Debate on British Monarchy

Good evening, everybody. Today I am going to bring in the debate on should the British Monarchy be demolished or not. I will talk on both sides and would like everyone to pay attention so that you all can be part of this discussion. The British monarchy can be discussed in Britain as well and if it did have a vote the result outcome would be equal and would have a stronger and more interesting debate. In UK the power of the queen is not much as a head of state or in the government but more in representing the country. In Pakistan and the US the president would be the same power as the Prime Minister in UK. There are many reasons we should get rid of the monarchy here are they: Many times it has been the case that the monarch is not British and from somewhere else. The questions which raises in everyone’s mind is that, I am British and still a worker, but she is from somewhere else and a monarch? Why does she deserve it? This has a very harsh effect on the people and the state, since she might be helping her country with the money from the British people. She brings more people into to UK to work and earn money from there. The queen is not important because she does not participate in the government or running the country the job is done by the Prime minister. The only thing she does is signs the final bill so that it becomes a law. Unfortunately she does not check it, or read it. The parliament decides amongst them by using a vote and debate system and decides on the bill. The queen is there used as a signer. There is a fact that it brings tourism and makes the country more popular, but that even wastes money. You have to give the money to the queen for sitting and sleeping and eating all day. For example when the people come they buy souvenirs but they even stay here and we serve them. We have to have more space and more habitats for them to live. That costs a lot! The queen does not even have the power to raise her voice in from of the government, since she does not participate in the issues and country development the citizens think she does not exist. She does not even come out in public and talk she just sleeps. For example a riot is happening out there but she is still having her tea on time and not deciding or thinking of a solution. She takes enough money as a person on high level would take in a year she takes it in a month, for example I get 300,000 rupees a year, but she takes it in a click. What does she do with that nothing keeps it because the country takes care of the cost she uses regarding the country! Now I have brought the discussion of the monarchy to be demolished to an end and will start to give my voice about keeping the monarch. You can take a short break and have snacks and then I will carry on. Why should we spoil a tradition of centuries of Britain that there would be kings and queens in Britain to rule it? There are so many monarchs who have done well for the country and some who have taken action on the parliament. Just like Queen Anne of Britain who refused to the bill because she read it and checked it not only signed it. The queen helps Britain a lot because they are the ones who created the British parliament. The British created 209 years before from today. Since the queen has not many jobs she still focuses only on Britain and its development. It gives some people to show off for their country. The queen and the palace bring a lot of tourism and more of the population to Britain to show off as well. For example if something cool happens like taking a signature of a popular movie star makes you look cool, but nevertheless the queen acts like a figure to help you show off. Not only that but she at least plays a role in the country and gets very popular just like that. Some people say it is good to keep because she keeps good relations with other countries and has contact and can take help from them. Such as when they are in war or in violent states there are other countries which support and help them. The queen can even make friends with Britain, but they were enemies before. The queen is a symbolic figure and has a status throughout the world. For example when she goes to other countries or in her own country is not hit by shoes or people say bad things or protest against her. Her hands which she wears gloves is so powerful that is makes the countries friends. And the hand keeps everyone united in the UK. Ladies and gentlemen’s I have brought myself to a conclusion that the queen should stay because she is a generation of the others who were there centuries ago. She represents the history of Britain.

Analysis Act 1 Othello

Name: Adeisha Pierre Class: U6:3 Subject: Literature OTHELLO ACT 1 Lighting is important as it extends Shakespeare’s thematic concerns with the lightness and darkness of character and skin. Play begins in darkness. Entirety of Act one is in darkness. Critic: Norman Sanders: â€Å"The darkness helps to reveal Iago’s character because it is set in the night and it highlights the dark and devilish nature of his character. † The darkness feeds Iago’s malicious nature. Textual evidence: Iago: â€Å"Hell and night/ Must bring this monstrous birth to the world’s light. We see Iago’s obsession with evil. The darkness that Act one is enshrined in gives Iago the power he needs to plot against and deceive each character he communicates with. For instance he appears to be loyal to Othello whilst simultaneously uttering, â€Å"I hate the Moor. † Iago is Caucasian and is therefore referred to as having â€Å"white† skin. This purity and ligh t that the colour white is associated with however, does not extend to his character as Iago is too consumed by dark thoughts.Contrastingly, Othello who is an African Moor and therefore dark in complexion does not let his outward appearance interfere with his inner greatness. This is evident when the Duke says to Brabianto in Scene 3: â€Å"Your son-in-law is far more fair than black. † Shakespeare is extending the idea that man should not be judged by his race or outward appearance but rather by his merit. Language: Imagery used to unveil Iago’s mysterious character. (The image of Janus, Roman God with two faces. Iago swears by this God which is appropriate as Janus two faced-nesses or doubled personality facilitates Iago’s duplicative nature. Iago’s words turn into action. He acts one way with Othello and another way behind Othello’s back. This is why even though he is deceitful and malicious the characters on stage refer to him as â€Å"honest Iago. † His two faced-nesses therefore give him the power he needs to plot and manipulate. Textual reference: Othello says, â€Å"Honest Iago, / My Desdemona must I leave to thee: / I prithee, let thy wife attend on her: / And bring them after in the best advantage. At the end of the scene, when Iago is hatching his plan against Othello, he comments that â€Å"The Moor is of a free and open nature, / That thinks men honest that but seem to be so, / And will as tenderly be led by the nose / As asses are† Iago knows that Othello considers him honest, and he is planning on using that in his dishonest plans. Iago’s ability to wheel power spirals a series of events which is detrimental to most Characters. Shakespeare is letting the audience know to be careful of who they trust. Shakespeare challenges the racial stereotype and the norms of the Elizabethan era when he makes Othello the governor of Cyprus.Significant as it show the audience that despite societies norms people can still excel. Reinforces the idea of judging a man based on merit rather than race. War as a symbol of Othello’s struggle to find a balance between his Muslim/African background and his new status in Venice: The tension between Venice and Turkish fleet is a representation of Othello’s internal conflict. Turks are Muslim and so is Othello. He is therefore fighting a war against himself. It represents the conflict between â€Å"valiant†, â€Å"fair† Othello and the barbarity which takes place within him.

Juvenile Justice: Should Minors be charged as Adults? Essay

A movement has taken hold of our nation to change the juvenile justice system, and erase any distinction between young offenders and adult criminals. Almost all fifty states have changed their juvenile justice laws, allowing more youths to be tried as adults and scrapping long-time efforts to help rehabilitate delinquent kids and prevent future crimes. It seems to be plain and simple, a minor in this country is defined as a person under the age of eighteen. How then can we single out certain minors and call them adults? Were they considered adults before they carried out an act of violence? No. How then, did a violent act cause them to cross over a line that is defined by age? The current debate over juvenile crime is being dominated by two voices: elected officials proposing quick-fix solutions, and a media more intent on reporting violent crimes than successful prevention efforts. Minors should not be tried as adults in our society today. This is obvious through looking at proposit ions by our government such as Proposition 21, statistics on juvenile crime and also from specific cases where minors where sentenced in adult courts. Politicians feel that best and easiest solution is to simply lock up youth offenders for long periods of time, and ignore rehabilitation. Most studies demonstrate that putting young offenders in adult prisons leads to more crime, higher prison costs, and increased violence (Cooper, 1997). Yet, we are spending more and more on corrections, and less on prevention efforts. Some states spend more on corrections than they do on higher education. The cost of keeping juveniles in prison as compared to putting them into rehabilitation programs is astronomically higher. The Average cost of incarcerating a juvenile for one year is between $35,000 to $64,000. However, the average cost of an intervention program is $4,300 per child a year (Crary, 2000). Also the effectiveness of prisons to prevent juveniles from becoming repeat offenders is low. Kids, who have already spent time in adult prisons, are far more likely to commit more serious crimes when they are released. Crime prevention programs work and are cost-effective. They have been shown to reduce crime substantially when compared to imprisonment after crimes have been committed. There are many crime prevention programs  around the country that have been very successful in helping to reduce juvenile crime. Many states use early intervention programs that are designed to help parents of troubled kids in raising their children. These programs offer strategies and tactics for helping supervise and discipline troubled children. This is done because it is believed that one of the causes of delinquency is that parents of kids with delinquent tendencies simply don’t know what to do with them. These programs as well as other similar ones have been shown to have quite an influence on crime prevention. Media reports on juvenile crime are greatly exaggerated. While some headlines suggested that a â€Å"ticking time bomb† of so-called â€Å"super predator children† is waiting to explode, the studies show that this is simply not true. Crime level indicators show that the male â€Å"at risk† population will rise over the next decade, but the levels are far from the explosive level that the media would like to suggest. In fact, the levels are lower than those reached in the late 1970’s, when the â€Å"at risk† population last peaked (Crary, 2000). The public also holds greatly distorted views about the prevalence and severity of juvenile crime. Contrary to public perception, the percentage of violent crimes committed by juveniles is low. Young people commit only 13% of violent crimes (Reeves, 2001). Also, most juvenile arrests have nothing to do with violence. Most kids only go through the juvenile justice system once. Most youths will simply out grow delinquent behavior once they mature. The true â€Å"juvenile predator† is actually a rare breed. But the media thrives on sensationalism, so they make it appear that crime is everywhere in order to sell more newspapers, or have people watch their broadcast. History is known to repeat itself. This saying is no lie when you look at the topic of juvenile justice. Until Chicago established the first juvenile court in the U.S. in 1899, children 14 and older were considered to be as responsible as adults for their actions. Minors as young as 13 were occasionally sentenced to death, and some were executed (Palmer, 1999). Discomfort with the death penalty and with imprisoning children with adults led to the creation of a separate court acting as the parent or guardian of young offenders. Solutions include therapy, education, and community service, as well as incarceration and restitution of victims. â€Å"The  (juvenile) court was established as an attempt to say kids are not just small adults, but people of tender years with a future ahead of them,† said Judge Martha Grace, chief justice of the Massachusetts Juvenile Court. â€Å"I am disturbed by the tendency now to lock kids up and throw away the key† (Palmer, 1999). So if we already felt that children should not be able to be tried as adults and we created a juvenile system to correct this why turn our backs on it and go back to our cruel ways of more than 100 years ago? The answer is simple, we shouldn’t. We need to better our juvenile system, a system that has been working fine since 1899. The government has taken the initiative to come up with a plan of their own called Proposition21, which would try offenders as adults rather than juvenile. Proposition 21 would require juvenile offenders 14 years or older to be charged as adults. It would eliminate informal probation, and further limit confidentiality for juveniles who are charged with or convicted of specified felonies. Proposition 21 would require that certain juvenile crime offenders be held in a local or state correctional facilities rather than in juvenile facilities. It would designate certain crimes as violent and serious, thereby making offenders subject to longer sentences. Proposition 21 was proposed so that fourteen year olds and older would be tried as adults for serious crimes. If proposition 21 passes it is going to send thousands of fourteen to sixteen year olds to state prison. Right now the cost of vandalism, in order to be considered a felony, is fifty thousand dollars, and if proposition 21 passes the cost is going to be reduced to four hundred dollars. Proposition 21 does nothing to protect our communities, and all it does is incarcerate children. Rather than decrease, if proposition 21 passes, crime rates are going to increase. If passed, it will incarcerate many juveniles with top-notch criminals. These children will not be given the opportunity for rehabilitation like in the juvenile system. Without treatment and education, the only thing a juvenile can learn while incarcerated with adult criminals, is how to become a better criminal. These teenagers will not be given the opportunity of rehabilitation and will come out of jail only tougher. Our nation also has a tragic record of sexual and physical assaults on juveniles incarcerated with adult criminals. Adult criminals will then take advantage of these teenagers. A Chicago Sun Times  writer states that â€Å"Prop. 21 would shift the power to decide which juveniles get tried as adults from judges to prosecutors. In Florida, where a similar law was passed, prosecutors sent almost as many young offenders to the state’s adult courts as judges did in the whole of the rest of the country — and 71 percent of them were for nonviolent crimes†( Huffington, 2000). Proposition 21 is a horrible idea and is a step in the wrong direction that only further hurts our youth. Many people feel that juvenile crime is getting out of control. If you look at the statistics, you can see that this is not true. Youth advocates say the â€Å"public does not realize that the vast majority of juvenile crimes are not violent, and that young offenders who are treated as adults become a bigger threat to society because they are deprived of efforts to rehabilitate them, which are rarer in the adult system.† The arrest rate for violent juvenile crime has fallen for four years in a row and 23 percent since 1994; according to the Juvenile Justice Department report released this month. The arrest rate for murders by juveniles has dropped 40 percent in the same period. Since 1992 in Massachusetts, the juvenile crime rate has declined, yet the number of minors committed to the Division of Youth Services has doubled. Minors are also receiving sentences twice as long as they were before the state passed the Youthful Offender Law in 1996, DYS said (Palmer, 1999). If this rate is declining is there a need to make harsher laws for minors? A study funded by the MacArthur Foundation and released in December by Frank Zimring, a law professor at the University of California at Berkeley, also found that juvenile crime rates had not increased over time. â€Å"Legislative activity around the nation has been motivated by the sense of a national youth violence emergency,† he said. But, Zimring added, those changes were driven by flawed analysis of statistics (Palmer, 1999). When looking at statistics you must look for fallacies in the reports. Also, on September 29th, the Washington Post Newspapers states, â€Å"60% of children who are referred to a juvenile court learn their lesson the first time.† They never cause problems again. The public rarely hears the good news in the juvenile court syst ems. This alone tells us, they do deserve a second chance. Lionel Tate, 14, is serving a life sentence for the first-degree murder of 6-year-old Tiffany Eunick in July 1999 when he was 12. He is appealing. The governor rejected his request for clemency last year. The minor, who never testified at his trial, talks with state Department of Juvenile Justice authorities. â€Å"I really don’t have anything to say to the judge other than I didn’t want to be found guilty,† Tate told his interviewer following his conviction. â€Å"I wish the day never happened. I didn’t mean to hurt Tiffany, and I feel real sad and sorry for her and (her mother)? If I could repeat that day, I wouldn’t play wrestle with Tiffany† (Reeves, 2001). By looking at his statement you can tell that Tate was just repeating what he saw on T.V. He did not shoot, stab or kill the little girl with any objects of any kind. This shows that it was not his intent on killing her. Regardless of what happened a 14 year old does not deserve to be locked up the rest of his life. What does it say about our society when we lock up our youth? To me it says that we don’t care about their futures and would rather just get them out of sight so that they are out of mind. We cannot give up on our youth. In conclusion, the topic of juvenile justice and sentencing minors with adult penalties is a heated debate. Many elected officials go for the quick-fix solutions. The media will always show the worst of juvenile crime, and not any positive which makes people feel that there is a huge problem. Minors should not be tried as adults in our society today. Bad quick fixes such as Proposition 21 does not help, it sends us as a society a step back. Juvenile crime does exist and youths do commit violent acts. However, it is not on the scale that many people would like the public to believe. The statistics don’t lie, juvenile crime is falling. The solution is to this problem is not a simple one and cannot be solved by simply putting kids in adult prisons or propositions. More effective solutions should be explored and put to use. We need to have faith in out juvenile system. There is a growing willingness to turn a cold shoulder to life’s losers. Even when those losers happen to be kids. Rehabilitation seems to be out and retribution is in. The law created the defining line between minors and adults, but now everyone wants to ignore the definition because the crime got more ugly. The minor is still a minor, no matter how ugly the act.

ECONOMICS Essay Example | Topics and Well Written Essays - 1500 words

ECONOMICS - Essay Example The recovering signs of the world economy due to good performance by the policymakers led to the fall of gold prices as the demand for gold fell due to higher return on investment in other class of assets. Gold, Long a Secure Investment, Loses Its Luster: Background overview During the period of economic recession, the prices of gold soared and became the sought after investment for the investors. The rise in the prices of gold meant that the world economy was not performing well. Due to the economic recession and the global financial meltdown from 2008 to 2011, the gold prices reached its highest peak in 2011. This could be observed from the producer price index as given below. Due to the crisis in the economy, the total factor productivity of the nations was hit and the factors of production were affected due to the downturn of the economies. The crisis in the economy gave rise to a situation of liquidity crisis. The fall in income levels of the people led to the fall in consumptio n demand in the economy. Due to this, the productivity of the business houses and industrial bodies fell. The fall in revenue and profitability led to the erosion of wealth of the shareholders and market investors. Along with this the erosion of confidence of the investors on the stock performance of the companies led to the fall of valuation of the companies and market indices. As a replacement for the investment in stock markets, the investors confided on the investment in gold markets (McGuire, 2010, p.37)1. The investment in gold was considered to be lucrative as prices of gold increased on the back of high demand for gold. An investment in gold offered higher returns on investment and there was no erosion of wealth from the amount of investment. Apart from that gold could be sold at any point of time and was considered as marketable investment. The presence of large number of buyers gave the opportunity to transform it into cash at any point of time. All these factors led to th e rise in the prices of gold. Investment in gold was deemed to be an investment that would in which the returns obtained would never be lowered (Northcott, 2010, p.46)2. The spurt in he gold prices over the last few years fuelled by weak economic conditions has been represented below. Demand and Supply Analysis The fluctuation in the price of gold could be explained from the demand supply curve for gold as given below. As the demand for gold rose in a weaker economic condition, the demand curve shifted from position 1 to 2 depicted by the red line. As a result, in order to maintain a position of equilibrium with the supply, the prices of gold rose from P1 to P2. The reverse is also true for fall in prices for gold as a result of fall in demand. Gold looses its luster: Rational behind plunge in gold prices The unexpected plunge in the prices of gold in recent times has occurred as result of recovery in the performance of the economies all over the world. The correct strategies adopte d by the policymakers in order to maintain a proper balance of supply and demand in the economy, controlling inflation through appropriate interest rates, fiscal and monetary policies have led to turn around of the economies of the world. The economic reforms and recovery from the economic recession led to improvement in the performanc

Assignment Example | Topics and Well Written Essays - 250 words - 40

Assignment Example The federal investigators said they were going to conduct corruption investigations involving the City Hall officials (Twickel 1). The United States of America legislators introduced a bill to block visas and assets of some Russians until people responsible for the death of lawyer Sergei Magnitsky were brought to justice. Magnitsky was put under arrest after he accused senior government officials of embezzling government funds. According to the report given, Magnitsky died of health complications in a pretrial detention in Moscow. Human rights activists and Magnitsky colleagues say that he was denied adequate medical treatment during his detention. They also claimed that he was subjected to torturing conditions. The bill was however not welcomed by some Russia government officials. The Foreign Minister warned the US government against passing the bill saying that it will evoke bitter relations with US and undermine cooperation between the two nations (Combined Reports 1). The president of Russia Dmitry Medvedev ordered the Prosecutor General’s Office to conduct investigations into Magnitsky’s deat h. Previous investigations into Magnitsky’s death failed to produce any suspect (The St Petersburg Times

Spread Sheet Modelling Article Example | Topics and Well Written Essays - 1250 words

Spread Sheet Modelling - Article Example Layout plan 1. The user can either click â€Å"Run Random 10 Day Simulation† to generate outputs over 10 days using random values for all inputs OR 2. Enter a temperature for the next day OR click the â€Å"Randomly Generate Temperature† button to generate one. 3. The user then enters their intended: a) Price per cup b) Initial Investment 4. The user also needs to either enter their: a) Amount of Vodka per Jug b) Number of Ice Cubes per Cup OR click the buttons to optimize these variables to maximize demand. 5. Then clicking the â€Å"Calculate Demand† button will automatically take them to sheet 2, calculate the predicted demand and the required quantities of stock to satisfy this demand. 6. The user must enter their intended stock purchases subject to data validation to avoid them trying to purchases items in quantities that are unavailable or that cost more than there is funds available for. Alternatively they can also click the button labeled â€Å"Optimize Purchases† to have the best possible combination of purchases displayed for them. 7. The user can then click the button â€Å"Run Simulation†, this will take them to sheet 3, where the outputs for that day will be displayed. 8. Clicking â€Å"Next day† will then save all the inputs and outputs in sheets 5-7, reset all the values on sheets 1-3 and return them to the front sheet to repeat the process. 9. When the user has cycled through the process 10 times they will automatically be taken to sheet 4 where the cumulative totals are displayed. They can also access this at any earlier point by clicking â€Å"Display Cumulative Totals†. ... 6. The user must enter their intended stock purchases subject to data validation to avoid them trying to purchases items in quantities that are unavailable or that cost more than there is funds available for. Alternatively they can also click the button labeled "Optimize Purchases" to have the best possible combination of purchases displayed for them. 7. The user can then click the button "Run Simulation", this will take them to sheet 3, where the outputs for that day will be displayed. 8. Clicking "Next day" will then save all the inputs and outputs in sheets 5-7, reset all the values on sheets 1-3 and return them to the front sheet to repeat the process. 9. When the user has cycled through the process 10 times they will automatically be taken to sheet 4 where the cumulative totals are displayed. They can also access this at any earlier point by clicking "Display Cumulative Totals". 10. When on sheet 4 the user can click "Reset Model" which will delete all saved data and return them to the front sheet. 2.3. Assumptions - Drinks are sold by the cup only. No requests, doubles/shots etc. will be considered. - The price per cup cannot be set lower than 20p. - Price and temperature are constant over the day. - Demand is the number of people who will definitely purchase a cup. - The user cannot overdraw from their available funds. - There are no storage costs for stock that is carried over to the next day. - Only vodka and lemonade are mixed in jugs and then poured into cups with constant amounts of ice in them. 2.4. Strengths - Simple layout - The user works on the model in a structured manner starting from sheet1. Read and Batson (1999) state that "Using multiple sheets ' creates a model that is much easier to navigate."

Week 2 Journal Essay Example | Topics and Well Written Essays - 500 words

Week 2 Journal - Essay Example The arguments of the Republicans have merits, but I think the problem is how Boehner is representing the bill—he is largely representing the Republican Party. As stated in the article, he should represent the entire House, not only the Republicans (Fresno para 5). Nevertheless, based on the arguments presented in the article, it seems highly likely that the immigration reform bill will get enough votes in the House floor. On the other hand, in California, as reported in the article California Makes Strides on Immigration Reform, the issue on undocumented immigrants has been partly settled. The Legislature acknowledged the importance of undocumented immigrants to the society, and argued how vital it is to integrate them to the society (SFGate para 1-2). Undocumented immigrants have been a part of the American society for so long and whether we like it or not, they have already contributed to the nation’s growth, or, perhaps to its problems. It is time to grant them certain privileges that would still take into consideration the opinion of the American citizens. After all, the position of undocumented immigrants is still controversial and needs further consideration. The decision to award undocumented immigrants with a ‘driver’s privilege’ instead of a ‘driver’s license’ (SFGate para 4), I believe, is a smart move since it remains questionable whether they should be eligible for public benefits. Nevertheless, in a nutshell, it is apparent that the Legislature has recognized the continuous change in demographics and the importance of coping with these changes. In the meantime, I believe that the planned 700 more miles of fencing along the southwest U.S. border is not the answer to illegal immigration (Connor para 1). I think that instead of suppressing the presence of undocumented immigrants we should implement measures that will inform these illegal immigrants that their status is still

Kohl's Department store Essay Example | Topics and Well Written Essays - 750 words

Kohl's Department store - Essay Example It also has equally impressive house brands that are price competitive. These give variety to the product lines that the department store carries. One of the company’s strengths is that Kohl has a very wide distribution network, with nine distribution centers located in strategic areas. This enables the company to immediately replenish stocks in the stores. Immediate replenishment means there will be minimal lost sales due to non-availability of the products. Having a lot of distribution centers also results to manageable operations costs resulting from having to bring the products from one area to another. However, Kohl’s main weakness is its company size compared to the industry’s larger players. Kohl only has about 1000 stores located in various parts of the US. Furthermore, its area of distribution is only within the US, whereas other Retail stores have reached other countries. As such, Kohl is very dependent on the economic condition of the US. Kohl has the ability to compete heads on with the larger players as it continues to expand, with the target of having 1,400 stores in 2012 (Economy Disrupts Kohl’s Expansion 2009). In spite of the economic downturn, slowing the company’s expansion from its target of 90 new stores per year to only 75, the company is still confident on its expansion plans. And alongside the expansion plans is their innovative marketing plans, among which is the company’s shopping strategy tool, whereby consumers can create and print customized shopping lists that has product images and pricing so that they can compare values and get the most out of their money (Kohl’s Shoppers Can Count on Tremendous After Thanksgiving Day Savings 2009). Another opportunity is that Kohl is now also maximizing online shopping, as the other retailers in the same league. Doing so would attract more consumers, and connecting them on a personal level as the website offers detailed

Managing the Learning Environment Essay Example | Topics and Well Written Essays - 2500 words

Managing the Learning Environment - Essay Example This student was called in the staff room and was warned due to his misbehavior. after few days the student behaved ill mannered with the teacher by saying her that she doesn't know how to communicate with the students and she has a fake accent as she was an Indian teacher. Initially, the teacher did not mind but later she took serious actions towards the student as he was diverting the mind of his classmates. His fellow classmates ignored her and did not pay much attention in the class. moreover, the other students who were sincere to the teacher wanted to join the other section as the class was always disturbed. later the teacher decided to manage the class effectively to get the grip on the situation so that she gains the attention back and make the class more interesting. instructors can talk the help of staff to handle such situations and can discuss such discussions. Many common examples of disruptive behavior are:- -Users of cell phones in classrooms -Inappropriate demands for attention -attending class late and leaving early -creating noise and disturbing the other students -inattentiveness in class(sleeping, reading, chatting and other such things which should not be done in class). -threats to harm oneself or others -monopolizing classroom discussions How to deal with disruptive behavior? †¢ The instructor should serve as a model by demonstrating respectful and responsible behavior with all interaction with students. †¢ the instructor should deal with disruptive behavior immediately ... how to communicate with the students and she have a fake accent as she was an Indian teacher. Initially the teacher did not mind but later she took serious actions towards the student as he was diverting the mind of his class mates. His fellow class mates ignored her and did not pay much attention in the class. moreover the other students who were sincere to the teacher wanted to join the other section as the class was always disturbed. later the teacher decided to manage the class effectively to get the grip on the situation so that she gains the attention back and make the class more interesting. instructors can talk the help of staff to handle such situations and can discuss about such discussions. Many common examples of disruptive behavior are:- -Uses of cell phones in class rooms -Inappropriate demands for attention -attending class late and leaving early -creating noise and disturbing the other students -inattentiveness in class(sleeping, reading, chatting and other such things which should not be done in class). -threats to harm oneself or others -monopolizing class room discussions How to deal with disruptive behavior The instructor should serve as a model by demonstrating respectful andresponsible behavior with all interaction with students. the instructor should deal with disruptive behavior immediately if this behavior isignored the behavior of the student is expected to increase. If the student behavior is irritating, but not particularly disruptive, consider talkingto the student privately, but do not shout on the student or insult the student inanyway. talk to the student calmly, if you feel unsafe being alone request any ofyour colleagues to accompany

Bullshit as a Politics of Discourse Essay Example | Topics and Well Written Essays - 750 words

Bullshit as a Politics of Discourse - Essay Example 2). All throughout his paper, he argues that bullshit has been used in most cases and varies in purpose. Politically speaking, lying and truth can be an issue of public trust and affects the manner of governance. Bullshit can be used in both cases. The bullshit can be considered as a truth depending on the manner of rhetoric. At the same time, it is also a lie which becloud. It can be considered that bullshit is a mechanism of truth and lie. It can be about lying about a lie or lying about the truth. In these cases, it can be seen that the events of the past has made the American government appear to be bullshitting people for the purpose of telling an invented truth and denying the real truth by political manipulation and possibly after of their own personal agenda as well by making such falsified truth statement. How would this be possible, especially in connection to bullshit? This is the matter that I shall delve into in this paper. BODY Bullshit as a Threat to Society Can bullsh it be a threat towards society and the value of truth? Frankfurt mentioned that â€Å"bullshit is disconnected from a concern with truth† and is â€Å"untruthful† (Frankfurt 1986, p. 12). In a personal sense, this cannot be considered a threat because bullshitting can be considered as a pastime. ... Regarding the 9 / 11 attacks, a lot suspicion came from the people, abruptly criticizing the government for its lack of engagement with the truth regarding the matter. America, as one of the highly advance countries, a lot of people have been wary about the non – interception of the planes that have been â€Å"hijacked† supposedly (BBC 2011). The government, back then, has been arguing that it was the terrorists, particularly, the group of Osama Bin Laden, who has been responsible for such horrendous attack. However, upon thorough investigation by people who have been concerned about what has really happened, there is an assumption that the planes used are not powerful enough to ensure the crash of the World Trade Center (BBC 2011). Some have assumed that the government has played a role in this debacle. They could have been the ones who have implanted the bombs in the tower that paved way for its collapse (BBC 2011). However, the blame has been diverted to the terroris t as the government provided: an escape mechanism. Political Discourse as a Mechanism to Assess Bullshit Political discourse, in a simpler sense, would mean an interpolation of the roles and functions of political institutions in doing its roles and functions accordingly to service of the people especially for the leaders. In this case, truth has a crucial role because it serves as a bastion for democracy, transparency and accountability. The discourse on politics and truth provides a condition for assessment of certain actions of institutions, more importantly; the government where most of politicking and power hunger occurs that exemplifies a distortion of truth. Bullshitting, as a dangerous

To maintain a commitment to professionalism Essay Example for Free

To maintain a commitment to professionalism Essay As a teacher of young children I am aware of my disposition at all times. Being professional is very important in a child care setting. One of my roles is to serve as a positive role model to the children in my child care. I dress appropriately to work effectively with young children. My co-worker and I wear scrub tops, except in summer when hot out. The scrub tops we wear have Disney characters on them, and the kids love them. I am knowledgeable of my profession, and I respect the children, parents and my co-workers. These attributes show my competence in meeting Standard VI. Professionalism- I truly enjoy working with young children in a group setting, and demonstrate a positive attitude in my role. I always come to work with a smile on my face and a bounce in my step. I talk to children, and play with them every day. Children are the light of my life, and it sure shines brightly when they are around. I also take advantage of opportunities to grow professionally by attending workshops, in-service trainings offered by The Child Resource Network to gain knowledge that will help me to become a better teacher of young children. This professional development training also keeps me up-to-date with the latest knowledge and trends in the child care field. I also follow regulations set forth by the state of Indiana to ensure that I am providing the best quality service to children and their families. CS VI a- I decided to work with children when my granddaughter Marley was a year old. At the time I was working for a company CDC for mentally disabled adults. I worked for the company for six years. I dedicated my life to that company. I got blamed for another Susan’s abuse of a consumer. I was told that my job was on line. When they found out it wasn’t me, I was told it would still be in my file. I gave them a 3-4 weeks’ notice and quit. I decided I would not have anyone tell me I abused a consumer when I loved them all like they was my family. I have a handicapped nephew and a niece with cerbal palsy. I thought this is the perfect time to start a daycare, and get to spend all the time in the world with my granddaughter. I couldn’t have choose a better job. I love children, and I was only allowed to have one child. My doctor wanted me to abort with my pregnancy, because I had epilepsy. CS VI b- Keeping a clean center and maintaining equipment. Keeping paper work organized and in the appropriate  places is very important. Positive attitude and positive role model to the children.

Tell-Tale Heart Essay Example for Free

Tell-Tale Heart Essay In Edgar Allan Poes The Tell-Tale Heart, the narrator has a hard time dealing with an old mans disfunctioned eye, and he becomes insane. In this story an old man is killed merely because of his eye. The narrator is crazy and cant stand the eye and he becomes outraged and suffocates the poor old man. Every night for weeks the narrator would peek his head in the old mans room and observe him sleep in everyway he could: Oh, you would have laughed to see how cunningly I thrust it in. (#) This quote shows how creepy the narrator truely was. He had been planning and watching the old man night after night before the very night he murdered him. The narrator was so precise and made everything perfected, or so he thought The night the murder was to occur the narrator was watching ever so carefully, the old man seemed to sense fear and awoken. He let out a loud groan, and told himself the fear was all in his head: It is nothing but the wind in the chimney- it is only a mouse crossing the floor, or it is merely a cricket which has made a single chirp.(#) The narrator was so cunning and sly the old man didnt even notice his long glares all night. So late that quiet night, the old man was suffocated in his sleep because of his careless thinking. The old man is now dead and left under the floorboards to rot. Unexpectedly a pair of policmen come knocking on the door, but the narrator had nothing to fear, for her was incredibly slick and clean about this whole thing. The narrator had welcomed the policemen inside the house to inspect everything and answer any questions needed: The officers were satisfied. My manner had convinced them. I was singularly at ease. They sat and while I answered cheerily, they chatted of familiar things. But, ere long, I felt pale and wished them gone. (#) The narrator sweet talked his way out of the officers until they stayed so long his concience began to catch up with him. It made him so sick he couldnt take it. Just when he thought he was safe, he was completely wrong.  The narrator couldnt take it anymore, he confessed and opened the floorboards for the officers to see. Off to the slammer for him.

Death Anxiety and Stress Levels With Different Age Groups

Death Anxiety and Stress Levels With Different Age Groups q Introduction This research will be about studying the relationship between human’s age group with life stress level and also death anxiety. According to Peter, Cant, Payne, O’Connor, McDermott, Hood, Morphet and Shimoinaba (2013), death anxiety is the morbid, abnormal or persistent fear of ones own death or the process of his/her dying. Death anxiety is also a feeling of dread, apprehension or anxiety when one thinks of the process of dying. According to Angela Morrow (2011), stress is the bodys reaction to a change that requires a physical, mental or emotional adjustment or response. Terror Management Theory (TMT) was proposed in 1986 by social psychologists  Jeff Greenberg,  Tom Pyszczynski, and  Sheldon Solomon. The theory was inspired by the writings of cultural anthropologist,  Ernest Becker. The basic idea of the theory is that humans are motivated to control their potential for terror inherent in the human awareness of vulnerability and mortality by spending in cultural belief systems that imbue life with meaning, and the individuals who subscribe to them with self-esteem. Since its inception, the theory has generated empirical research into not just the nature of self-esteem and prejudice, but also a host of other forms of human social behavior (Cox and Arndt 2006).Self-esteem is showed to be an important anxiety-buffering function in the face of death-related thought, leading individuals with high levels of self-esteem to exhibit attenuated mortality salience effects. Thus, an attorney concerned with mortality salience-related factors which advers ely affecting his or her case may want to use pretrial surveys to identify and challenge jurors who show to be experiencing situational or dispositional factors that could be associated with low self-esteem (Lieberman and Arntd 2009). General Adaptation Syndrome was founded by Scientist Hans Selye(1907-1982). He showed 3 phases what the supposed effects of stress has on the body which was alarm stage, resistance stage and exhaustion stage. Throughout his work, he developed the theory that stress is a main cause of diseases because chronic stress causes long-term chemical changes. He observed that the body would respond to any external biological source of stress with a predictable biological pattern in an attempt to restore the body’s internal homeostasis. This early hormonal reaction is yourfight or flight stress response and its purpose is for handling stress very quickly! The process of the whole body’s struggle to maintain equilibrium is what Selye had termed, the General Adaptation Syndrome. Pressures, tensions, and other also stressors can greatly influence your regular metabolism. Selye determined thatthere is a limited supply of adaptive energy to deal with stress.That amount declines with c ontinuous exposure. (Richard J.) (2008). Therefore, our research statements would be â€Å"do different age group influence one’s stress level?† and â€Å"do different age group influence one’s death anxiety? Aim: To study the death anxiety and stress level with different age group. Variables: Independent: Age groups (Young adulthood, middle adulthood and older adulthood). Dependent: Stress level and death anxiety level. Hypothesis: As age level increase, the level of death anxiety increases. As age level increase, the stress level increase. Literature review A study by Harrawood, White and Benshoff(2009) was conducted to examine the relationship between the level of death anxiety among a national sample of United States funeral directors with varying levels of death exposure, age, and sex among 203 funeral directors working in the United States. The main results showed a significant but weak negative relationship between levels of death anxiety and the participants’ reported number of funerals attended per year. One of the limitations of this study is that conducting a survey through mail is not the best method because the researchers cannot be sure that the survey packets will be received by the participants. The recommended method would be interviewing the participants personally. Another relevant study by Chan and Yap (2009) was aimed to examine the influence of religion, religious orientation, gender, and age on death anxiety in a culturally diverse country like Malaysia. In this study, there were 320 participants ranging in age from 17-70 years. The results supported hypothesis C which is female participants would have lower death anxiety and death anxiety levels would not differ between young adults and older adults. However, it is stated in the research paper that participants recruited were obtained from the Klang Valley area. Limited in only one area is not a good sampling method, because the population outside of KlangValley is not included, therefore it would influence the results. A study by Mroczek and Almeida (2004) was conducted to examine whether stress reactivity becomes stronger or weaker with age. There were 1012 participants ranging in age from 25-74 years were took part in this study. The main results showed that there was a stronger association between daily stress and negative affect for persons high in neuroticism as compared to those low on the trait. In addition, there was also a stronger association between daily stress and negative affect for older as compared to younger adults. In this study, researchers should also include the age population below 25 and above 74 of years in order to get a more comprehensive result. Lastly, a study by Birditt, Antonucci and Tighe (2013) was carried out to investigate whether enacted support (emotional or instrumental) varies by relationship quality and stress appraisals among middle and older adulthood. There were 152 participants(principal respondents, PRs)who had experienced recent stressful life events and 180 participants as their identified supportive ties ranging in age from 8-98 years were took part in this study. The main results showed that thehigh quality relationships tended to enact consistently high levels of support irrespective of stress appraisals whereas low quality relationships enacted higher levels of support when PRs were more highly stressed.In this study, researchers should increase the number of participants in order to get a more accurate result. Methodology Participant Participants will be approached and filter to 3 different groups, young adulthood (20-39 years old), middle adulthood (40-64 years old) and older adulthood (65-74 years old). Each group will consist of 20 participants. The participants will consist of both women and men. Materials (Questionnaire) The Templer Death Anxiety Scale (TDAS) by Lonetto Templer was designed to determine one’s death anxiety level. It is a self-conducted 15-item scale where participants rate themselves on the true-false scale. The instrument is recorded by allocating 1 point to every item which is answered correctly and then will be summed up all the items at the end of the process. High scores on this scale show high death anxiety level while low scores indicate low death anxiety level. The TDAS has good validity whereby it correlated 0.74 with the Fear of Death Scale. Besides that the TDAS is capable of significantly unique between psychiatric patients who have high death anxiety level and a control group. The TDAS also has an internal reliability of 0.76 and a three-week test-retest reliability of 0.83. (Lonetto, R., Templer, D. I. (1983). (The nature of death anxiety.In C. D. Spielberger and J. N. Butcher (Eds.), Advances in personality assessment, Volume 3 (pp. 14-174). The Perceived Stress Scale (PSS) was developed to measure of the level to which situations in one’s life are appraised as stressful.It is a 14 item instrument that predicts both unbiased biological markers of stress and increased risk for disease among people with higher distinguished stress levels. For example, those with the higher scores (suggestive of chronic stress) on the PSS tend to be worse on biological indicators of aging, cortisol levels, immune markers, depression, infectious disease, wound healing, and prostate-specific antigen levels in men. The Perceived Stress Scale (PSS), designed to determine the level of situations in one’s life are appraised as stressful. The European Spanish version PSS (14-item) demonstrated adequate reliability (internal consistency, = .81, and test-retest, r = .73), validity (concurrent), and sensitivity. Additional data indicate adequate reliability (à ¯Ã†â€™Ã‚ ¡Ãƒ ¯Ã¢â€š ¬Ã‚  = .82, test-retest, r = .77), validity, and sensiti vity of a 10-item short version of the PSS (Remor, 2006). (Remor, E. (2006). (Psychometric properties of a European Spanish version of the perceived stress scale. The Spanish Journal of Psychology, 9(1), 86-93.) Procedure A total of 60 participants will be recruited randomly through random picking at Sunway Pyramid shopping center and at the same time select by presuming their age group in order to complete 20 participants per age group. Participants will then be briefed about the objective of this experiment and the instructions they need to follow. Next, participants will be given the first questionnaire by the researchers, which is the Templer Death Anxiety Scale (TDAS). In this section, participants are required to fill in their details as provided in section A (socio demographic) and proceed to section B which is the questions of the death anxiety questionnaire. Then, the researcher will collect back the questionnaires from the participants. After that, participants will be given the second questionnaire which is the Perceived Stress Scale (PSS). In this section, participants are required to fill in their details once more as provided in section A (socio demographic) and proceed to section B whic h is the questions to assess their stress scale. Then, the researcher will collect back the questionnaires from the participants. Both questionnaires collected will be used for data collection to be then converted into results. Design Cross sectional method will be used in this research because age group division will be involved. It will be a study based on data gathered at one time from groups of participants who represents different age groups. Each subject will be measure and tested only once and the results give us information about differences between the groups. Discussion Limitation of the research would be the amount of participants. Therefore it doesn’t represent the whole society. Future researchers are recommended to recruit more participants to get a higher accuracy results. Other than that the way to approach participants as planned would be a little time consuming. It is also not that efficient. Future researchers are recommended to approach participants in a more efficient way. Reference Angela Morrow, R. (2011, 1 19).Stress definition. Retrieved from http://dying.about.com/od/glossary/g/stress.htm Cathy, C., Jamie, A. (2008, 1 2).Terror management theory. Retrieved from http://www.tmt.missouri.edu/ Daniel K., M., David M., A. (2004). The effect of daily stress, personality, and age on daily negative affect.Journal of personality and social psychology,72(2), 355-378. JOEL.D, L., JAMIE , A. (2009, 7 1).Terror management theory and jury decision-making. Retrieved from http://www.thejuryexpert.com/2009/07/terror-management-theory-and-jury-decision-making/ Kira S., B., Toni C., A., Lauren, T. (2013). Enacted support during stressful life events in middle and older adulthood: An examination of the interpersonal context.27(3), 728–741. doi: 10.1037/a0026967 Laura K., H., Lyle J., W., John J., B. (2009). Death anxiety in a national sample of united states funeral directors and its relationship with death exposure, age, and sex.58(2), 129-146. doi: 10.2190/OM.58.2.c LI CHUIN, C., CHIN CHOO, Y. (2009). Age, gender, and religiosity as related to death anxiety. Lonetto, R., Templer, D. I. (1983). The nature of death anxiety.in c. d. spielberger and j. n. butcher (eds.).Advances in personality assessment,3, 14-174. Peters , L., Cant , R., Payne, S., OConnor , M., McDermott, F., Hood, K., Morphet , J., Shimoinaba, K. (2013). How death anxiety impacts nurses caring for patients at the end of life: a review of literature.7, 14-21. doi: 10.2174/1874434601307010014 Remor, E. (2006). Psychometric properties of a european spanish version of the perceived stress scale.The Spanish Journal of Psychology,9(1), 86-93. Richard, J. (2008).Hans selye’s general adaptation syndrome. Retrieved from http://www.essenceofstressrelief.com/general-adaptation-syndrome.html Appendix A Death Anxiety Scale Indicate whether each item is usually true or false for you most of the time. Scoring for death anxiety: T FI am very much afraid to die.T T FThe thought of death seldom enters my mind.F T FIt doesn’t make me nervous when people talk about death.F T FI dread to think about having to have an operation.T T FI am not at all afraid to die.F T FI am not particularly afraid of getting cancer.F T FThe thought of death never bothers me.F T FI am often distressed by the way time flies so very rapidly.T T FI fear dying a painful death.T T FThe thought of life after death troubles me greatly.T T FI am really scared of having a heart attack.T T FI often think about how short life really is.T T FI shudder when I hear people talking about a World War III.T T FThe sight of a dead body is horrifying to me.T T FI feel that the future holds nothing for me to fear.F Appendix B

Lord Of The Flies - Primitive :: essays research papers

"He looked in astonishment, no longer at himself but at an awesome stranger†¦ He began to dance and his laughter became a bloodthirsty snarling†¦ The face of red and white and black swung through the air†¦" In the novel Lord of the Flies, an account of primitive religion is evident in the behavior of the hunting party. Initially, we will explore chant and uniform action and it’s spiritual effects on the human mind and soul. Secondly, it will be discussed how primitive peoples gain satisfaction from conducting the act of sacrifice. Moreover, this research will go into depth about the transformation into a higher being and development of a new identity through ritualistic actions. Finally, primitive society’s emphasis on fear-provoking, irrational behavior in comparison to modern society’s insistence on rationality will be addressed. In a primitive society, chanting is designed to provide a group with benefits such as the acquiring of material possessions, health, and monopoly over one’s personal circumstances or those of another person. This ritual is performed until one feels satisfied, and/or has been led into spiritual contact with another realm. Another purpose of the chant is for one to feel a powerful being emerge within one’s soul, resulting in a god-like sensation for a short amount of time. In the novel, one can perceive that the hunting party’s vigorous chant ("Kill the beast! Spill her blood!") is one of their final retrogressions into savagery. Its repetitious, invigorating verse elates them, and when the procession finally ends, they behave in a trance-like, mystified demeanor. They begin speaking immediately in excited tones, feeling amazed at the feat they had accomplished. It is written that "the boys chattered and danced", obviously enthralled with their victory. It would be wise to conclude that the boys have derived a sense of power through performing the chant, and they are satisfied with their newfound strength and uniformity. For Jack, chanting is another means of manipulating others. Like one of its benefits to primitive cultures, the chant awards him ultimate control over his entire group. The ritual of the sacrifice is a fundamental element of primitive culture. Primarily, blood sacrifice of an animal is the usual means of atonement for a primitive group. Other reasons behind this sacred ritual were to bow down to power, or to declare one’s adoration of a god or deity. The ideas behind the gift sacrifice, which existed in the early formation of religion, were thanksgiving and redemption.

The Unification of Greece :: Ancient History, Bronze Age, Greek

During the Bronze Age, the Minoan civilization; situated on the cultural bridge Island of Crete, greatly influenced the Aegean Islands as well as the Greece mainland (75). Though they were not Greeks, the Minoans kept detail records in a form of Greek. These peoples were ruled by a King who was supported by a bureaucracy and centered on a palace (75). This form of organization was typical of many early civilizations but changed tremendously after this age (75). After the Minoans, the Mycenaeans arose and ruled in a similar fashion to the Minoans. The Mycenaeans; though also non-Greek, settled in the Greek mainland and was ruled by a King who held a royal domain, was given the ability to appoint officials, and to command servants among other responsibilities (77). After the fall of the Mycenaean empire, many Greek peoples spread eastward, ended trade with the old civilizations, and internally throughout parts of Greece (78). This period led Greek peoples to move into smaller communit ies with little communication between them (78). The initial organization of the Minoan and Mycenaean civilizations were as close to unification as Greek history allowed until the Macedonians arrived. However, these successful civilizations were not Greek but situated themselves on what became Greece and merely demonstrated a slight similarity in language. After the fall of the Mycenaean civilization, Greeks entered though disorganized and independent. The appearance of the polis united Greek-speaking people though its initial use was not for such. The Greek poleis was a community of relatives who worshipped gods in ceremonies and formed republics dominated by the nobility through its councils of nobles and eventually distinguished monarchy (80-81). These poleis allowed Greek’s social life to grow and expand their territories tremendously (81-82). This expansion provided Greeks with a cultural identity and gave men outside the nobility an opportunity to become wealthy (82). This new class, however, also led to conflict and tyranny arose (82). The tyrants contributed most in that they eliminated the presence of the aristocracy leaving each citizen to prove their worth by their service of the polis (84). Throughout this period, tyrants ruled their individual city-states, and allied themselves with other allies to prevent war (84). After the end of the dark ages, Polytheism arose as a central religion connecting Greek peoples (85). During this age, the polis was still apparent though differed tremendously between different states (87). Sparta and Athens, though powerful and influential Greek states were among these poleis and though they were perhaps, the most likely of the states to unite Greece both were unfit.

Dangers of Suicide Websites Essay -- essays research papers

Suicide Made Easy The thought of suicide can enter the mind of anyone in any age group. For those who come across a suicide website, the information given can make suicide turn from a fleeting thought to an action. On Thursday, October 10, 2007 Kazunari Saito, a 33-year-old electrician, was arrested for the murder of Sayaka Nishizawa, a 21-year-old woman. Saito was the host of a suicide web site where he provided his viewers with ways to commit suicide, this is where he and Nishizawa first came in contact. Nishizawa reportedly paid Saito $1,700 to help her to kill herself. On the night of April 12, 2007 Saito gave Nishizawa 20 to 30 sleeping pills and then suffocated her to ?finish the job?. (Austin Modine, 2007) Above are the statistics taken from 2004 showing the differences in age, race, and sex. The rate, number that year, and average suicide per day are represented here. (American Association of Suicidology, 2004) A rarely known or acknowledged fact is that not only children and teenagers are suicidal. The major difference between suicide attempts among elders and youth is that elder suicide attempts are more commonly successful (Reference Services Review, 2003, Vol. 31 Issue 2, p175-184, 10p). The American Association of Suicidology states that in 2004, 32,439 people died from suicide attempts. This means that someone commits suicide every 16.2 minutes. Of this total, every 1 hour and 41.4 minutes an elderly person commits suicide, compared to every 2 hours and 2.1 minutes that a young person commits suicide. These are not the only two categories in which suicide falls, of the 32, 439 suicides in 2004, 22, 925 were committed by adults between the ages of 25 and 64 (Section 1,2, and 3, 2005) For many, a sui... ...nce Source Review Volume: 31 Issue: 2 Page: 175 ? 184. Retrieved February 15, 2008 from University of Phoenix Library Lewis, Penny (2001) Rights Discourse and Assisted Suicide. American Journal of Law and Medicine. Vol. 27 Issue 1. Retrieved February 15, 2008 from University of Phoenix Library. Megan Meier Suicide (2006) Retrieved March 8, 2008 from hitsusa.com/blog/317/megan-meier- suicide/ Sinderbrand, Rebecca (June 20, 2003) Point, Click, Die. Newsweek Vol. 141 Issue 28. Retrieved February 15, 2008 from University of Phoenix Library Stone, Geo (2007) Suicide and Attempted Suicide: Methods and Consequences. Retrieved March 19, 2008 from http://www.suicidemethods.net/ TOKUS's Handy Four-Pillar Practice Archive (2004). A Practical Guide to Suicide. Retrieved February 15, 2008, from http://www.satanservice.org/tokus/suicide/ guide/#I.D

Psychological research Essay

One of the main criticisms that have been levelled against psychology is that it does not produce objective, value-free science. The assumption here, of course, is that an absolute ‘truth’ actually exists and that psychologists should be pursuing it with vigour. The natural scientists such as biologists and chemists firmly believe in this positivist stance that an absolute truth exists and denial of this must weaken any science and scientist that ignores it. The importance of this question is central to the nature of bias in research because if a value-free science can be achieved, then, psychology should be able to embrace this and eradicate bias. However, the very real possibility that there is no such thing as a totally value-free knowledge (i.e. one without prejudice or personal bias) means that gender bias as well as cultural and other biases will be impossible to remove, which is not to say that psychologists condone such practice, only the realisation that value-free knowledge represents a ‘holy grail’.  Psychology before the 1970s was riddled with gender biases. Early male psychologists such as Stanley Hall claimed that women should not be allowed into higher education because education increases the blood flow to the brain and away from the uterus. With the rise of the feminist movement in the 1970s feminist psychologist began to challenge limiting and demeaning views of women. The classic paper written in 1971 by feminist psychologists Naomi Weisttein was a scathing attack on psychology’s theories about women. Psychology she said portrays women as inconsistent, emotionally unstable and intuitive rather than intelligent. In short the list adds up to a typical minority group stereotype of inferitory. She pointed out that these kind of psychological theories were used to keep women out of education and professional occupations, to confine women to the kitchen, the bedroom and the nursery, inferior to men in all aspects. Research examples of gender bias in psychology can be found where research only uses male participants and generalises results to women without question. This type of research makes it unclear as to whether findings for men are equally same to women. If women behaviour differs from men’s, the former is often judged to be pathologically, abnormal or deficient in some way (sexism). This is because men’s behaviour is taken (implicitly or explicitly) as the ‘standard’ or norm against which women’s behaviour is compared (andocentric – male centeredness, or the masculinity bias).  Psychological explanations of behaviour tend to emphasise biological (and other internal) causes as opposed to social (and other external) causes. This emphasis on internal causes is called individualism. This gives (and reinforces) the impression that psychological sex differences are inevitable and unchangeable. In turn this reinforces widely held stereotypes and women and men, contributing to the oppression of women (another example of sexism) Many feminist psychologists argue that scientific method is gender bias. For example, Nicolson (1995) identifies 2 major problems associated with the ‘objective’ study of behaviour for how claims are made about women and gender differences.  a) Experimental environment takes the individual ‘subjects’ behaviour, as opposed to the ‘subject’ herself. This ignores the behaviour’s meaning, including its social, personal and cultural contexts.  b) Experimental psychology takes place in a very specific context, which typically works to women’s disadvantage (eagly, 1987). In an experiment a women becomes anonymous. She is put in a strange environment and expected to respond to the needs of (invariably) a male experimenter, who is in charge of the situation. How does gender bias help  According to Kitzinger (1998) questions about sex differences (and similarities) aren’t just scientific questions they are also political.  Answers to some of these questions have been used to keep women out of universities, or to put them in mental hospitals. Others have been used to encourage women to go to assertiveness training courses, or to argue that women should have all the rights and opportunities as men. In other words science of sex differences research is always used for political reasons.  According to Gilligan (1993) at the core of her work on moral development in women and girls were the realisations that within psychology values were taken as facts. Psychologists have a responsibility to make their values explicit about important social and political issues. Failure to do so may contribute to prejudice, discrimination and oppression. Alpha bias  According to Travis, the belief that man is the norm and women is the opposite, lesser or deficient (the problem) constitutes one of the 3 alternative views regarding the mismeasure of women.  Alpha bias underlines the enormous self-help industry. Women consume many books advising on beauty, independence and so on†¦Men being ‘normal’ feel no need to correspond in the same way.  Examples of alpha bias in research  Wilison (1994) maintains that the reason 95 % of bank managers, professors etc†¦ in Britain are men is that men are more ‘competitive’ and because dominance is innate in a man. Wilson also argues that women in academic jobs are less productive than men ‘objectively speaking, women may already be over promoted’. Women who do achieve promotion to top management positions ‘may have brains that are ‘masculinised’.  The research cited by Wilson to support these claims comes partly from the psychometric testing industries. These provide ‘scientific’ evidence of women’s inadequacies, such as (compared to men) their ‘lack of mathematical and spatial abilities’. Even if women are considered to have the abilities to perform well in professional jobs, Wilson believes they have personality deficits (especially low self esteem and a lack of assertiveness) which impede performance.

Comparing relevant theories, principles and models of reflective practice Essay

Reflective practice is an evolving concept. In the 1930s, John Dewey defined reflective thought as: ‘Active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends.’ He set out five phases or aspects through which we can see a process of reflection. However using phrases such as phase and stage does give a sense of sequence, a set method and there seems to be no room for interaction or dialogue rather that the teacher reflects individually. Of course, this can be the case we don’t all have someone to discuss and reflect with following every teaching experience. However it there is a definite place for interaction and dialogue with e.g. colleagues, mentor in order to evaluate what has gone before and how we can move on. I have found that through reflection with my mentor and by discussing points raised I have seen my teaching from another perspective and have taken on board different approaches. Shortly after starting teaching I was keen to achieve more involvement of the students in my sessions and through reflecting with my mentor I introduced various questioning techniques that have made my sessions more interactive and have benefitted the students. This use of Blooms’ taxonomy of questioning (1956) broadened my way of thinking about questions and as well as impacting my sessions developed my literacy skills by thinking about the way in which I communicate with others and being aware of my audience. The work of Boud, Keogh and Walker (1985), addressed emotions and reduced Dewey’s five phases to three. For them reflection is an activity in which people: ‘Recapture their experiences, think about it, mull it over and evaluate it.’ This approach is very much reflecting on action which enables us to spend time exploring why we acted as we did, what was happening in the group etc. This goes against the idea of reflection as a continual process, a way of life, and there was criticism of Boud et al from Cinnamond and Zimpher (1990) when they argued that: ‘They (Boud et al) constrain reflection by turning it into a mental activity that excludes both the behavioural element and dialogue with others involved in the situation.’ More and more I find myself reflecting as I’m teaching and adapting my teaching as the session progresses to meet the needs of individuals who have brought their own view to the session and presented me with an additional way of looking at the subject matter or prompted me to use an example which I had previously dismissed or forgotten about. The work of Kolb (1984) has been influential for the majority of educators as he approaches reflection in a cyclical way as one that is ongoing and constantly striving for improvement (see Diagram below). This to me is a practical and usable model of reflection that can be applied to many aspects of our life experiences not solely education. An example of how I have worked in this cyclical way and developed my ICT skills is my use of power point presentation within sessions. I began teaching using pre-prepared power points that did add to my sessions but could still be quite dry at times. By researching ways in which to improve on this I have progressed to adding animation, DVD clips, sound and am now in the process of compiling my own power point presentations using up to date and more relevant information which the students can relate to. By using this ICT tool in this way I have seen students response increase as well as their interest in further research. Brookfield (1995) saw reflection as viewing teaching from four different perspectives, he maintains that: ‘The heart of the reflective process is viewing teaching from four different perspectives or â€Å"lenses†: our autobiographies as teachers and learners; our students’ eyes; colleagues’ perceptions; and relevant theoretical literature.’ We all come to teaching from different backgrounds and with differing life experiences. Using this together with information gleaned from dialogue with colleagues and students and researching our subject specialism so as to keep up to date with new information will all add to the reflective process. On my short courses I like to find out, if possible, what type of electrical work the students are currently undertaking and then I attempt to relate the theory to practical situations they will be familiar with. This dialogue with students is, I believe, one of the reasons they have been so successful. Reflective practice requires a commitment to self-development and the time to achieve it, this as we know is one of the issues facing us all as educators as we strive to improve our teaching but can be held up by a lack of resources including time. Teachers improve their ability to react and respond as they are teaching, to assess, revise and implement approaches and activities on the spot. Reflection is key to moving forward and providing the best possible education for those students in our care. Word Count: 774 References: Boud, D et al (eds.) (1985) Reflection. Turning experience into learning, London: Kogan Page. Kolb, Da. (1984). Experiential learning: Experience as a source of learning and development, New Jersey: Prentice Hall. Brookfield, S (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass. Bloom, B.S. (Ed.) (1956). Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain. New York: Longmans, Green. Cinnamond and Zimpher. (1990). Reflection. Available: www.infed.org/biblio/b-reflect.htm. Last accessed 20 March 2010.

General Mills Financial Analysis Essay

From ready-to-eat cereal to convenient meals to wholesome snacks, General Mills is one of the biggest food products manufacturers and competes in growing food categories that are on-trend with consumer tastes around the world. The company markets many well-known brands, such as Haagen Daazs, Yoplait, Betty Crocker, Totinos, and Cheerios, among others. Main rivals include Kellogg, Kraft, Conagra Foods, and Sara Lee. General Mills sells its products in three segments: U.S. retail (63% of net sales), International (25% of net sales), and Bakeries and Foodservices (12% of net sales). In addition, General Mills sells cereals and ice cream through its Cereal Partners Worldwide and Haagen Daazs Japan joint ventures. General Mills continues building its presence in developed markets and increasing presence in emerging markets worldwide by investing in established brands while also developing new products. The company’s goal is to generate balanced, long term growth. Profitable perform ance through the past years General Mills has shown a strong profitable performance during the past years. The company has achieved during the last 3 years an average RoE of 28% supported by strong efficiency, financial leverage, and a moderate profitability ratio given the nature of the business. This has resulted in a positive trend of the share price that delivered 3 year returns of 44% from 2009. The upward trend in RoE that peaked in 2011 reaching 30.6% reversed in 2012 that closed with a RoE of 24.5%. The RoE drop of c. 600 bps in 2012 compared to 2011 is explained by a reduction in profitability that was affected by high input-cost inflation primarily in food ingredients and energy that was not fully transferred to customers (370 bps Gross Profit Margin drop). Performance was also affected by restructuring actions (60 bps impact on profitability) taken to improve organizational effectiveness to drive future growth. General Mills managed to continue improving efficiency as the increase in sales (3 Years CAGR of 6.7%) outpaced the average assets growth (3 Years CAGR of 5.8%), reachin g in 2012 the highest efficiency ratio (83.8%) of the past 3 years. Efficiency improvement was primarily supported by inventory reduction efforts that, coupled with increase in accounts payable derived from shifts in timing of payments, reduced the cash conversion cycle to 43 days. It is worth noting that during fiscal 2012 the balance sheet had an important growth as a result of the acquisition of the international Yoplait business, including goodwill and other intangible assets of $2.3 bn USD. Sales growth also benefited from the acquisition and will be discussed in the next section. General Mills runs a leveraged operation where, in average, the total assets are 3 times shareholders equity. Leverage ratio has decreased since 2010 as retained earnings have increased at a faster pace than assets driven by strong business performance. A slight revamp in the leverage ratio during fiscal 2012 was mainly driven by an increase in other comprehensive losses related to pensions and postemployment activity, and foreign currency translation that offset retained earnings for the same period. Sustainable growth while generating strong levels of cash flows General Mills has shown a strong, sustainable growth throughout the last years. Net sales increase has been driven by a moderate average growth in the US Retail segment (3.8%), coupled with the expansion in the International business (13.4%). The big year on year increase of 12% in fiscal 2012 is driven by the acquisition of the international Yoplait yogurt business that contributed 7 points of sales growth, while underlying business grew 5%. It is important to note that sales growth has been mainly driven by volume growth with a slight component of net price increase and a favorable mix. Segment Operating Profit has also maintained a sustainable growth. The slowdown during fiscal 2012 and drop of Gross Profit Margin is driven by high input-cost inflation as previously mentioned. Despite high costs, the company managed to increase segment operating profit to exceed $3bn for the first time in the company’s history. General Mills has managed to generate strong levels of cash flowacross the years. Over the most recent 5 years, the company operations have generated almost $10bn USD in cash. A significant portion of this cash has been returned to stockholders through dividends and shares repurchase. In addition, this cash is used to fund Capital expenditure. In the most recent year, the company operations generated $2.4bn of cash compared to $1.5bn in the prior year. The major increase is driven by a favorable change in working capital supported by inventory reduction efforts, prepaid expenses, and other current assets. Cash used by investing activities had a significant increase in fiscal 2012 that is mainly explained by the acquisition of international Yoplait ($1bn USD). General Mills invested in fiscal 2012 c. $700m USD in land, buildings and equipment, similar to previous years. Cash used by financing activities includes a constant payment of dividends and purchase of treasury stock in the last years. In addition, General Mills has been actively managing their cost of funds by issuing / pre-paying long term debt and commercial paper as convenient. General Mills performance has outpaced main competitors in the recent years General Mills strong performance is accentuated when benchmarked against Kellog Co, another of the key food producers. Both companies present similar profitability with General Mills having a lower gross profit margin compensated by lower marketing investment and general expenses. Nevertheless, General Mills has managed to grow sales and has delivered higher returns at a faster pace than Kellog. In addition, General Mills produces higher levels of free cash flow and has grown dividends per share faster. Finally, Kellog has a heavy debt load while General Mills has lower leverage ratio. Solid position to face a challenging, uncertain future In a nutshell, General Mills has shown a strong performance in the recent years and has outperformed his competitors mainly in compound growth rates and value creation. A challenging future lies ahead with uncertain economic environment and increase in commodity costs. Pricing strategy to maintain margin while not impacting market share will play a key variable in the company’s performance. Strong brands, innovations, expansion in diversified markets, and solid cash position and moderate leverage should support General Mills to face these challenges and continue creating value in the following years.

Bell Hook’s “Keeping Close to Home: Class and Education” Essay

In â€Å"Keeping Close to Home: Class and education†, a chapter excerpted from Talking back (1989) by Bell Hook’s, suggests that moving on with life by attending college influences individuals to hide or change the values they were raised with. She argues that people should never forget there family background or their past just because they change environments. From her perceptions of some of the students at Stanford, she also states that even the â€Å"lower class† people have beliefs and values too and that it has nothing to do with what social class a person is classified as. Hooks aims her beliefs towards the lower working class people. Because hooks feels strongly about her belief, she argues that a university should help students maintain the connection with their values, so that people of different communities will feel neither inferior nor superior to others but equal. Hooks demonstrates her knowledge of values by relating her experience at Stanford where she met many privileged whites who had values that contradicted her own. For example, many of the white students appeared to lack respect for their parents. However, hook’s parents always taught her to show them respect. Hooks even says in her essay, â€Å"I was profoundly shocked and disturbed when peers would talk about their parents without respect, or would even say that they hated their parents† (Hooks, page 51). Also, everyone looked down upon the working-class when that was the class from which she came. Hooks states, â€Å"I talked to no one about the sources of my shame, how it hurt me to witness the contempt shown the brown-skinned, Filipina maids who cleaned our rooms† (Hooks, page 50). Hooks felt hurt because her dad was a janitor. That was why it was so hard for her to look down on the working-class. Because Stanford even accepted her into their institution, hooks felt as though she needed to act privileged. When she refused, the university and its students considered her rebellious; however, if she had not refused, she would have been ignoring and forgetting the values that she had learned from her parents. The way Hooks pulls in her readers is by inspiring the audience and appealing to its emotions and values, hooks relates an example of the hard times in her relationship with her parents before she went to Stanford. In the example, she describes how her parents were reluctant to allow her to go  because they felt that a closer college also had a good education to offer. Hooks also expresses how she became upset with her parents and how her mama felt as though bell hooks lacked appreciation for her. Hook’s mama says to her, â€Å"Your childhood could not have been that bad. You were fed and clothed. You did not have to do without – that’s more than a lot of folks have and I just can’t stand the way y’all go on† (Hooks, page 48). Later, when bell hooks attends Stanford and notices how students constantly feel anger and resentment towards their parents, she remembers that her parents raised her to show them respect. â€Å"While I often needed more money, I never needed a new set of beliefs and values† (Hooks, page 51). Then, she realizes how important it was to maintain the connection with her values instead of replacing them with others’ values. Hooks definitely expresses her professional views throughout the essay. Her views are obviously professional because she is a college graduate and has a good education background. However, when she relies heavily on her views based on her experience at Stanford, she presents her views as being convincing by showing her understanding of pressure and values from that experience. Her experience establishes common ground with the audience and proves that she is familiar about the pressures at a university. Hooks develops common ground with those in the audience who might be or have been in a university. Because people generally trust those who appear to know their topic very well, she effectively appeals to her audience. Bell Hook’s proves to her readers the true importance of family values and their background throughout her writing. â€Å"Communication between black folks from various experiences of material privilege was much easier when we were all in segregated communities sharing common experiences in relation to social institutions. Without this grounding, we must work to maintain ties, connection† (hooks, page 58). As hooks hints, maintaining ties may not be easy, but it is definitely possible. Hooks establishes common ground with people who have these questions, and she gives the answer in her experience of hard work. Having worked hard on handling harsh criticism and pressure without losing ties with her background, bell hooks remained strong and represented her family values that she was raised with, through her actions.

Good Learning Essay

What are learning outcomes? Learning outcomes specify what learners’ new behaviours will be after a learning experience. They state the knowledge, skills, and attitudes that the students will gain through your course. Learning outcomes begin with an action verb and describe something observable or measurable. Examples At the end of this course you will be able to: 1. Use change theory to develop family-centred care within the context of nursing practice. 2. Design improved bias circuits using negative feedback. 3. Demonstrate the safe use of welding equipment. Learning outcomes often represent discrete units of instruction in a course but each may have several sub-outcomes. Learning outcomes need not be attained by specific instruction in a lesson—they may be woven throughout the course. For example, they may include such things as use problem solving techniques or work effectively in teams. Why are learning outcomes important? Learning outcomes are the most important section of your course outline—the essence of your course. They are essential because they: †¢ †¢ †¢ †¢ †¢ define the type and depth of learning students are expected to achieve provide an  objective benchmark for formative, summative, and prior learning assessment clearly communicate expectations to learners clearly communicate graduates’ skills to prospective employers* define coherent units of learning that can be further subdivided or modularized for classroom or for other delivery modes. †¢ guide and organize the instructor and the learner. *By reading your listed learning outcomes, an employer or professional in the field should be able to identify what knowledge, skills, and attitudes your students will be able to offer them after taking your course. How do learning outcomes fit into program goals? Learning outcomes for a course should fit within the overall course and program goals. This chart shows how they relate. Program aim and goals Course goals Learning outcomes (Competencies) Sub-outcomes (Learning Tasks) 2 †¢ Instructional Job Aid Write Learning Outcomes How many learning outcomes should there be? There should be as many outcomes as needed to clearly reflect what the students will gain from your course. Follow these rough guidelines when deciding how many you need: †¢ Each major topic in the course should have one to three learning outcomes. †¢ Each 45-hour or three-credit course should have between five and 12 learning outcomes. When you are writing the outcomes, you will use only one action verb per outcome. For example, you would use two learning outcome statements for designing and testing a circuit: 1. Design improved bias circuits using negative feedback. 2. Test bias circuits using negative feedback. Sub-outcomes Each learning outcome may be made more explicit by using several sub-outcomes. For example: Learning Outcome 1: Study productively to meet learning goals. Sub-outcome 1. 1: Identify effective generic and personal study habits. Sub-outcome 1. 2: Describe self-motivation strategies. Sub-outcome 1. 3: Select appropriate study techniques to match your personal style and material. Learning Outcome 2: Manage stress constructively. Sub-outcome 2. 1: Identify potential sources of stress. Sub-outcome 2. 2: Predict generic and personal stress patterns. Sub-outcome 2. 3: Select appropriate stress management techniques to prevent or control stress. Sub-outcome 2. 4: Create a personal stress management plan. Learning Outcome 3: Install electrical wiring safely. Sub-outcome 3. 1: Identify relevant sections of the Canadian Electrical Code. Sub-outcome 3. 2: Describe electrical hazards. Sub-outcome 3. 3: Select appropriate tools and materials. Sub-outcome 3. 4: Identify safety rules about wiring on the job site. Sub-outcome 3. 5: Apply safety rules as you wire a circuit. Instructional Job Aid †¢ 3 Write Learning Outcomes Classifying learning outcomes When specifying learning outcomes, think about what you want students to be able to do on the job as a result of their learning. These things fall into three possible categories (domains): †¢ thinking, knowledge (cognitive domain) †¢ doing, skills (psychomotor domain) †¢ feeling, attitudes (affective domain) Of course, some units of learning may occur in more than one domain  at the same time. Each of these categories has different possible levels of learning. These range from simple recall or observation to the complex evaluation or organization of information. Choosing appropriate action verbs The charts on pages 5 to 7 show samples of the action verbs you could use for learning outcomes in each of these categories and levels. Make sure that the verbs you choose match the level of learning you require. Notice that the action verbs listed represent measurable or observable behaviours. Vague verbs such as know or understand are not easily measurable. Substitute, identify, define, describe, or demonstrate. Some subjective terms such as appreciate and be aware of may sometimes be used for outcomes in the affective domain. As you construct your learning outcomes, use the checklist on the back of this job aid. It will remind you of all the important points about learning outcomes. 4 †¢ Instructional Job Aid Cognitive Domain Evaluation Definition: (thinking, knowledge) Synthesis Definition: Judges the value of material for a given purpose. Analysis Definition: Formulates new structures from existing knowledge and skills. Sample Verbs: Comprehension Definition: ? assess ? conclude ? evaluate ? interpret ? justify ? select ? support Knowledge Definition: Remembers previously learned material. Grasps the meaning of material (lowest level of understanding). Sample Verbs: ? describe ? discuss ? explain ? locate ? paraphrase ? give example ? translate Sample Verbs: ? define ? identify ? label ? list ? name ? recall ? state Understands both the Application content and structure of Sample Verbs: material. ? combine Definition: ? construct Uses learning in new ? design and concrete situations Sample Verbs: ? develop (higher level of ? analyze ? generate understanding). ? categorize ? plan ? compare ? propose ? contrast Sample Verbs: ? differentiate ? apply ? discriminate ? carry out ? outline ? demonstrate ? illustrate ? prepare ? solve ? use Write Learning Outcomes Instructional Job Aid †¢ 5 Based on â€Å"Taxonomy of Educational Objectives†, B. S. Bloom Editor. 1956 6 †¢ Write Learning Outcomes Instructional Job Aid (doing, skills) Adaption Complete Overt Definition: Response Definition: Psychomotor Domain Organization Creates new patterns for specific situations. Mechanism Definition: Performs automatically. Adapts skill sets to meet a problem situation. Sample Verbs: Guided Response Definition: Sample Verbs: Set Definition: Imitates and practices skills, often in discrete steps. Perception Definition: ? adapts ? reorganizes ? alters ? revises ? changes ? designs ? originates ? combines ? composes ? constructs Definition: Sample Verbs: ? copy ? duplicate ? imitate ? manipulate with guidance ? operate under supervision ? practice ? repeat ? try Senses cues that guide motor activity. Is mentally, emotionally, and physically ready to act. Sample Verbs: Sample Verbs: ? detect ? hear ? listen ? observe ? perceive ? recognize ? see ? sense ? smell ? taste ? view ? watch  ? achieve a posture ? assume a body stance ? establish a body position ? place hands, arms, etc. ? position the body ? sit ? stand ? station Performs acts with increasing efficiency, Sample Verbs: confidence, and ? act habitually proficiency. ? advance with assurance ? control Sample Verbs: ? direct ? complete with ? excel confidence ? guide ? conduct ? maintain efficiency ? demonstrate ? manage ? execute ? master ? improve efficiency ? organize ? increase speed ? perfect ? make ? perform ? pace automatically ? produce ? proceed ? show dexterity Based on â€Å"Taxonomy of Educational Objectives†, B. S.  Bloom Editor. 1956 Affective Domain Internalizing Definition: (feeling, attitudes) Organization Definition: Integrates the value into a value system that controls behavior. Valuing Definition: Responding Definition: Responds to stimuli. Attaches value or worth to something. Conceptualizes the value and resolves conflict between it and other values. Sample Verbs: Sample Verbs: Receiving Sample Verbs: Sample Verbs: Definition ? act upon ? advocate ? defend ? exemplify ? influence ? justify behavior ? maintain ? serve ? support Selectively attends to stimuli. Sample Verbs: ? accept ? acknowledge ? be aware ? listen ? notice ? pay attention ? tolerate ? agree to ? answer freely ? assist ? care for ? communicate ? comply ? conform ? consent ? contribute ? cooperate ? follow ? obey ? participate willingly ? read voluntarily ? respond ? visit ? volunteer ? adopt ? assume responsibility ? behave according to ? choose ? commit ? desire ? exhibit loyalty ? express ? initiate ? prefer ? seek ? show concern ? show continual desire to ? use resources to ? adapt ? adjust ? arrange ? balance ? classify ? conceptualize ? formulate ? group ? organize ? rank ? theorize Write Learning Outcomes Instructional Job Aid. †¢ 7 Based on â€Å"Taxonomy of Educational Objectives†, B. S. Bloom Editor. 1956 Checklist for writing learning outcomes Use the following checklist to help you as you write learning outcomes. When writing learning outcomes, I need to: 1. Focus on outcomes, not processes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ! 2. Start each outcome with an action verb. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ! 3. Use only one action verb per learning outcome †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ! 4. Avoid vague verbs such as know and understand. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ! 5. Check that the verbs used reflect the level of learning required. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ! 6. Ensure that outcomes are observable and measurable. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ! 7. Write the outcomes in terms of what the learner does, not what the instructor does. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ! 8. Check that the outcomes reflect knowledge, skills, or attitudes required in the workplace. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ! 9. Include outcomes that are woven into the entire course (such as work effectively in teams). †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ! 10. Check that there are the appropriate number of outcomes (no more than three per major topic) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ! 11. List the sub-outcomes for each outcome †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ! 12. Check that the outcomes fit within program and course goals †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. !  ©1996, revised 2003 Learning Resources Unit †¢ British Columbia Institute of Technology Burnaby, British Columbia, Canada All rights reserved. No part of this publication may be reproduced in any form or by any means without the prior written permission of the Learning Resources Unit, British Columbia Institute of Technology.