Changing Behaviors by Changing the Classroom Environment Essay

Many teachers face disruptive behavior in their classrooms. They are left with the question; how can they identify and change the problem areas in the classroom environment in order to change the behavior? By collecting data on students’ engagement during instruction, disruptive behavior, and teacher observations, teachers can identify which physical aspects of their classrooms need to be improved. One of the challenges teachers face is disruptive behavior in their classrooms. A survey conducted in 2004 showed that 75% of the teachers noted that they would spend more time teaching effectively if they had less disruptive behavior in their classrooms (public agenda, 2004). Examples of these disruptive behaviors include, speaking without permission and getting out of the seat. Another challenge for the teachers is to find classroom management strategies that are proactive, preventative and relatively easy to implement and which provide minimal disruption to the classroom. There are different steps to changing the environment of a classroom. The first step is to observe: Finding out things like what types of behaviors occur in your classroom, when are most disruptive behaviors occurring, the time of day and under which type of circumstances? Where is disruptive behavior occurring? Are students able to work at desks without distractions? Are students able to work in group areas without distractions from the surrounding environment? The second step is to modify: This entails providing areas for personal space (Hood-Smith & Leffingwell, 1983, Visser, 2001), changing or decreasing placement of stimulating visuals, making clear pathways between students and high trafficked areas (Visser, 2001; Weinstein, 1979), addressing acoustic quality in the classroom by eliminating objects that produce background noise, modify classroom climate by adjusting lighting, air flow, and temperature. The last step is following up: these include questions like, are you using the modifications correctly? Are the modifications being used consistently? Do any modifications need rearranging, changing, or removal? Do you need to implement additional modifications? Investigations have been done by researchers on the relationship between the classroom environment, student behavior and academic engagement (Hood-Smith & Leffingwell, 1983; Visser, 2001). A well organized classroom permits more positive interactions between teachers and children, reducing the probability that challenging behaviors will occur (Martella, Nelson & Marchand-Martella, 2003). In addition, modifying the classroom environment may serve as a direct intervention for children who demonstrate ongoing disruptive behavior (Conroy, Davis, Fox & Brown, 2002). Although the well designed classroom has proven benefits, there is little research on the impact environmental modifications have on behavior and learning (Guardino,2009; Schilling &Schwartz, 2004). Modifications of the environment are preventatives, whole class approach that may decrease chronic behavior problems, prevent behavior problems for students who are at risk, and allow children with minimal behavior to access learning without interruption. Although environmental modifications are an essential part of classroom management, many teachers are not aware of the process of implementing them. A case study was done on Ms. Thompson a fourth grade teacher and her class. The students exhibited high levels of disruptive behavior. During the baseline phase, data on the overall classroom academic engagement and disruptive behavior was collected. Ms. Thompson helped in defining academic as purposeful attention such as raising a hand or answering a question and disruptive behavior as speaking without permission, getting out of seat or non compliance to the teachers directions. During the two weeks of data collection academic engagement and disruptive behavior was measured. Ms. Thompson directed a mini-reading lesson, after which students worked independently. The observation sessions were 15 minutes long; during this period some instances were noted where one or more students were not academically engaged during any 15 seconds interval. After the observation, discussions on how to improve the environment were done with Ms. Thompson; for example, seating arrangement, creating group space etc. These changes were put in place and beginning the following Monday data was collected for 4 weeks. Ms. Thompson also filled a questionnaire regarding her perception of the effectiveness of changing the classroom environment to improve student behavior. After the classroom was modified academic engagement increased and stayed at or 45% as compared to the previous 3%. Before the intervention disruptive behavior occurred almost 90% of the time but after it reduced but was inconsistent during the final observations. Both the questionnaire and a follow up interview relayed Ms Thompsons’ satisfaction with modifying her classroom environment to improve student behaviors. With the results gotten from the case study, it is with no doubt clear that modifications to the classroom environment increased academic engagement and decreased disruptive behavior. References Martella. R. C. Nelson, J. R. , & Marchand-Martella. N. E. (2003). Managing disruptive Behaviors in the school. Boston, MA: Allyn & Bacon. Schilling. D. L, & Schwartz, I. S. (2004). Alternative seating for young children with autism spectrum disorder: Effects on classroom behavior. Journal of Autism and Developmental Disorders, 34, 423-452. Visser, J. (2001). Aspects of physical provision for pupils with emotional and behavioral difficulties. Support for Learning. I6 (2). 64-66 Weinstein, C. S. (1979). The physical environment of the school: A review of research. Review of Educational Research. 49, 577-610. Conroy, M. A. , Davis, C. A. , Fox, J. J.. & Brown, W. H. [2002). Functional assessment of behavior and effective supports young children with challenging Behaviors. Assessment for Effective intervention, 2 [4j, 35-47. Guardino, C. (2009). Modifying the environment to improve student behaviors: A closer look at classrooms with students who have a hearing bss. Manuscript in preparation. Hood-Smith, N. E. , & Leffingwell, R. J. (1983). The impact of physical space alternation on disruptive classroom behavior: A case study. Education. ?04. 224-231. Public Agenda. (2004). Teaching in Wrnipted: Do discipline policies in today’s public schools foster the common good? New York, NY: Author. Retrieved fromhttp://commongood. org/assets/attachments/ 22. pdf.

Placement Proposal Niam Essay

(An Organization of Ministry of Agriculture, Government of India) Kota Road, Bambala (Near Sanganer), Jaipur-302033, (Rajasthan) Telephone: 0141-2795121/2795143, Fax: 0141-2771938, 2770595 Website: www.ccsniam.gov.in About the Institute The National Institute of Agricultural Marketing (NIAM) is an apex level autonomous institute set up by the Ministry of Agriculture, Government of India in Agricultural Marketing which conducts training, research, consulting and educational programmes along with formulating policy inputs. With a view to developing Agri-business and Marketing professionals, NIAM conducts an AICTE approved two-year Post Graduate Diploma Programme in Agribusiness Management (PGDABM) since 2001. Our students imbibe knowledge, excellent academic strengths and also see things through a different perspective as imparted by our programme which is closely associated with institutions like IIM-A, IIM-I, XLRI, IIFT, MICA etc. with the constant support from our Director General- Shri. R.P. Meena (Additional Secretary, Ministry of Agriculture), Director-Shri. Kamal Mathur, Deputy Director-Dr. Hema Yadav and our experienced faculty members, PGDABM has become a flagship programme. In a recent survey NIAM has been ranked among India’s top sectoral B schools in ‘Outlook India’ B-School Survey 2011-12. About the Students The current batch (2011-13) is the ninth batch and has strength of 50 (40 boys and 10 girls) with varied qualifications. Serial No. 1 2 3 4 5 6 7 8 9 Educational Background of Students Agricultural Engineering Biotechnology B.Sc. Agriculture B.Sc Commercial Ag. & Business Management Dairy Technology Fisheries Food Technology Horticultural Sciences Veterinary Sciences Total Number of Students 2 2 32 1 3 2 1 4 3 50 There are 7 students in this batch who have work experience. The students take field projects in rural areas, Agricultural markets and processing industries etc as Summer Projects, Live project, Individual projects and we have organized several Training and National /International Workshops. We have collaborations or association with FAO, CII, NABARD,  ASSOCHAM, UNSAID, WORLD BANK, APEDA, ADB, EXIM BANK, NCDEX, FICCI State Governments, National Cooperatives and many more International forum constituted for a particular purpose. Our students have proven their credentials in various events like B-Plan, Business quiz, Debate, AD Mania, Sports, etc. organized in several prestigious institutes like IIM-A, FMS, IIT-Delhi, IIT-Mumbai, AMITY, IBS Jaipur, TAPMI, etc. Recruitment Mode of recruitment is through campus recruitment which we could be initiating in the month of December-January. It would be a pleasure to be associated with your organization and we would like our students to begin their career in an esteemed organization/ company like yours. To invite you for the recruitment, we are sending you the corporate response sheet. We would be highly grateful to your organization if you send the duly filled sheet to us at the earliest. This will ensure your participation in recruitments.

Achaeans of Homer as a society with a certain set of values

Achaeans of Homer as a society with a certain set of values â€Å"Rage: Sing, Goddess, Achilles rage, / Black and murderous, that cost the Greeks / Incalculable pain, pitched countless souls / Of heroes into Hades dark, / And left their bodies to rot as feasts / For dogs and birds† (1.1-6) This opening line of The Iliad vividly recounts the atrocities that Achilles, supposedly â€Å"the best Greek of all,† brings upon his own people through his childish rage and selfish indifference (1.259). As a representative of his people, a hero is supposed to embody the values most important to his civilization. This characterization is not initially true of Achilles. An analysis of the most influential Achaean ideals reveals that Achilles does not consistently and flawlessly model the values esteemed by his peers, but his ability to mature emotionally and morally secures for him the title of best of Achaeans. Summarizing the value system of a complex civilization into a few basic ideas presents immediate problems, especially when the ideology of the civilization is presented through a literary medium such as The Iliad. Despite this complexity, the search for kleos—honor, fame, glory—serves as the inherent basis for the Achaean value system of the army at Troy. Specifically defining kleos and the actions that warrant it is difficult because of the frequency with which the ideal is evoked. However, the aspiration to embody the ideal of kleos is often sought on the battlefield through agathos actions. To many Achaeans, exhibiting bravery, even to the point of death, is the greatest way to earn kleos. â€Å"When a young man is killed in war, / Even though his body is slashed with bronze, / He lies there beautiful in death, noble† (22.80-82). While the plot of the epic centers around, to modern readers, brutally graphic battle sequences, this sense of noble bravery undeni ably colors the warriors actions. Warriors commonly choose to evaluate how their actions will be viewed by later generations. Hector, while obviously not a member of the Greek army, shares this value and summarizes it thusly: [S]omeone in the generations yet to come Will say as he sails by on the darkening sea, That is the tomb of a man long dead, Killed in his prime by glorious Hector. Some will say that, and my fame will not die. (7.90-94) In the original Greek text, Hector’s thought is expressed using the word kleos. Hector believes that the noble bravery he exhibits through challenging the best of the Achaean army will make his kleos everlasting among men. In the minds of the Achaean warriors, bravery on the battlefield is indistinguishable from moral uprightness; Both qualities contribute to kleos . Therefore, the necessity to be sophos—wise and clever—is conveniently intertwined within the greater idea of kleos on the battlefield. While the ability to triumph at battles requiring only brute strength is highly prized, so too is the ability to succeed through cunning when the situation is unfavorable. Nestor, while speaking with his son about the upcoming chariot race, proclaims plainly that â€Å"[s]trategy makes a better woodcutter than strength† (23.339). Beyond the idea of being merely wise in counsel and clever in races or on the battlefield, the sophos ideal extends partially into the realm of relationships. Briseis, a Trojan women taken captive after the sacking of her city, refers to her â€Å"poor Patroclus† as someone who was quite â€Å"dear† to her (19.335). This aspect of the sophos idea l places marked importance on winning over the hearts and minds of captured women through wise advice and pleasurable companionship, not simply holding them by force. Most interpersonal interactions, however, are governed by the powerful philos ideal. It is expected that true warrior heroes maintain loyalty to their family and friends, be that by making their fathers proud, avenging the death of a close companion, or showing family devotion. Various relationships are governed under this principle, but the most important one is undeniably that between father and son. Great heroes are commonly introduced, not simply by their own name, but also by that of their father. Even the great Achilles is remembered as the â€Å"son of Peleus,† despite his own personal achievements (1.335). Other relationships, specifically that between husband and wife, are significant but of secondary importance. This philos ideal is inextricably intertwined within the concept of bravery and noble behavior that is already expected of any hero. While these highly ingrained values clearly govern the actions of heroic Achaeans, respect for the gods and fate plays an important role in Greek society. Finding it unnecessary to offer sacrifices to the gods on Olympus, or even simply forgetting, often leads to the negative interference of certain deities at crucial moments. During an archery contest against Teucer, Meriones fails because of Apollos displeasure. â€Å"He let fly an arrow, a strong shot, / But he failed to vow to the Archer / A sacrifice of a hundred firstling lambs. So he missed the bird—Apollo grudged him that† (23.88-91). Teucer, more cognizant of the respect demanded by the gods, promises the sacrifice and hits the target that Meriones missed. An unrelated but equally important concept is that of xenia—the sacred relationship between guest and host—that serves as the true cause of the Trojan War. This sacred trust, the Achaeans believe, is protected by Zeus. Paris utter disregard for Menelaus hospitality, as evidenced by his affair and subsequent flight with Helen, his hosts wife, sparks the epic ten year war between the Achaeans and the Trojans. The power of this ideal is demonstrated by Diomedes declaration during his confrontation on the battlefield with Glaucus. We have old ties of hospitality! My grandfather Oeneus long ago Entertained Bellerophon in his halls For twenty days, and they gave each other Gifts of friendship So we cant cross spears with each other Even in the thick of battle. (6.221-225, 234-235) From this exchange, it is evident that the relationship between host and guest is enough to prevent a skirmish between two opposing men, even when the tie is several generations in the past. To expect one character to embody and emulate the entire value system of the Achaeans is unrealistic, especially if the character is required to do so consistently and without fail. Achilles begins the epic feuding with Agamemnon over his war prize Briseis, a confrontation that leads to Achilles disastrous withdrawal from battle. This ultimate act of selfishness, as well as smaller examples of moral transgression, portrays Achilles to be little better than an uncivilized warrior. However, the death of his good friend and foster brother, Patroclus, sparks a radical transformation within Achilles. When he is first informed of the death, his reaction is uncontrollable; â€Å"the sound of Achilles grief stung the air† (18.38). This emotional demonstration of the philos ideal sets into motion many other changes that allow Achilles to transform into a true representation of Greek culture. â€Å"My friend is dead, / Patroclus, my dearest friend of all. I loved him, / And I killed h im† (18.84-86). Accepting responsibility for the death allows Achilles to overcome his petty argument with Agamemnon and return to the battlefield to seek kleos, not only for himself, but also to memorialize Patroclus. Achilles seeks out battle knowing that his own death is imminent, proof of his newly formed, or at least revived, agathos tendencies. That he fights valiantly, even against the great Hector, is to be expected of a warrior like Achilles. However, the wisdom shown by Achilles during the funeral games held in honor of Patroclus is unexpected. During the chariot race, Achilles initially proclaims his desire to award the skilled but unlucky last place finisher with the prize for second place. Antilochus, the true second place finisher, begrudges the prize that Achilles is â€Å"going to rob† from him (23.560). Instead of demanding that his decision is enforced, Achilles has the wisdom to revise his previous decree and choose a different prize for the last plac e finisher. Achilles final maturation occurs when he releases Hectors body to his father, Priam, after being prompted by the gods and persuaded by Priams emotional rhetoric. â€Å"My Hector. It is for him I have come to the Greek shipsRespect the gods, Achilles. / Think of your own father, and pity me† (24. 537, 539-540). This appeal to Achilles philos tendencies as well as his respect for the gods easily persuades him to relinquish the body of Hector. The ability of Achilles to empathize with Priam, so similar to his father, is a drastic reversal of his original attitude when, thinking only of himself, he chose not to join the other Achaean troops fighting against the Trojans. Compounding this outpouring of compassion is the fact that Achilles, unasked, offers to â€Å"hold back the army† until Priam and the other Trojans have had enough time to mourn their Hector (24.708). This noble concern for the man who killed his closest friend, although not immediately forthcoming, reflect s, symbolically, the greater catechism of Achaean values. While the intent of The Iliad is not to extol the unerring virtue of Achilles, his demonstrated ability to mature and develop morally distinguishes him from other prominent, static characters. Initially Achilles is far from embodying the lofty sophos, philos, and agathos ideals that govern the model Achaean warriors quest for kleos. Though his early decisions do not reflect the values lauded by his Achaean peers, time and reflection align his actions with those of a great hero.

Fashion Designer Employment Status Report Assignment

Fashion Designer Employment Status Report - Assignment Example Realistically, since I am still a starter on this career, I will take on any opportunity that I will be offered to be able to showcase my ability. This will entail attending any beauty pageant that I am able to so that I can sharpen my designing skills. I am constantly seeking growth as an artist while trying to enjoy the process as much as I can. I feel that if I enjoy myself while working on a piece that I am designing, the pleasure will help me put in that extra effort that is necessary to make the piece truly polished. Even though I am so passionate, there are moments when I feel there is something holding me back. This often happens when I have conversations with my parents regarding my future. They always ask me questions that I do not want to answer due to the fact that they consider I do not take my life seriously. However, I am motivated to pursue my career in the fashion design industry due to the fact that this industry has grown up a lot in the past 20 years. It has become a large part of the creative industry hence competitive; as such there is no guarantee that one can be successful. Despite the fact that it is extremely hard to get established in this industry, there are some things that I can do to make myself get a better chance of getting noticed. I believe that I can work hard and produce great work at college hence recognition. The quality of my work is my biggest philosophy; I believe that this is the greatest tool that I have to boost me to achieve my goals. Currently, I am a student in the Academy of Art University majoring in Costume Design. Since joining this university, I have seen how to design in my own way so that I am comfortable designing each piece in the shortest amount of time but still keep developing my own style. In order to gain my own style is to take the next step. According to Careers in Fashion, p.1, fashion marketing careers are highly competitive, so the more you can learn from fashion school, the better prepared you will be.  At the moment I am a student and my next step is to gain experience in the business field.  

Assignment 6.5 Example | Topics and Well Written Essays - 750 words

6.5 - Assignment Example He also turned down the red velvet cape that Benedict wore when he was presented to the world for the first time in 2005, choosing the simple white cassock of the papacy instead† (Winfield par. 11). Pope Francis’ radical leadership style has been assessed and it included the following perspectives: (1) actions speaking greater than words; (2) use words honestly and build bridges, especially to those one is in disagreement with; (3) focus on good management, in contrast to nice management; (4) use power to amplify good character (Asghar). The accomplishments of Pope Francis, to date include, considering just one year when he held the helm of the papacy are as follows: (1) emphasized modesty and became a model of frugality by replacing lavish traditional practices; (2) opined a radical view on homosexuality by asserting non-discrimination, not ridiculing or by not being judgmental; (3) â€Å"it has been discovered that Pope Francis regularly leaves the Vatican at night to feed the homeless. Dressed as an ordinary priest, he joins Archbishop Konrad Krajewski to feed the poor of Rome† (Why Pope Francis is the Person of the Year par. 8); (4) the Pope recently canonized two popes: John XXIII and John Paul II (U.S. Conference of Catholic Bishops); (5) acknowledged the way to reach the youths through social networking sites and by participating in activities that are popular to contemporary youths (selfies) (Why Pope Francis is the Person of the Year); to name a few. These accomplishments demonstrate leadership in te rms of exhibiting characteristics and traits of a true leader (humility, influencer, collaborative, and takes innate interests on the well-being of those he leads). This is consistent with the traits mentioned by Mandela, when he asserted that â€Å"the capacity to integrate, motivate, and mobilize others to bring a common

Carter's brand Essay Example | Topics and Well Written Essays - 1250 words

Carter's brand - Essay Example Most of the families have two wage earners. In general, Carter's is focused on three different markets namely infants, toddlers, and preschoolers. (Carter's Company Profile, 2006). Strategy Statement. Be in one of the most highly rated industries for stability and success, Carter's offers a high quality clothes to everyone who wants excellence for their children. It is advantage is that Carter's meets the requirement of wide audience marketing fashion made of high quality materials. The high quality materials are the main criterion for Carter's. It does not want to reduce costs of production as it can worsen quality of goods (Caster's Inc, 2006). Recommended Message Strategy. In order to compete on the market, Carter's can implement new product line based on natural materials only for those who are health conscious and are willing to pay for natural fabric and dyes. This strategy will help to create a core of loyal supporters and repeat buyers. The target audience of Carter's will not be changed greatly, although Carter's can attract high income market segment that can afford high quality baby clothes at high price. This new line will help to penetrate to new market and create a strong target audience. The sales strategy is to build and open new locations on schedule in order to increase revenue. This strategy will help to overcome possible demographic changes and attract new market segment in order to sustain strong brand and market image as a leader in the USA baby clothes and apparel for fashionable youngsters SWOT ANALYSIS Strengths 1. Brand Recognition. Carter's brand creates a complex bundle of images and experiences in the customer's mind. It represents a promise about a high quality children clothes and the latest fashion designs. Carter's brand recognition helps it to differentiate the company's offering from all others. Customers integrate all their experiences of observing, using, or consuming children clothes with everything they hear and read about it (Carter's, Inc. Reuters, 2006). 2. Brand Equity. Brand equity represents the added value that accrues to a product as a result of Carter's prior investments in the marketing of the brand. Brand equity is thought of as an asset representing the value created by the relationship between the brand and customers over time. The stronger the relationship, the greater the equity. For example, the value of Carter's has been estimated to run in the billion of dollars (Caster's Inc, 2006; Fill, 1999). 3 Stable Financial Growth. Carter's retail value is about $17 billion, and expected to jump up to $20 billion by 2010. Also, "total wholesale sales increased $8.4 million, or 9.3%, to $99.0 million in the first quarter of fiscal 2005 from $90.6 million in the first quarter of fiscal 2004" (Quarterly Report: Carter's, 2005.). This tendency shows that Carter's is able to react to changing economic conditions and increase sales volume which is about 17.0% a year (Caster's Inc. Hoovers, 2006). 4. Technological Innovations used by Carter's include Internet marketing. Internet marketing has a wider possibility than traditional marketing. For instance, Carter's uses bolt-on systems based on the addition of an e-business system as a value added service to existing supply chains. These types of B2C systems are common among retailers like Carter's and help to attract more customers and

Marketing Essay Example | Topics and Well Written Essays - 500 words - 35

Marketing - Essay Example Buzz.greatfxbusinesscards.com). It also helps to minimize risks associated with business operations and also enables the creation of benchmarks to help measure progress. Marketing research is often outsourced to different companies and this functions as a disadvantage because the data obtained may be too general and may not reflect the elements that only an organization can collect based upon its intimate knowledge of its customers (Gordon, 2008). Contemporary research suggests that companies allot the lion’s share of their resources towards marketing their products rather than on doing research. (Gordon, 2008). Most companies also use third parties, i.e, market research companies, to carry out their research which helps to prevent bias but may also have disadvantages, as indicated above. There is a general tendency to use electronic methods for data collection, through the use of surveys. Additional qualitative research methods may be used to gather general information about companies, while quantitative studies may focus upon quarterly, half yearly or annual measurement of key metrics in assessing changing customer trends over time.(www.lifestyledynamics.com) The process of marketing requires considerable thought and a comprehensive study of the market. Firstly, there must be an adequate level of consumer demand for the product. Secondly, knowledge about the product needs to be communicated to consumers through the use of effective advertising. A product is likely to succeed if it is able to address a demand and is priced reasonably but if consumers are unaware of the availability of the product, or if it is priced too high, it may fail to garner adequate levels of sales. The sale of certain products will also depend upon the place where they are sold, for example, warm clothes sell in cold locations. If a product is to be successful, Price, Promotion and Place must all be considered. Kotler has identified ten

The Jungle Essay Example | Topics and Well Written Essays - 1000 words

The Jungle - Essay Example A novel that would involve the real aspects of the meat packing yards in Chicago and the resulting ramifications for those involved. A novel that would not only seek to inform but ideally, educate in the same breath and influence the thoughts of those reading the material for themselves. In essence, the book itself would have an impact upon the issue that it was trying to address. In the quest for change to occur, it remains up to anyone concerned, however many that may be, to take the first step toward the implementation of a plan that would lead to the positive change desired. Going to the highest levels of the political echelon, ‘The Jungle’ would ultimately motivate then President Theodore Roosevelt, to move forward with a closer examination of the unhealthy conditions within the industry that Sinclair mentions in his book. One of the most personal choices an individual may make would be the food they chose to eat each evening. The message within ‘The Jungle’, would ultimately resonate with readers in that, with the horrible conditions being present that ultimately, would place into question the reliability of the very beef that so many eat frequently. Often times, political activists are those who seek to argue issues that are of present concern, with potential implications for the future. The characters mentioned within the pages of Sinclair’s work, would take on the appearance of average, everyday workers and families, seeking to make a living and support their families. How those who worked for many years in the stock yards, would take a different view to the work, in comparison to those that would have only been a part of the job for a shorter period of time. The sense of feeling as if the individual person would be invincible of discontent as a result of the work being performed, in the mind of those who would be new to the

Expansion by Foreign Direct Investment in European Countries Dissertation - 2

Expansion by Foreign Direct Investment in European Countries - Dissertation Example The establishing of the transition state and their re-entry into the international market saw a phenomenal drive for privatization which necessarily required capital investments together with business and management assistance each of which are specifically FDI oriented.   Moreover, these transition states not only provide a stable supply of low labor costs they are both geographically and politically close to Western Europe.   Certainly, these factors ought to be appealing to FDIs.   Even so, the international expansion of Europe by FDIs has not developed as expected.   With the expectation that a number of Central and Eastern Europe (CEE) countries will eventually become members of the European Union, several questions relative to the impacts of international expansion in Europe arise.   The first question is whether or not this prospect will contribute to European internationalization via FDI.   This paper investigates this question since Europe represents a unique conglomeration of developed and developing countries, an essential feature of the internationalization.   The main objective is to ensure that developing countries share in international capital flows.   Another relevant question for investigation is whether or not FDIs will introduce the skill and capital necessary for modernizing CEEs in Europe or will it encourage monopolies and rent-seeking practices.   If the FDI can be beneficial in terms of internationalization in Europe, what factors are essentially fueling its development and growth and what can European countries do to make the FDI more appealing? Ideally, the impact of internationalization by FDI in Europe should be the supply of cheap labor with a reciprocal infusion of capital for the funding of privatization and industrialization.   In this regard, Western European and other foreign companies would assist in the transitioning of these socialist states to open-market economies by not only providing investment capital, but by virtue of technology and management transfers.   This is the intended consequence of economic integration under the auspices of internationalization.   More importantly, this is the way forward if Europe intends to achieve its goal of becoming a global economy.

Mediation in Indian Legal System Essay Example for Free

Mediation in Indian Legal System Essay There are as many 3. 2 crore cases pending in our courts . The number of pending cases may be due to many loop holes in our legal system , these loop holes are known to us but some of them cannot be dealt with because of stringent laws , moreover to face them and to reduce the number a new thing came into being known as ADR ( Alternate Dispute Resolution ) system which as the name suggests is an alternative system to the commonly followed litigation system which is time consuming and sometimes doesn’t provide a common judgment which may be in favor of both the parties. Therefore an act came up in year 1996 known as ADR act 1996 which empowered with a parallel legal alternative which was followed In the U. S. A. Implementation of ADR in India: The implementation of Alternative Dispute Resolution mechanisms as a means to achieve speedy disposal of justice is a crucial issue. The sea-change from using litigation as a tool to resolve disputes to using Alternative Dispute Resolution mechanisms such as conciliation and mediation to provide speedy justice is a change that cannot be easily achieved. The first step had been taken in India way back in 1940 when the first Arbitration Act was passed. However, due to a lot of loop-holes and problems in the legislation, the provisions could not fully implemented. However, many years later in 1996, The Arbitration and Conciliation Act was passed which was based on the UNCITRAL model, as already discussed in the previous section of the paper. The amendments to this Act were also made taking into account the various opinions of the leading corporates and businessmen who utilise this Act the most. Sufficient provisions have been created and amended in the area of Lok Adalats in order to help the rural and commoner segments to make most use of this unique Alternative Dispute Resolution mechanism in India. Therefore, today the provisions in India sufficiently provide for Alternative Dispute Resolution. However, its implementation has been restricted to just large corporates or big business firms. Lok Adalats, though a very old concept in Indian Society, has not been implemented to its utmost level. People still opt for litigation in many spheres due to a lot of drawbacks. Provisions made by the legislators need to be utilised. This utilisation can take place only when a definite procedure to incerase the implementation of ADR is followed. In order to have such an implementation programme, it is necessary to analyse what the problems are and rectify them. Mahatma Gandhi had put in correct words as : â€Å"I had learnt the true picture of law. I had learnt to find out the better side of human nature and to enter mens heart. I realised that the true function of a lawyer was to unite parties riven as under. The lesson was so indelibly burnt into me that a large part of my time during the twenty years of my practice as a lawyer was occupied in bringing about private compromised of hundred of cases. I lost nothing thereby-not even money-certainly not my soul. † The Idea behind finding an alternate was to provide if not greater but equal form of justice. Certain things were kept in mind like a)it should provide equality and be fair b) it should same as judgments based on ethics c) it should be within the law framework of the country d) and it should be able to come up with remedies which a litigative system doesn’t provides. Further one cannot deny the fact that many pitfalls in the Indian Legal System such as delay in justice,expense on drafting , rigitidy of rules and limited participation of parties are few flaws. Every litigant expects to be hared by the judge but due to the rigidity norms its delayed however the rigidity is necessary to maintain the probity of the judicial process. Natural justice as a matter of principle demands judges to hear both the parties in presence of eachother, if it is not than its anathema. Mediation on the other hand is a process in which a person cannot be judgemental but a fecilitator who is just and views underlying issues who helps in communication between two parties and reach a common solution. He however can furnish a report on his mediation and then forward it to the judiciary. This process involves meeting the parties separately and also together . The matter is discussed and accordingly a common solution is found out which of the benefit to both the parties. The mediator understands the source of conflict between the parties and within the parameters of laws suggests them a solution thus creation new ideas. These are advised to the parties and its further for them to accept it. Besides that in mediation process one understands the situation of the other and accordingly reach the conclusion. In the Indian legal system the adversarial nature of our lawyers which involve confliction views are necessary adjunct to effort of the court to investigate facts. But here an individual client feels marginalized in the presentation of his viewpoints by his lawyer before the court as litigants who contest in person give vent to their emotion,opinions,perceptions and interests. Thus mediation calls for in person involvement of a person so that his views are expressed and his emotions. interests, concerns, receive empathy and process is practical. Always judicial remedies are not geared to accommodate. Mediation provides a real alternative as mediation outcomes are less likely to be evaded and parties look beyond the formal confines of a legal dispute. Some cases are not be dealt in conventional court setting such as business and personal relationship where confidentiality is an important aspect. Therefore they require mediation .

Play Based Learning and Teaching

Play Based Learning and Teaching This essay debates play-based and formal approaches to teaching and learning for 4-5 year olds (Foundation Stage children) and for Key Stage 1 pupils. The essay will begin by looking at what is expected of Foundation Stage and Key Stage 1 level pupils, in terms of the desired learning outcomes, as framed by the Foundation Stage Profile assessments and the National Curriculum for Key Stage 1, and the various assessments this embodies. The essay then moves on to look at the factors that are generally agreed to be important in successful learning, and the various models of ‘play-based’ and ‘formal’ learning as applied to these ages of children, within the context of the Foundation Stage Profile assessments and the National Curriculum for Key Stage 1, and the various assessments this embodies. The essay concludes that whatever learning approach is used, other factors (such as age, gender and socioeconomic) are often more important in determining learning outcome s and that, as such, the methods that are employed in teaching children at Foundation Stage and Key Stage 1 are relatively unimportant: what is important is that children are taught, that children’s learning process is enabled through an adequate assessment of children’s abilities and preferred style of learning and that the teaching of children is attempted on as individual a basis as possible, given that children of this age all have individual learning needs, based on their specific developmental stage and other, external, factors that influence how well the child learns and how much motivation the child has to learn. In terms of what should be being taught at the Foundation Stage level, the document Curriculum Guidance for Foundation Stage (see DfEE, 2000) sets out six areas of learning that are intended to form the basis of Foundation Stage learning: communication, literacy and language; knowledge and understanding of the world; personal, social and emotional development; mathematical development; physical development and creative development (QCA, 2008). Each of these six areas of learning has a set of related early learning goals that the teacher should aim for completing, in terms of recording the child’s achievement on their Foundation Stage Profile (DfES, 2007). By Key Stage 1, children should have mastered all of the necessary early learning goals and should, through this, be enabled to begin the learning process that will take them through the programme of study as set out in the National Curriculum for Key Stage 1 right through to their National Curriculum Assessments (see DCSF, 2 007). Thus, from an early age, children have an extremely structured learning pathway, in terms of the learning outcomes that are desired under the current National Curriculum framework for Key Stage 1 children and due to the Foundation Stage Profiles that need to be filled out for every Foundation Stage level child (DfES, 2007). How this learning pathway is delivered to children, and how these learning outcomes are achieved is, however, not so rigid and teachers are free to deliver these learning outcomes in the way in which they see fit, although in most Government-run places of education in the UK, this is usually performed under the framework of dependence on previous models of success (i.e., the long-established routes for achieving learning outcomes in children). The different modes of learning are usually labelled ‘play-based’ and ‘formal’ but this, however, tends to ignore the fact that there are many modes of learning. As Vosniadou (2001) argues, children learn in many different ways, through active learning, social participation, meaningful activities, by relating new information to prior knowledge, through strategic thinking, by engaging in reflective thinking, by restructuring prior knowledge, through understanding, not simply memorisation, and through practice, amongst other methods, all of which are subject to individual developmental differences. Choosing the ‘correct’ method for learning (i.e., the method most likely to achieve the desired learning outcome) is usually a case of matching the method of learning to the individual child in terms of their abilities, thus fostering an atmosphere of motivated learning. This approach can, however, be difficult in classrooms with children of mixed abilities, leading to situations of frustration occurring in the bright children, who do not feel sufficiently challenged, and in the less able children, who feel they cannot cope with the things that are asked of them and is difficult when there are so many assessments to prepare children for. One of the skills, therefore, that a good Foundation Stage or Key Stage 1 teacher needs to possess is the ability to match a child’s ability to the best learning method for them in order to achieve the most efficient mode of learning for each and every child. This can, however, in practice be very difficult, with teachers at these levels being pressed for time and under pressure to deliver certain learning outcomes, with the development of the new Foundation Stage Profiles (see DfES, 2007 and QCA, 2008), for example, which have basically set a curriculum for Foundation Stage children and through the National C urriculum which begins at Key Stage 1 level. Bransford et al. (1999) argue that the design of learning environments, however that learning is presented to children, needs to be based on what needs to be taught, how this needs to be taught and on how the success of the learning approach is to be assessed. As Bransford et al. (1999) argue, different learning goals require different learning approaches, and different learning environments should be developed according to the degree to which these environments need to be learner-centred, knowledge-centred, assessment-centred or community-centred. For learning to be successful, three principles generally need to hold: i) that learning environments encourage children to be active, and thus effective, learners; ii) that learning environments encourage collaboration with other students and iii) that learning environments encourage the use of meaningful tasks and authentic materials (Vosniadou, 2001). Without such a learning environment, under whichever teaching regime (i..e, ‘pla y-based’ or ‘formal’), the child will fail to learn and the teacher will have failed that child (Bransford et al., 1999; Vosniadou, 2001). If the teacher decides to use child-initiated (‘play-based’) learning in the classroom, the three principles should hold. Child-initiated play should enable children to use resources in their correct manner within their correct settings and to behave in appropriate ways according to the particular setting and the role-play contexts that are being encouraged, whilst teaching them about responsibilities such as tidying up after themselves and sharing toys and spaces with other children (Vosniadou, 2001). As such, play-based learning can be a valuable learning tool but a tool that needs to be appropriately supported by teaching staff with adequate resources and support and systems in place for adequately monitoring, observing and recording how the children under their care play, and providing suggestions for modifications to their mode of play if their play is not responsible, for example, or is causing problems for other children under the teachers care (i.e., is accompanied by rowdy behaviour) (Vosniadou, 2001). Similarly, formal learning should be conducted on the basis of fostering the three principles, namely the encouragement of active learning, the encouragement of active sharing amongst children and the encouragement of meaningful tasks through authentic learning materials (see Vosniadou, 2001). In terms of the Foundation Stage Profiles and the National Curriculum Assessments for Key Stage 1 level children, it is perhaps seen as the easier option for teachers to use formal approaches to learning rather than play-based approaches, in terms of directing children’s learning in the ways that will fulfil the requirements of the assessments. Studies have shown that this is perhaps not the best way of fostering an atmosphere of motivation for learning, and such heavy slanting towards testing and fulfilling Curriculum ideals can actually actively de-motivate children, especially children so young as Foundation Stage and Key Stage 1 levels (Strand, 2002). Strand (2002) concluded that continuous assessments of children does little more than de-motivate those children who are not attaining good scores on such tests, does not encourage motivation to do better on subsequent tests, does not increase overall attainment year-on-year and, as such, does little more than put a massive administrative burden on teachers and schools. Whatever the teaching method employed, many research studies have shown that attainment at Key Stage 1 is more dependent on factors other than school organisation and teaching methods, because background factors (such as gender, age, socioeconomic status) lead to variations in individual possibilities for attainment, in terms of expectations and motivations for learning (Sammons et al., 1997). These findings seem to suggest that the actual teaching method is often unimportant in determining learning outcomes as other factors have far more of a hold over a child’s educational achievements than the particular teaching method that is employed in the classroom the child attends. It has long been known, for example, that parental input in to a child’s education can convert in to higher educational achievement, thought to be due to the fact that this encouragement enables and facilitates confidence, which then translates to higher educational achievement (see, for example, Ho over-Dempsey and Sander, 1995 and Christenson and Sheridan, 2001), not only for ‘able’ children but also for those children with special needs, be these gifted children or children with physical or mental disabilities affecting how they are able to learn (see Will, 1986). This essay has debated ‘play-based’ and ‘formal’ approaches to teaching and learning for 4-5 year olds (Foundation Stage children) and for Key Stage 1 pupils. The essay began by looking at what is expected of Foundation Stage and Key Stage 1 level pupils, in terms of the desired learning outcomes, as framed by the Foundation Stage Profile assessments and the National Curriculum for Key Stage 1, and the various assessments this embodies. It was concluded that, from an early age, children have an extremely structured learning pathway but that how this learning is delivered to them is, essentially, up to their teachers. The essay then moved on to look at the factors that are generally agreed to be important in successful learning, defining three principles for successful encouragement of learning and achievement of learning outcomes, namely that i) learning environments should encourage children to be active, and thus effective, learners; ii) that learning environments should encourage collaboration with other students and iii) that learning environments should encourage the use of meaningful tasks and authentic materials (Vosniadou, 2001). If these principles are followed, through whichever approach to teaching (i.e., ‘play-based’ or ‘formal’) and under whatever learning environment, then the child’s learning will be enabled to the maximum. The essay concludes that whatever learning approach is used, other factors (such as age, gender and socioeconomic) are often more important in determining learning outcomes (see Christenson and Sheridan, 2001) and that, as such, the methods that are employed in teaching children at Foundation Stage and Key Stage 1 are relatively unimportant. At these stages, and indeed throughout the child’s education, what is important is that the child’s own learning process is enabled through an adequate assessment of children’s abilities and preferred style of learning and, through this, that the teaching of children is attempted on as individual a basis as possible, tailoring the specific learning needs of the child to the specific learning outcomes that are desired. This is because children of this age all have individual learning needs, and preferred styles of learning, based on their specific developmental stage and other, external, factors that influence how well the chi ld learns and how much motivation the child has to learn (Bransford et al., 1999). A child’s learning should, ideally, be fitted to the style through which the child learns best (be this ‘play-based’ or ‘formal’), to facilitate the child’s learning: in this day and age, however, targets are more important than this fundamental truth, and so this is often not possible in the context of Government-run UK schools, which are more interested in testing than developing teaching plans suited to children’s individual learning needs. In this context, thus, more than ever before, parents have a shared responsibility to enable their child’s education. References Bransford, J.D. et al. (1999). How people learn: brain. Mind, experience and school. National Academic Press. Christenson, S.L. and Sheridan, S.M. (2001). Schools and families: creating essential connections for learning. DCSF (2007). National curriculum assessments at Key Stage 1 in England, 2007. DfEE (2000). Curriculum guidance for the foundation stage. Available from http://www.standards.dcsf.gov.uk/eyfs/resources/downloads/5585_cg_foundation_stage.pdf [Accessed 29th February 2008]. DfES (2007). Foundation stage eProfile. Available from http://schoolsportal.suffolkcc.gov.uk/schools/FSP/FSPUserGuideV25.pdf [Accessed 29th February 2008]. Hoover-Dempsey, K. and Sander, H.M. (1995). Parental involvement in children’s education: why does it make a difference? Teachers College Record 1995. Hutchin, V. (2003). Observing and assessing for the foundation stage profile. Hodder Murray. Kyriacou, C. (1997). Effective teaching in schools. Nelson Thornes Ltd. Vosniadou, S. (2001). How children learn. International Academy of Education. Educational Practice Series, Number 7. QCA (Qualifications and Curriculum Authority) (2008). Foundation stage profile assessment. Available from http://www.qca.org.uk/qca_11958.aspx [Accessed 29th February 2008]. Sammons, P. et al. (1997). Accounting for variations in pupil attainment at the end of Key Stage 1. British Educational Research Journal 23(4), pp.489-511. Strand, S. (2002). Pupil mobility, attainment and progress during Key Stage 1: a study in cautious interpretation. British Educational Research Journal 28(1), pp.63-78. Will, M.C. (1986). Educating children with learning problems: a shared responsibility. Exceptional Children Feb, pp. 411-415. Wood, E. and Atfield, J. (1996). Play, learning and the early childhood. Paul Chapman Publishing.

Faith in E. M. Forster’s What I Believe Essay -- Forster

Faith in E. M. Forster’s What I Believe E. M. Forster’s â€Å"What I Believe† is interesting in that it reflects a moderated idealism. Throughout the essay, Forster will make a proclamation, such as rationality is good, and subsequently retreat half a step, in this case insisting on the continued necessity of faith. It is an interesting technique and demonstrates much of the complexity of his positions, and arguably those of Bloomsbury insofar as they are a whole. Particularly interesting are his fascination with faith, which forms the bedrock of the argument, and with personal relationships. Forster draws a distinction between â€Å"belief† and â€Å"Belief† in that while he does ascribe to the former, he distrusts the latter. â€Å"They [Christians] have Faith, with a large F. My faith has a very small one, and I only intrude it because these are strenuous and serious days, and one likes to say what one thinks while speech is comparatively free.†1 Forster’s faith, therefore, is not the Faith, or Belief, ascribed to in religion, rather he seems to have faith in things like free spe...

Rake’s Progress: Bedlam in Bethlam Essay -- British History, Mental He

Rake’s Progress: Bedlam in Bethlam The human brain is a vast, unexplainable, and unpredictable organ. This is the way that many modern physicians view the mind. Imagine what physicians three hundred years ago understood about the way their patients thought. The treatment of the mentally ill in the eighteenth century was appalling. The understanding of mental illness was very small, but the animalistic treatment of patients was disgusting. William Hogarth depicts Bethlam, the largest mental illness hospital in Britain, in his 1733 painting The Madhouse1. The public’s view of mental illness was very poor and many people underestimated how mentally ill some patients were. The public and the doctors’ view on insanity was changing constantly, making it difficult to treat those who were hospitalized2. â€Å"Madhouses† became a dumping ground for people in society that could not be handled by the criminal justice system. People who refused to work, single mothers, and children who refused to follow orde rs were being sent to mental illness hospitals3. A lack of understanding was the main reason for the ineptness of the health system to deal with the mentally ill, but the treatment of the patients was cruel and inhumane. The British’s handling of mentally ill patients was in disarray. The knowledge of mental illness was very small. Doctors did not understand how to diagnosis or treat mental disorders. They did not understand how the brain functioned and what to expect from people in certain situations. Many symptoms of physical illness today were considered mental illness in the eighteenth century. The constant shaking due to Parkinson’s disease was misinterpreted as a mental condition and treated as such4. These patients were placed into... ...glish Madness. 55. 18. Scull, â€Å"Moral Treatment Reconsidered.† 107. 19. Scull, â€Å"Psychiatry in the Victorian Era.† 11. 20. Scull, â€Å"Psychiatry in the Victorian Era.† 11. 21. Scull, â€Å"Psychiatry in the Victorian Era.† 14. Bibliography Hogarth, William. The Madhouse. 1733. Scull, Andrew. â€Å"Moral Treatment Reconsidered: Some Sociological Comments on an Episode in the History of British Psychiatry.† In Madhouses, Mad-doctors and Madmen, edited by Andrew Scull. 105-121. Philadelphia: University of Pennsylvania Press, 1981). Scull, Andrew. â€Å"The Social History of Psychiatry in the Victorian Era.† In Madhouses, Mad-doctors and Madmen, edited by Andrew Scull, 5-35. Philadelphia: University of Pennsylvania Press, 1981. Skultans, Vieda. English Madness: Ideas on Insanity 1580-1890. London: Routledge & Kegan Paul Ltd. 1979. Rake’s Progress: Bedlam in Bethlam Essay -- British History, Mental He Rake’s Progress: Bedlam in Bethlam The human brain is a vast, unexplainable, and unpredictable organ. This is the way that many modern physicians view the mind. Imagine what physicians three hundred years ago understood about the way their patients thought. The treatment of the mentally ill in the eighteenth century was appalling. The understanding of mental illness was very small, but the animalistic treatment of patients was disgusting. William Hogarth depicts Bethlam, the largest mental illness hospital in Britain, in his 1733 painting The Madhouse1. The public’s view of mental illness was very poor and many people underestimated how mentally ill some patients were. The public and the doctors’ view on insanity was changing constantly, making it difficult to treat those who were hospitalized2. â€Å"Madhouses† became a dumping ground for people in society that could not be handled by the criminal justice system. People who refused to work, single mothers, and children who refused to follow orde rs were being sent to mental illness hospitals3. A lack of understanding was the main reason for the ineptness of the health system to deal with the mentally ill, but the treatment of the patients was cruel and inhumane. The British’s handling of mentally ill patients was in disarray. The knowledge of mental illness was very small. Doctors did not understand how to diagnosis or treat mental disorders. They did not understand how the brain functioned and what to expect from people in certain situations. Many symptoms of physical illness today were considered mental illness in the eighteenth century. The constant shaking due to Parkinson’s disease was misinterpreted as a mental condition and treated as such4. These patients were placed into... ...glish Madness. 55. 18. Scull, â€Å"Moral Treatment Reconsidered.† 107. 19. Scull, â€Å"Psychiatry in the Victorian Era.† 11. 20. Scull, â€Å"Psychiatry in the Victorian Era.† 11. 21. Scull, â€Å"Psychiatry in the Victorian Era.† 14. Bibliography Hogarth, William. The Madhouse. 1733. Scull, Andrew. â€Å"Moral Treatment Reconsidered: Some Sociological Comments on an Episode in the History of British Psychiatry.† In Madhouses, Mad-doctors and Madmen, edited by Andrew Scull. 105-121. Philadelphia: University of Pennsylvania Press, 1981). Scull, Andrew. â€Å"The Social History of Psychiatry in the Victorian Era.† In Madhouses, Mad-doctors and Madmen, edited by Andrew Scull, 5-35. Philadelphia: University of Pennsylvania Press, 1981. Skultans, Vieda. English Madness: Ideas on Insanity 1580-1890. London: Routledge & Kegan Paul Ltd. 1979.

Jurassic Park :: essays research papers

Two paleontologists, Alan Grant and Ellie Sattler, were financed by John Hammond, a very wealthy man. The two were visited by a man named Morris who was very interested about Hammond. Apparently he had leased an island off the west coast of Costa Rica for some type of big development that had been in the making for some 10 years. Part of the plan was to buy large quantities of amber, which drew attention from Morris, because amber was of little or no value.   Ã‚  Ã‚  Ã‚  Ã‚  Shortly after the visit the two paleontologists were called by Hammond to come visit his island. He told them it was a type of biological preserve that he believed would alter all science across the world. Hammond needed them to come look at his island to give him their opinions about weather the island was safe for business. Hammond said the island would be called Jurassic Park.   Ã‚  Ã‚  Ã‚  Ã‚  During the development of the island word spread of the new finding to a rival company. Dodgson, who worked with the company knew that he knew Hammond was on to something big and he wanted a part of it. He arranged to met with one of Hammond's employees, Nedry. At the park he was in charge of design of the park's computer system. Nedry informed Dodgson that they were recreating dinosaur embryos but wasn't sure how. Nedry agreed to steal embryos from the park in exchange for $1 million.   Ã‚  Ã‚  Ã‚  Ã‚  In the meantime Sattler and Grant arrived at the island where they met friends of Hammond’s, including Ian Malcolm, a famous mathematician. The others were Dennis Nedry; Henry Wu, the brains behind the park; and Ed Regis, a lawyer. Later Hammond's grandchildren arrived, Lex and Tim.   Ã‚  Ã‚  Ã‚  Ã‚  When all had arrived and were settled the tour began. It consisted of six people: Hammond's grandchildren, Malcom, Dr.Sattler and Dr.Grant, and Ed Regis. While on the tour it was explained how the dinosaurs were created. First amber that had hardened millions of years ago with mosquitoes or other blood drinking bugs. DNA was extracted from the blood and was used to recreate dinosaur embryos. There were 15 different species and 238 individual dinosaurs.   Ã‚  Ã‚  Ã‚  Ã‚  During the tour weather became bad weather. Because of the bad weather all power went out and without Nedry, who was quietly stealing embryos, it could not be fixed. However, Nedry was killed by a dinosaur because of a wrong turn.

Norman Foster

Norman Foster  Ã‚  Norman Foster is a major contributor to twentieth century architecture both in the westernworld and further afield. After starting his studies in architecture over 50 years ago he has designeda range of buildings (and bridges) and continues to produce outstanding designs today. Aswell asexploring Foster's career this essay will focus primarily on two of Foster's buildings, Creek VeanHouse in Cornwall and the Willis Building in Ipswich (originally the Willis Faber and DumasHeadquarters).Born in Manchester on 1 June 1935 to working class parents, Foster was a bright studentwho after attending a private school and a grammar school was pressurised to leave early in order toearn a living. It wasn't until 1956 after working in a bakery, a city treasurer's office, a factory,selling furniture, spending time in the Royal Air Force on national service and studying commerciallaw that he finally started his studies in architecture.Graduating from Manchester university school of architecture and city planning in 1961, Foster won the Henry fellowship to study at Yaleuniversity where he obtained his master's degree and also met Richard Rogers, another Britisharchitect whom he became good friends with. In 1963 Rogers and Foster along with their  respective wives Su and Wendy formed ‘Team 4', a practice known for its high-tech designs and thegroup behind Creek Vean House. In 1967 Team 4 ended and Foster and Wendy set up Foster  Associates (now Foster and Partners).Between 1968 and 1983 Foster collaborated on a number of  Ã‚  projects including the Samuel Beckett Theatre project with Richard Buckminster Fuller whohappened to be one of his idols. Foster called him a â€Å"lone voice,† whose work with geodesicsdemonstrated how building form could be both economical and ecological. Orientation and  building form became, for Foster, touchstones in his design of ecological architecture. – Michael J. Crosbie, ArchitectureWeek.Foster Asso ciates has produced many well known works such as theSainsbury Centre in Norwich, the Hongkong and Shanghai bank, the Millau Viaduct in France, theBritish Museum Great Court in London and the Swiss Re tower in London to name but a few. Over  History and Theory of Architecture the years Foster Associates has achieved more than 190 awards and won over 50 competitions for  its work, in 1990 Foster was Knighted and in 1999 he was honoured with a life peerage giving himthe title Lord Foster Of Thames Bank, in the same year he became the 21 st Pritzker ArchitecturePrize laureate.Creak Vean house was the first work of group Team 4, built in 1964, it was commissioned  by Marcus Brumwell as a home for himself and his wife who were the parents of Su Rogers. Although Foster has concentrated more on buildings for the workplace, houses which showsimilarities to Creek Vean are the Jaffe house and Murray Mews which were also designed by Team4, these buildings are orientated to make the most of their views and have large slanting glass walls,similar to the glass walk way and large glass walls in Creek Vean. The Willis Faber ; Dumas Headquarters in Ipswich was built from 1971-1975 as aworkplace for around 1300 employees.Foster has mostly designed buildings for the workplaceand is very good at designing space for employees to enjoy their surroundings. The three storey  building is surrounded by a glass facade, similar to that in some of his later buildings such as HearstTower in New York City, the Swiss Re Headquarters in London, the HSBC UK Headquarters inLondon and City Hall in London. The facade also has a curved appearance, with no hard edges or  corners, similar to the Swiss Re and City Hall buildings, the American Air Museum and the newWillis Headquarters in London.Inside the Willis Faber and Dumas Headquarters escalators lead upthrough the central atrium, in Foster's Hongkong and Shanghai bank he uses a similar approach buton a larger scale with a ten storey at rium and the escalators leading up to the main banking hall. The  Ipswich building established a couple of themes that Foster returned to in project after project: howthe building meets the ground in an accommodating way; how light, views, and the interior  environment can be adjusted and modified; and how to introduce green space into an urbanenvironment such as an office building. ArchitectureWeek Creek Vean House is positioned overlooking the Fal estuary in Cornwall on a steepriverbank. The house is made up of two separate blocks at different angles to each other linkedtogether by a long glass-roofed corridor which was used as a gallery. One of the blocks is one storeyhigh and contains the bedrooms and studio and the other block is two storeys high and contains theliving room and dining room, the ground floor ooms are cut back into the hillside and the onestorey block's roof is covered in vegetation, this gives the impression the house is carved into thelandscape. All the mai n rooms have large sliding doors off the main corridor and are angled so thatthey have the best views possible out over the estuary, this results in the rooms being fan shapedwith very angular corners. The house is constructed of exposed concrete blocks and reinforcedconcrete slabs, the floors are slate. Outside the building, winding steps lead down the slope fromthe access road above the house.They step down through the building over the corridor that linksthe two blocks (the corridor has a solid roof at this point), emphasising the split in the two parts of  the building and continue down through the garden to a boat house on the shore below. The Willis Faber ; Dumas Headquarters is situated in Ipswich. unlike many office buildingsit is only three storeys high and is spread out to fit in with the shape of the surrounding streets, withthe curved glass facade showing reflections of the surrounding buildings. On entering the buildingthere is a central atrium with escalators leading right up to the rooftop restaurant.Overlooking theatrium are the different storeys with open plan office space, the layout of the office space and factthat it is so open plan gives the workplace a very communal feel. †¦ orientation is direct:you alwaysknow where you are, one can move freely, the sun penetrates everywhere and there are only a fewvisual barriers. – Norman Foster. The building was also built with a rooftop garden and aswimming pool for the employees to use in their lunch breaks but the swimming pool has since  been covered with a glass floor.Around the time Creek Vean was built (1964) James Sterling had just built the Leicester  University engineering building (1963). There are similarities between their work, both use a lot of  History and Theory of Architecture glass and non standard geometry for walls however where Foster's house tries to blend in with thesurrounding area the University building is very bold and brutal. Another house built around thesame period is Hanselmann House in Indiana, 1967 by Michael Graves. This house is verymodernist with lots of open spaces and like Creek Vean it uses steps as a link to the house.VannaVenturi House was built between 1962-1964 by Robert Venturi. Unlike Creek Vean which blends inwith its environment Venturi's house really tries to make a statement. Around the time the Willis Faber and Dumas Headquarters was built (1971-1975),The Creek Vean House shows similarities to Frank Lloyd Wright's building's, particularlyFallingwater built from 1935-1937. Wright designed the house around the surroundings, similar toFoster and so it appears that the house is almost growing out of the rock beneath it. In both housessteps are used as a passageway from the house down to the water. History and Theory of Architecture

Waiting ‘Til the Midnight Hour

Jerome Carlos Johnson SOCI 3345: Sociology of the 1960’s Five Page Book Review: Waiting ‘Til the Midnight Hour by Peniel Joseph February 28, 2013 Waiting ‘Til the Midnight Hour by Peniel Joseph Within the eleven chapters that comprise Waiting ‘Til the Midnight Hour lays a treasure chest of information for anyone interested in Black or African American history, particularly the civil rights movement that took place during the 1950’s and 1960’s. I am a self-professed scholar of African American history and I found an amazing amount of information that I was not aware of.Like most who claim to be Black History experts, I was aware of the roles of Martin Luther King, Malcolm X, Rosa Parks, W. E. B. Du Bois and Marcus Garvey. However, I was not aware of the impact that so many lesser known figures had in the civil rights movement. It was refreshing to learn of the roles played by Harold Cruse, Arturo Schomburg, Richard Wright, Ella Baker and Robert F . Williams. Reading this book definitely gave me a new perspective on the civil rights movement and the legacies of its leaders.Waiting ‘Til the Midnight Hour took me on a journey through the tumultuous events of the civil rights movement, as well as introducing me to key players in the movement of which I was previously unaware. In addition, the book served as an avenue of connecting the various segments and factions of the civil rights movement. The book also did a great job of presenting the nationwide struggle of African Americans rather than focusing on one specific geographical area. It was a daunting task, but the author did a great job of accurately placing all the pieces of the puzzle together that comprised the struggle for freedom.Through his writings in Waiting ‘Til the Midnight Hour, Peniel Joseph did a great job of contrasting the stark difference between integrationists like Martin Luther King and nationalists (or separatists) like Malcolm X. Peniel Joseph was able to paint the stark contrast between the two major factions of the civil rights movement by exploring their beginnings several decades prior to the climax of the movement in the 1950’s and 1960’s. The book begins by detailing Malcolm X’s rise to prominence within the Nation Of Islam. The book clearly shows the power that Malcolm X wielded in the African American community.In many ways this book provides solid evidence of my personal opinion that Malcolm X was indeed a more powerful leader than Martin Luther in the African American community. Both men were charismatic and eloquent orators, but Malcolm X had a much more commanding presence. Again, this is my personal opinion, but the book definitely paints a vivid picture of the abundant power that was held by Malcolm X. The book gives an excellent discourse on the different ideological views of the two great leaders: Malcolm’s militant thinking of getting justice and equality by any means necessar y versus the non-violent, Gandhi-like movement led by Dr.Martin Luther King. While King is mentioned often, the book is clearly more focused on Malcolm X and his great role in moving black people from passive, non-violent methods towards more assertive methods of achieving racial justice and equality. The book provides information about Malcolm X’s history and background, which helped to better understand his militant thinking. Malcolm X played a great role in the great shift in the methods used to fight for civil rights in the 1960’s. Many lesser known leaders looked at Malcolm X as a role model. His legacy as a leader is still felt 48 years after his assassination.Malcolm served as inspiration to the Black Power Movement that took fire in the mid and late 1960’s. Another great thing about Waiting ‘Til the Midnight Hour is the way it shows the geographical aspect of the struggle for racial equality. In great detail, the author highlights the workings of c ivil rights leaders in major cities like Detroit but also gives a great deal of attention to the struggles of rural southerners. This allowed me to make a connection between the struggles of urban African Americans and blacks in the rural southern, thus seeing the entire picture more clearly.This book makes clear that the struggle for racial equality was nationwide and not just isolated to certain geographical locations. A common misconception about the civil rights movement is that blatant racism was a problem only encountered in the Deep South. However, Waiting ‘Til the Midnight Hour does a great job of clarifying this misconception and showing the many elements of the struggle for justice that blacks from coast to coast experienced. One of the most elements of the book is the evolution of the organization called SNCC.SNCC (Student Nonviolent Coordinating Committee) was founded in conjunction with the lunch counter sit0ins that originated in Greensboro, North Carolina in Feb ruary 1960. SNCC activists were known to practice slow, tedious and patient voter registration drives in the most dangerous parts of the South. However, they seldom received credit for their efforts on a national level. Despite their lack of national attention, SNCC activists often managed to annoy white federal officials and black civil rights leaders.SNCC attracted radicals from the Revolutionary Action Movement, black nationalists from the North and a host of other mavericks. From its humble beginnings, SNCC was a peaceful group that used nonviolent methods to seek racial equality. Over the course of time, SNCC became more assertive in their methods of demanding racial equality and social justice. At the very center of the evolution of SNCC was a young man from Trinidad by the name of Stokely Carmichael. Perhaps the most poignant chapter in the book is chapter 7, which is entitled, â€Å"What We Gonna Start Saying Now Is Black Power! In this chapter we see the birth of the Black Power movement. This is a very powerful chapter for many reasons, including that in my opinion this is the point where the civil rights movement began to move toward a more assertive methodology and Dr. Martin Luther King began to lose relevance. At first SNCC was an organization that believed in non-violent civil disobedience but over time the organization became more militant. By 1965 it was obvious that Stokely Carmichael was leading the organization from its roots as a non-violent integrationist group toward a much more militant nationalist way of thinking.During the summer of 1966 attention shifted to the Mississippi Delta, which was a hotbed of racial discord. This is of special significance to me because my parents were both born and reared in the Mississippi Delta. My grandfather shared many stories with me about the tumultuous 1960’s in the Mississippi Delta. Most of those stories were horrific but Waiting â€Å"Til the Midnight Hour put a whole new perspective on it by introducing me to the major players with great detail. In this chapter we see Dr. Martin Luther King and Stokely Carmichael in Mississippi during the time that JamesMeredith was embarking upon his March Against Fear. His plan was to march from Memphis, Tennessee to Jackson, Mississippi as a symbol of his defiance against the racial discrimination so prevalent in Mississippi. Meredith was famous for integrating the University of Mississippi (Ole Miss) four years prior. While marching from Memphis to Jackson, James Meredith was shot in the neck, back and both legs. He was seriously injured but would eventually recover. This incident divided the civil rights activists in Mississippi.Stokely Carmichael, James Baldwin and LeRoi Jones were identified as provocateurs behind a growing trend of racial militancy. Officials from the Urban League, the Southern Christian Leadership Conference, CORE, the NAACP and SNCC met to discuss joining the march in Mississippi as a form of protest aga inst the shooting of James Meredith as well as commemorating the assassination of Medger Evers. The different organization leaders had opposing views on the methodology of implementing the march and therefore a long argument ensued.Eventually a compromise was met. However, in the end, the more conservative leaders from the North refused to support the compromise that Dr. Martin Luther King and returned to New York after warning that the march would be a disaster. During the long march through the Mississippi Delta, Stokely Carmichael lost his patience with the racial climate of Mississippi. He was tired of the racial hatred and blatant discrimination. Following his release from jail (after his 27th arrest), Stokely Carmichael made his way to Broad Street Park in Greenwood, Mississippi.In an impassioned speech, he told the crowd of tired and listless marchers that he had grown tired of the slow pace of the civil rights movement and his frustration had reached its boiling point. At th at point he said the poignant words, â€Å"what we gonna start sayin’ now is black power! † It was at that point that America began to recognize that many blacks throughout the nation had grown wary of the methods of Dr. Martin Luther King and his turn the other cheek way of thinking. The tide was turning and African Americans were ready to get their freedom and equality by any means necessary.From that day forward the slogan â€Å"Black Power† began to spread like wildfire. The Meredith March ended on June 26, 1966 as thousands of people gathered at the Mississippi State Capitol Building in Jackson. The burning of a Confederate flag on the capitol grounds by a SNCC member drew rousing applause. Dr. Martin Luther King struggled with the reality that the national political landscape may not be able to keep up with the pace of the new found black militancy. He confessed to the crowd that his dream â€Å"had turned into a nightmare. King defiantly proclaimed †Å"that even in Mississippi justice will come to all of God’s children. † Carmichael sounded a message that was the polar opposite of that of Dr. King. Carmichael said that the movement must build a political base so powerful that blacks would â€Å"bring them [whites] to their knees every time they mess with us. † Carmichael’s message began to resonate among black people across the nation and the mood among blacks began to shift from non-violent civil disobedience to that of militant defiance. Thus the Black Power came into existence and dominated the political scene for the remainder of the 1960’s.

A Timeless Art Essay

The Black-Figure Neck Amphora was attributed to the Affecter in Athens, Greece about 530 B. C. , made of terracotta, with dimension of 5 ? x 10 1/8 inches (The Getty, On-line) This amphora, which used to hold wine and water in ancient times, was found in a Southern Italy grave site but because of its distinctive figures and style, it was regarded as one of Athenian masterpieces. Like most artists, the real name of Affecter is unknown but he left a style of his own. In those years, he worked as potter and vase painter and may have learned his craft from the Amasis Painter, but deviate his approach in the conventional way of potting and painting. During the times when Athenian vase-painters emphasized on the narrative content of their work, the Affecter focused on purely decorative aspects that suit the Etruscan artistic taste. (The Getty On-line). The amphora was molded on a pottery wheel and dried. The maker painted on a glaze and carved designs on its surface and used the red-figure painting method, wherein, after it was fired in a wood furnace, the glaze turned to black and covered the amphora in glaze then erasing parts of it to create finer details. (St. Petersburg Times, On-line) The portrayal of the vase is bizarre but remarkable for Athenian potter of that time. Like any others Athenian masterpieces, this vase is made of attic clay with distinguished red and black color. For years, historians never decipher the narrative story behind its illustrated body but this suits the style of the Affecter who concentrated on ornamental look rather than history behind its times. The vase, though, shows Herakles, now known as Hercules, waving his club, pursuing a centaur, a mythological half horse half human figure. At the back of the vase, Theseus combats with Minotaur. The Affecter also used the old fashioned neck amphora form wherein the neck is highly defined as Protoattic and ovoid in shape (The Beazley Archive On-line). The Affecter modified the vessel, separating the neck and the body by raised rings. Ancient and old fashioned as it is, the Black Figure Neck Amphora is extraordinary with timeless beauty. Its exquisiteness lies on its color and creativity. It is a major consideration that out of clay, two colors will distinguish amphora like this, red and black. And with poise and commitment, the Affecter gave justice to its craft. Using both old fashioned style in creating amphora and adding touch of its modern days, evidenced by adding rings on it, the Affecter is not confined with the conventional way but used his imaginations and skills to enhance its designs. The maker, giving emphasis with Herkales and Theseus greatness rather than detailed information of their winnings over battles with barbarians, is a magnificent touch of this artistic craft. It only shows patriotism more than one time glory. It depicts the maker’s love to its civilization and commemorates it with his trade. It is the prime reason why this kind of amphora is timeless. Presently, it cannot be used as water or wine pot, instead an ornament that would house the beauty of Athens, its rich civilizations, its artistic splendor and its two distinguished heroes. REFERENCES â€Å"The Getty†. The J. Paul Getty Trust. 21 August 2008 http://www. getty. edu â€Å"Tampabay. com†. St. Petersburg Times. 21 August 2008 http://www. tampabay. com â€Å"The Beazly Archive Classical Art Research Center â€Å". 28 February 2008. University of Oxford. 21 August 2008 http://www. beazley. ox. ac. uk/index. htm

Book Report †Fault in Our Stars Essay

Meaning of the title: â€Å"The fault, dear Brutus is not in our stars, / But in ourselves, that we are underlings.† was said in Shakespeare’s play ‘Julius Caesar’. Saying that it is not fate that decides our future, but instead our own failings. That you are to blame for the bad thing that happen in your life. But the title ‘The Fault in our Stars’ says that sometimes it’s not our fault; things happen in life, sometimes we can’t control it; there will be problems along the way, and we just have to deal with it. Brief summary: Hazel, an average teenager who thinks she is going to die. She was diagnosed with cancer when she was young, and has trouble with her lungs. She then met a boy called Augustus in the Support Group. Augustus only had one leg because he had had osteosarcoma (A type of bone cancer). Hazel also made another friend called Issac who eventually went blind. Augustus and her shared common interests like the book called‘An Imperial Affliction’. They went on adventures to Amsterdam to visit an author that Hazel idolizes. On their trip, they had some physical relations. However meeting the author wasn’t exactly what Hazel and Augustus had expected. Later on Issac dies, then Augustus’s cancer later returns†¦ Style of Writing: The story is written in Hazel’s point of view – who is the narrator of the story. The writing in this book is easy to follow because it’s written in a conversational way. As if the reader was the protagonist. The book uses a lot of fascinating sentences and phrases to express the feelings and thoughts of Hazel Grace. The author likes using dialogues to tell the story. Character: The characters are quite believable because they are like any type of average teenager. However they have to deal with a small problem in their health affecting a big part of their life. The characters are very realistically portrayed and I think the author did a great job in describing the different characters. Plot: The plot is quite believable as it is not fiction. As readers, we can sometimes relate to the situations or even feel what the characters are feeling throughout the book. There are a lot of plot twists in the novel, so the reader would not know what is about to happen. This gives the story line more suspense and builds tension throughout the scenario. Recommendation: I would recommend this book to young adults, because there is an incredible plot twist in the book which mesmerizes the reader and gives them grief. Making them want to be the protagonist of the story. The characters are about our age, and sometimes us teenagers or young adults can connect to what the characters in the book are going through. This book has a powerful story line which emphasize the life of how two teenagers are fighting cancer, which has inspired and touch the teens heart.

Give an account of how you would prepare and deliver an effective oral Essay

Give an account of how you would prepare and deliver an effective oral presentation in which you are required to explain some key ideas of either a) jean Baudrillard or b) Michel Foucault - Essay Example city introduced a great deal of change in the society at a drastic rate, as well as in every aspect of the human life or observation over a short period of time. Postmodernism and Foucault have become such integrally related terms that none can exist without the other. Due to this reason it is essential for us to understand what actually postmodernism means. In his philosophical reflection Foucault has deconstructed all the conceived notions about human existence by penetrating within the layers of people’s intellectual capacity. At the same time, through such process, he also has attempted to explore whether there is any existence of Truth at the philosophical and spiritual level of human existence. The term Postmodernism is used most frequently in the cultural, philosophical and literary domain of today’s world. According to social observers the Western civilization and its cultural outlook are experiencing a change. This changing or the process of transition is known as the shifting from modernism to postmodernism. Though postmodernism is one of the most interesting field of study and research these days, but there is no such definition that can actually define postmodernism in the complete sense. One hand, it is quite difficult to provide proper description of the periods when the transitions are happening and on the other hand it is also not possible to figure out properly the main signs of postmodernism. Perhaps it is in the 30s, when the first time the term postmodernism was used. During this time postmodernism actually referred to change in historical spectrum of the Western world as well as certain changes that became conspicuous in the prevailing Art forms. It i s the 1970s, when postmodernism drew huge attention from scholars in every field. In his book, A Primer on Postmodernism, the author Stanley J. Grenz has commented about prevailing influence of postmodernism, â€Å"First it denoted a new style of architecture. Then it invaded academic circles,

Strategics management Essay Example | Topics and Well Written Essays - 2000 words

Strategics management - Essay Example The ten schools of thought model from Mintzberg et. al. (1998) is a framework that can be used to categorize the field of Strategic Management. These schools are classified as: Design, Planning, Positioning, entrepreneurial, cognitive, learning, power, cultural, environmental and configuration. The Sony Scenario presents a management overhaul problem and re-structuring of the organization to meet the cultural environment needed for the future. For these the following schools of strategic thought will be directly related (Aguilar, 1967): The Design School: This school sees strategy formation as a process of conception. The approach used by this school is clear and unique, where strategies are formulated in a deliberate process. In this process, the internal situation of the organization is matched to the external situation of the environment. The Positioning School: This school sees strategy formation as an analytical process. The approach used by this strategic thought is that it places the business within the context its industry, and looks at how the organization can improve its strategic positioning within that industry. The Entrepreneurial School: This school sees strategy formation as a visionary process. The visionary process takes place within the mind of the charismatic founder or leader of an organization. The school stresses the most innate of mental states and processes- intuition, judgment, wisdom, experience, and insight.

The Cask of Amontillado Essay Example | Topics and Well Written Essays - 750 words

The Cask of Amontillado - Essay Example He is insensitive to people’s feelings, but it does not seem to be coming from a place of malice, but more of a place of always thinking â€Å"what’s the big deal?† Burger is the opposite – he apparently was poor, worked his way up on the ladder, was not given anything, had to work for everything, and takes everything very seriously. So, both men came upon fame and fortune, but in very different ways. As indicated above, there is nothing in the early part of the story that would indicate that horror would be befalling Kennedy by the end of the story. This is in contrast to â€Å"The Cask of the Amontillado,† the story upon which this story was evidently based. In â€Å"The Cask of the Amontillado,† we know from the beginning that the narrator had a problem with Fortunato, who is the man who eventually has the same fate that Kennedy does in this story, for we know from the very first paragraph that the narrator is angry with Fortunato, althoug h we know not for what, and never do find out. However, in the â€Å"The New Catacomb,† there is initially not a hint that there is anything amiss. The two men are enjoying one another’s company, and there begins almost a casual conversation about two things – the fact that Burger has artifacts from a new catacomb that he has discovered, and the fact that Kennedy had had a scandalous affair, the details of which is not yet known. As the two men spar a bit – Kennedy is eager to know about the new catacomb, and Burger does not want to give up the secret – one does not necessarily get the sense that Burger has anything against Kennedy. Initially, the reader is led to believe that Burger is only asking Kennedy about the affair to prove a point – that, as Burger has a secret that he does not want to reveal, so does Kennedy. And, if Kennedy does not want to reveal the details of the affair, then Burger is not going to reveal the details about the new catacomb. Initially, it seems that this is all that there is to it. Of course, Kennedy does reveal the affair, and, in the process, the reader is brought into Kennedy’s mind. He comes across as callous and insensitive, for he had an affair with an engaged woman, all for the sport of it, and nothing else. Then he pretty much sealed his fate when he shrugged off the question about the woman’s other man by stating that it was simply survival of the fittest, and that if the other man would have been a better man, she would not have deserted him. Of course, the reader finds out at the end exactly who that other man was, but, at the moment, this information is not revealed, so the entire back and forth between the men about the affair does not seem to be foreboding. It is only when Burger states that he must take Kennedy to the new catacomb that the reader gets a sense of foreboding. Since most readers have read â€Å"The Cask of the Amontillado† at least once, th ere is, at this moment, a sense of dread for Kennedy. Although the reader does not know exactly why something will happen to Kennedy, there is immediately an â€Å"oh, no† when Burger offers to take Kennedy to the catacombs. Does Burger want revenge for the affair? If so, why is it his business? Or does he simply want a rival out of the way? After all, these men are rivals, even if they are friendly rivals. Whatever the motivation, the reader instantly can sense that this will not end well for Kennedy. As the

Terry fox a canadian individual whose contribution made a difference Research Paper

Terry fox a canadian individual whose contribution made a difference in the lives of canadians or non-canadians - Research Paper Example He continued his run for 143 days during which he covered 5.373 kilometres in the country. The run ended up his life but gave him worldwide lasting legacy. The essay aims to discuss the contribution of Terry Fox who was an ordinary young man that turned to the national hero in Canada due to his remarkable contributions and efforts to insist Canadians to make some donation for cancer research. His efforts resulted in annual fund raising run in Canada as well as other countries of the world and the funds collected from the run are used for providing cancer patients with better treatment and cure through detailed research work. His contributions not only benefited the Canadians but the people outside the Canada also avail the benefits of the cancer research conducted with the help of funds and public awareness raised by his run (Murphy, 2005). Fox was a basketball player and distant runner. He played for the Port Coquitlam, British Columbia, high school and Simon Fraser University teams. He was diagnosed with osteosarcoma, a form of bone cancer in 1977 due to which his right leg was removed from his body at about six inches about his knee. He however continued to run with the artificial leg and also played wheelchair basketball in Vancouver and also won three national basketball championship events. The time he spent in the hospital was the worst time of his life that he always hated (Chivers, 2009). His experience made him realize that there is very little money spent in Canada for the cancer research that must be raised to bring improvement in the condition of people and help fighting the cancer patient with their disease. He decided to raise money and awareness all over the country to fight against cancer. He decided to insist the Canadians to donate one dollar for the cancer research. He persuades people that when 24 million Canadians will donate just one dollar it will help collecting around 24 million rupee

Oscilloscope Essay Example | Topics and Well Written Essays - 3000 words

Oscilloscope - Essay Example Therefore, these explanations were added. The detailed users’ feedbacks are not required, nevertheless, the key aspects of improving the guide are as follows: 1. The detailed explanations of the basic experiments will help to maximize the educational aspect of the document. Therefore, it should be stated that the actual importance of the feedbacks is explained by the necessity of adding self-descriptiveness for the guide. 2. The guide needs to pay more attention to safety. Since it is not a household device, and it may be used for measuring and analysing high voltage currents, the safety of a user is a cornerstone of the effective research. 3. The guide should be offered in hard- and soft-copies, and an extended remote assistance should be provided. It will help to gather feedbacks, and improve the device itself, as well as the guide. The results of the research involve the proper analysis of the functions and options offered by the oscilloscope, however, the experiments held are of the educational nature mainly.

Teaching Evaluation Tool Paper Research Example | Topics and Well Written Essays - 500 words

Teaching Evaluation Tool - Research Paper Example As the tools for appraising the performance of teachers differ in structure, Figure 1 (please see Appendix A) indicates a wider range of subject classification included during evaluative period. In particular, a number of domains are being assessed in the tool: â€Å"data-driven planning, instructional delivery, assessment, learning environment, communication, professionalism, student achievement.† Preliminarily, planning stage needs to be anchored with stable database on individualized background of students, for appropriate planning strategies to work. This way, strong foundations for exhibiting more effective delivery of lessons are attained, coupled with multi-dimensional methods in assessing whether teaching strategy has been a success or not. The subsequent domains are interconnected, dealing with direct associations between teachers and students in a conducive learning environment; which in turn, can be fostered by skills in communication and maintenance of professional attitudes in academic settings. In a positive academic atmosphere, learning is conducive, enhancing teacher performance as the advent of professionalism exists through respectfully treating their students as collaborative partners in education.