martin Luther King Jr. Was very instrumental in obtaining†¦show more content†¦The addition of sexual orientation has gone before Congress many times but it has yet to be included as a protected class. There is so much controversy surrounding gay marriage right now that I believe it is only a matter of time before employment discrimination because of sexual orientation will be the reason for t he Title VII will be amended once again. The most recent additions to this law have been discriminating based upon pregnancy, sex stereotyping, and sexual harassment. Title VII states that an employer can’t refuse to hire a woman based upon the fact that she is currently pregnant or because of any pregnancy-related conditions. To be safe and to avoid any litigation in the future, an employer should never ask an individual about their marital status or a woman if she is pregnant. A major part of Title VII is the addition of the way that the Supreme Court infers violations of Title VII in regards to harassment. The term harassment was not even used in the original development of the law but the Supreme Court has set precedent when it comes to employees being made to work in a hostile work environment. According to the Supreme Court, the law has been broken when an employer creates an environment that alters the terms of the conditions of the employment contract. There are sever al different types of harassment and all of them could be covered by Title VII depending on the circumstances. Bullying, stalking, sexual harassment, racial harassment,Show MoreRelatedTitle Vii Paper2119 Words   |  9 PagesHow Title VII Affects the Workplace Paper The last decade has produced an explosion of racial employment discrimination lawsuits. These lawsuits have resulted in record-breaking settlements. By federally mandating every business to review the history, impact and proposed policy of Article VII these lawsuits may subside. Reviewing Title VII is a step corporate America must soon make or continue to loose much needed revenue. Our team will discuss the history of Title VII, the impact of Title VIIRead MoreEqual Opportunity Laws Title Vii Essay1233 Words   |  5 Pages Equal Opportunity Laws Title VII The first aspect of Human Resource that will be addressed is equal opportunity and the laws that go along with it. There were several equal opportunity laws enacted from 1964 to 1991. 2 The first of these was Title VII of the 1964 Civil Rights Act which states that â€Å"an employer cannot discriminate on the basis of race, color, religion, sex, or national original with respect to employment† (Dessler, 2013). 3 Title VII applies to employers with 15 or more employeesRead MoreTitle Vii Of The Civil Rights Act1111 Words   |  5 PagesWhat does Title VII of the Civil Rights Act encompass and what are its main features? Title VII of the Civil Rights Act of 1964 prohibits employment discrimination based on : Race, Color, Sex, Religion, and National Origin with respect to employment. â€Å"Specifically, it states that it shall be an unlawful employment practice for an employer† (Dressler, 2015, p. 28). â€Å"It established the concept of protected classes; those individuals who are protected from discrimination by the legal system. It prohibitsRead MoreLiability Rule Under The Title Vii1388 Words   |  6 Pages The significance of this case revolves around the â€Å"supervisor(s)† liability rule under the Title VII. The rule under the Title VII act clearly states that employer’s liability for workplace harassment depends upon the status or job title and duties of the harasser. Summarizing that if the harasser is a co-worker the employer will only be held accountable if negligence in diffusing the intense and awkward work conditions was found on their part. However, if the har asser is a supervisor, (has theRead MoreThe Impact Of Title Vii Laws And Common Laws1151 Words   |  5 Pagessuggests companies take another approach. For instance, the impact of Title VII laws, and common laws along with fraudulent inducement, promissory estoppel, and or constructive discharges have all sufficed to erode the power of the At- Will employment doctrine. Furthermore, employees would benefit from uniform written employment policies by clearly understanding the companies tolerance toward unacceptable workplace behavior. A clearly written handbook that does not imply that employment is lifeRead MoreTitle Vii, the Civil Rights Act of 19643095 Words   |  13 PagesTitle VII, The Civil Rights Act of 1964 Abstract Under federal law, an employer usually cannot make work-related decisions based upon an employees religion. This means, that generally an employer has to give their workers time off from work to practice their faith and celebrate religious holidays. Employers may face legal issues and be fined if they refuse time off without a good reason. Time offRead MoreTitle Vii Of The Civil Rights Act Of 19641831 Words   |  8 PagesTitle VII Strategies by Minority Groups (African Americans, Women, Mexicans and Jewish Americans) Title VII of the Civil Rights Act of 1964 is a federal Law that prohibits employers from discriminating against employees on the grounds of sex, race, color, national origin and religion (www.aauw.org). Thus far in our lectures we have discussed the strategies used by various minority groups who have been discriminated against in violation of Title VII. There has been land mark decisions made fromRead MoreRetaliation And The Title Vii Of The Civil Rights Act Of 19641117 Words   |  5 PagesRetaliation and the Title VII of the Civil Rights Act of 1964 John R. Collins Embry-Riddle Aeronautical University MGMT 533 Social Responsibility, Ethics and Law Daniel A. Papajcik March 6, 2016 Introduction Charges of workplace discrimination is said to be at an all time high. During the 2015 fiscal year the U.S. Equal Employment Opportunity released information that claims there were more than 89,000 charges filed for workplace discrimination. One of the top ten charges is said toRead MoreThe Civil Rights Act Of Title Vii Of 19642017 Words   |  9 Pagesthat simply mirror ourselves? Slowly, society is changing its views about diversity. Beginning with strong legislation regarding anti-discrimination in the workplace, laws have been established, in the United States, from the Civil Rights Act and Title VII of 1964 (which prohibits discrimination based on race, color, sex, religion, and natural origin), Age Discrimination Act of 1967, Pregnancy Discrimination Act of 1978, and the Americans with Disabilities Act of 1990, just to name a few. TheseRead MoreEssay Title VII of the Civil Rights Act of 19641102 Words   |  5 PagesTitle VII of the Civil Rights Act of 1964 is the single most important piece of legislation that has helped to shape and define employment law rights in this country (Bennett-Alexander Hartman, 2001). Title VII prohibits discrimination on the basis of race, color, age, gender, disability, religion and national origin. However, it was racial discrimination that was the moving force of the law that created a whirlwind of a variety of disc riminations to be amended into Title VII. Title VII was a

Results And Discussion On Weight Loss - 1734 Words

3 Results And Discussion 3.1 Wear Test Figure 4 shows the results of loss in weight for the samples as a function with the applied load. It has been found that the wear behavior of unreinforced alloy is higher compared with the composites. This behavior back to the hard ceramic material protects the surface from the severe contact [30–32]. The results given in figure 5 show that the weight loss decreases as the percentage of the nano SiC particles increases from 0.5% to 4.5%. This could be occurred because the ceramic material on the composite surface protects the matrix from severe contact. Figure 4 reveals also, that when the applied load increases, the wear rate of all investigated samples increases. Conditions of the severe wear were clearly seen from the rate of weight loss. The recognized pattern is steady with that perceived by Alpas and Zhang [33] they propose the wear rate increment bit by bit with the connected load in the gentle wear area. Then again, at a discriminating load that relies upon sliding speed, the wear rate suddenly increments reflect the condition termed serious wear. From figure 6 we can see that the composites weight loss is less than that of matrix alloy. The obtained weight loss results show that no single, unique wear mechanism operates over the wide range of the used weight (0- 4.5%). Rather, there are several mechanisms while the change in their relative importance as both the weight % of nano ceramic particles was varied and theShow MoreRelatedThe Health Belief Model Of The United States1367 Words   |  6 Pageswhich the individual believes that the consequences of overweight or obesity applies to them personally (Sharafkhani, et al. 30). For example, if the individual believes that they are unlikely to become diabetic or to develop high blood pressure as a result of being overweight or obese, the perceived susceptibility is low. If, however, the individual has several family members who have been diagnosed with hypertension or diabetes, they would be more inclined to believe that they have a high susceptibilityRead MoreDiffusion Of Dye Through Agar Gel Essay1672 Words   |  7 Pagesrelationship of molecular weight and that rate of diffusion through a membrane. Hypothesis of this experiment is that the fluid with higher molecular weight will diffuse at a slower rate and distance. METHODS AND MATERIALS: DIFFUSION OF DYE THROUGH AGAR GEL In order to assimilate diffusion through a permeable membrane potassium permanganate and methylene blue were used in experiment. The objective was to compare the rates at which the liquid compound of different molecular weight diffused through agarRead MoreBio. Lab. Report - Membrane Transport933 Words   |  4 Pagesglass slide; 2. The glass slide is slowly lowered down on the epidermal layer using the needle; 3. The onion cells are examined through the microscope; 4. The structure of the onion cells is drawn as observed under the microscope. Results amp; Observations: In the hypotonic solution the water will move from the solution to the onion cells which will become bigger. PART 2 Procedure: 1. The distilled water is removed using the filter paper; 2. A drop of 5% of sucroseRead MoreLab Report Tansport Across Membrane1672 Words   |  7 PagesRepeat step (v – vii) using 30% (w/v) sucrose solution. IX. Compare the structure of onion cells in solutions at different concentrations. Results : | The onion cells in distilled water under microsope | | The onion cells in 5% (w/v) sucrose solution under microsope | | The onion cells in 30% (w/v) sucrose solution under microscope | Discussion : In this experiment we had done 3 different solutions to see the effects of these solutions with plant cells (onion cells). For hypotonic solutionRead MoreQuantitative Determination of Sulphate By Gravimetric Analysis1637 Words   |  7 Pageswater and dried in the oven at 150 degree Celsius for about half an hour and cooled in the desiccator, and weighed as barium sulphate and the percentage of sulphate was calculated from the weight of barium sulphate. The Molarity of sulphate= 0.004269 M and the concentration of sulphate in g/L= 0.4098g/L. The weight of barium sulphate was calculated to be 0.0249g. There were also no hiccups during the experiment. (133 words) OBJECTIVE To determine the amount of sulphate by gravimetric analysis. StudentsRead MorePaper On Weight Loss1147 Words   |  5 Pages â€Å"Integrating Technology into Standard Weight Loss Treatment† was published in JAMA Internal Medicine on December 10, 2012. The randomized controlled trial was conducted by Bonnie Spring, PhD, et al. The primary author is affiliated with the Department of Preventive Medicine at Northwestern University. In this study, the research team questioned if intensive obesity treatment could be made scalable by introducing mobile health technology. Based on prior research by Appel and colleagues, it was hypothesizedRead MoreA Research on Obesity and Diabetes Plaguing African-American Women656 Words   |  3 PagesR., Grogan, R., Cooper, L., Strobino, D., Powe, N., Nicholson, W. (2008). Weight loss programs for urban-based, postpartum African-American women: perceived barriers and preferred components. Maternal Child Health Journal, 12(1), 119-127. Abstract (from CINHAL) There are currently 1.85 million reproductive-aged women in the United States with diabetes or glucose intolerance. While it is known that postpartum weight retention can lead to obesity and diabetes, particularly among African-AmericanRead MoreEffects Of Obesity On The United States886 Words   |  4 Pagesuniversity is typically associated with students having a greater autonomy over their choices in diet (namely, food preparation and purchasing) and increased sedentary time due to studies. As a result, students face a greater risk of considerable weight gain. Indeed, research studies have found that significant weight gain takes place during university. In addition to decrease in physical activity, students are exposed to consuming commercially prepared food and take-away meals. These factors lead to anRead MoreLos Angeles Abrasion Test974 Words   |  4 Pageswith an abrading and grinding action until the self plate impacts and the cycle is repeated. After the prescribed number of revolutions, the contents are removed from the drum and the aggregate portion is sieved to measure the degradation as percent loss. 2.0 Objective a) The objective of this test is to ascertain the degradation of aggregates by abrasion and impact. 3.0 Apparatus/Equipments The apparatus used in this test are : a. Los Angeles abrasion machine (plate 2) b. Sieves (19mm

Defining the Purpose of Education Free Essays

I believe the purpose of education is to provide children with a wide range of knowledge that will lead them into the future. The journey through education should be an enjoyable experience that they will always remember. The more fun a child has learning the more they will want to learn and the more they will want to be in the classroom. We will write a custom essay sample on Defining the Purpose of Education or any similar topic only for you Order Now Students should be provided with an environment that is bright, happy, uplifting, and most importantly safe. Students should feel like their classroom is the safest place for them to be. Teachers should make sure that the classroom is equipped with all the essential safety materials. Teachers should set safety rules for the students and make sure they are always followed, to keep physical harm in the classroom from happening. Accidents do happen, so both teachers and students should know what to do incase of an emergency. Students should also feel mentally and emotionally safe. Students should not be afraid to answer a question, express ideas and opinions, or present a project. The teacher should provide the child with confidence to express his or her opinion with out being ridiculed by others. I believe that students should have fun while in the classroom. School is a place where many children make their friends and playmates. Students enjoy doing things with their peers, so I believe that working in groups is a great way to let students† individual intelligence†s add to someone else†s ideas so they end up learning from one another. It†s a great way for students to accept their peers† ideas and incorporate everyone†s ideas in to one finished project. I also believe that children learn though playing. This especially is true for pre-school and kindergarteners. There should be activities in the classroom that caters to every student†s different interests. Such activities center around art, books, music, building blocks, kitchen sets, computers, science activities, sand and water, and toys that will be familiar to them like the ones they would have at home. Through these activities and subjects that are focused on, students should leave the classroom with new knowledge everyday. Teachers should set rules for the classroom to keep the class in order. The student should know the rules on the first day of class and follow them everyday throughout the year. If a rule is broken, the student must face the consequences. This goes for homework assignments also. A child should know when homework assignments are do and if they are not turned in on time they will not be able to turn them in. It is the teacher†s responsibility to have control over the classroom and be in charge. It is also the teacher†s responsibility to make sure all of the students are learning the set curriculum. Assessment will be given sporadically to make sure that the students are learning what is being taught and that they are on the same level as everyone else. Assessments can be oral or written to test the student†s skills. Progress reports should be sent home regularly to let parents know the students† strengths and weaknesses. Parents should be encouraged to work with the children at home on the subject that the child is having trouble with. I hope that my students will remember my classroom and take along the lessons they have learned and use them throughout their lives. Teaching to me is the most rewarding occupation. Teaching children information that can affect their lives forever and to be able to reward them for the accomplishments is going to be the most fulfilling experience that I may ever experience in this life time. I hope that students walk out of my classroom satisfied with themselves and what they have learned in my class. How to cite Defining the Purpose of Education, Papers

LABOR IN AMERICA By Ira Peck (Scholastic Inc.) The Industrial Revoluti

LABOR IN AMERICA By Ira Peck (Scholastic Inc.) The Industrial Revolution was dawning in the United States. At Lowell, Massachusetts, the construction of a big cotton mill began in 1821. It was the first of several that would be built there in the next 10 years. The machinery to spin and weave cotton into cloth would be driven by water power. All that the factory owners needed was a dependable supply of labor to tend the machines. As most jobs in cotton factories required neither great strength nor special skills, the owners thought women could do the work as well as or better than men. In addition, they were more compliant. The New England region was home to many young, single farm girls who might be recruited. But would stern New England farmers allow their daughters to work in factories? The great majority of them would not. They believed that sooner or later factory workers would be exploited and would sink into hopeless poverty. Economic "laws" would force them to work harder and harder for less and less pay. THE LOWELL EXPERIMENT How, then, were the factory owners able to recruit farm girls as laborers? They did it by building decent houses in which the girls could live. These houses were supervised by older women who made sure that the girls lived by strict moral standards. The girls were encouraged to go to church, to read, to write and to attend lectures. They saved part of their earnings to help their families at home or to use when they got married. The young factory workers did not earn high wages; the average pay was about $3.50 a week. But in those times, a half-dozen eggs cost five cents and a whole chicken cost 15 cents. The hours worked in the factories were long. Generally, the girls worked 11 to 13 hours a day, six days a week. But most people in the 1830s worked from dawn until dusk, and farm girls were used to getting up early and working until bedtime at nine o'clock. The factory owners at Lowell believed that machines would bring p rogress as well as profit. Workers and capitalists would both benefit from the wealth created by mass production. For a while, the factory system at Lowell worked very well. The population of the town grew from 200 in 1820 to 30,000 in 1845. But conditions in Lowell's factories had already started to change. Faced with growing competition, factory owners began to decrease wages in order to lower the cost--and the price--of finished products. They increased the number of machines that each girl had to operate. In addition, they began to overcrowd the houses in which the girls lived. Sometimes eight girls had to share one room. In 1836, 1,500 factory girls went on strike to protest wage cuts. (The girls called their action a "turn out.") But it was useless. Desperately poor immigrants were beginning to arrive in the United States from Europe. To earn a living, they were willing to accept low wages and poor working conditions. Before long, immigrant women replaced the "Yankee" (Ameri can) farm girls. To many people, it was apparent that justice for wage earners would not come easily. Labor in America faced a long, uphill struggle to win fair treatment. In that struggle, more and more workers would turn to labor unions to help their cause. They would endure violence, cruelty and bitter defeats. But eventually they would achieve a standard of living unknown to workers at any other time in history. GROWTH OF THE FACTORY In colonial America, most manufacturing was done by hand in the home. Some was done in workshops attached to the home. As towns grew into cities, the demand for manufactured goods increased. Some workshop owners began hiring helpers to increase production. Relations between the employer and helper were generally harmonious. They worked side by side, had the same interests and held similar political views. The factory system that began around 1800 brought great changes. The employer no longer worked beside his employees. He became an executive an d a merchant who rarely saw his workers. He was concerned less with their welfare than with the cost of

Tips Tricks How to Use the Control Panel

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.

Henry Brown Patents Safer Document Storage

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.  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.   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.

JPMorgan Chase Assignment Example | Topics and Well Written Essays - 1000 words

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.

The value of using the writing process Essay Example | Topics and Well Written Essays - 750 words

The value of using the writing process - Essay Example The value placed on writing and reading arises out of the individual’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

Engaging In Comparative Education Education Essay

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 BaÃ…Å ¸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

Oral Presentation

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 â€Å"on the go,† acts as if â€Å"driven by a motor,† 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 â€Å"stimulant. † 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 – 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

Buying Essay Topics for 3rd Graders

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.

Slavery Beyond The Truth And Reality - 906 Words

Jenny Nguyen Literature Biegelman 13 December, 2015 Slavery: Beyond the Truth and Reality â€Å"The white man s happiness cannot be purchased by the black man s misery† (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,†¦show more content†¦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 â€Å"mother figure† 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 husband’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. â€Å"I have seen him tie up a young woman and whip her, causing the warm red blood to drip† (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, â€Å"Immediately chained and handcuffed; forever sundered, from his family and friends, by a hand more unrelenting than death† (23). In this situation, Douglass talks about family and the significance of it. While the man was being chained away, the biggest fear was