Human Services Essay

Human Services help provide essential resources for those in need. Dedication by advocates and human services workers help assist a wide range of social needs. Areas of focus are mental/physical control, self-sufficiency, and rehabilitation. The professionals that make up the human services industry are unique, their passionate about helping others. When working with clients it’s important to gain trust and relationship building is a must. Familiarity will help produce everlasting bonds and increase overall client progression. I am passionate about raising the awareness and help prevent the revolving door of men going in and out of prison. The picture is very predictable as it is distressing about the revolving door of men going to prison. Once these men leave prison they come home with few new positive or marketable skills and more bad habits than they had before they went to prison. They have little supervision, which will show encouragement to these men that someone will hold them accountable to make sure they are during what they are suppose to be doing. These men have a hard time finding gainful employment that they can take care of themselves. As a result, they fall back into the same behaviors that sent them to prison in the first place. Rather we believe this or not, the prison system is not to rehabilitate people, it is there to punish people for braking laws. All of this leads to high rates of recidivism and a virtual revolving door, with people going back into prison almost as fast as they leave it. Be able to be a good advocate you have to be able informed those who don’t really know what it is you stand for. As an advocate about the resolving doors of prison I have to be able to present facts about why this happening to these men and what it is I can do to help slow down this ongoing crisis. For example, it is a known fact that every year that over 50% of every person that is release from prison will either catch a new case or return back to prison in Missouri. The reason this is happening at a rapid rate here in Missouri is because there is not a lot of programs on the state level to help those who are being release to help with job opportunities, educational programs besides retaining a GED if you don’t have one, but after that a person has to make a decision on their own if they wish to further their education. So as an advocate of stopping the resolving doors, I will give the facts to those individuals that their chances of just making it on GED are slim to none. An advocate has to be proactive in what they believe in to get the results that will help those who they believe in.

Jane Austen: Emma

â€Å"I am going to take a heroine whom no one but myself will much like† How does this comment by Jane Austen fit with your reading of her presentation of Emma? Today, we can interpret this remark as the recognition of a problem that was to be successfully overcome, instead of looking at it as an accurate prediction. Readers like the author's niece, Fanny Knight, who could â€Å"not bear Emma herself† have been in the minority. Most readers, myself included, have liked Emma Woodhouse and the novel that bears her name. It is an intricate, complex and perfectly achieved work that takes an apparently trivial matter – â€Å"3 or 4 Families in a Country Village†, in Austen's famous phrase – and makes it captivating, involved and rich with meaning. During this essay I intend to outline what Jane Austen means by â€Å"heroine†, and explain how Emma fits this title. I shall explore why Austen feels her character will not be liked, and yet what defies these intentions and regardless encourages the generally felt affection towards Emma. Jane Austen nurtures many issues during her novel, I need to examine them, and decide on their relevance to the characters position. Jane Austen's use of ‘heroine' in her comment outlines who the chief character of the story is, in this book we immediately discover its Emma Woodhouse. The book is justly named Emma, as the whole thing is Emma. There is only one short scene where Emma herself is not on stage; and that one scene is Knightley's conversation about her with Mrs Weston, proving she has a very dominant role. As readers we would usually expect the heroine of the story to be the most courageous, clever or perhaps even the most blasphemous. They usually have an attribute that sets them apart from everyone else. In this book though, Emma is mainly a figure of fun. We see the gradual humiliation of self-conceit through a long succession of disasters – serious in effect, but written comically throughout. The disasters occur through Emma's absurdities, her snobberies, her intrinsic honesty and her misdirected mischievous conduct. The reader feels affection for the character not because of her charms , but in defiance of her defects as she develops this rogue image. Her features allow her to take rank not with the ‘sympathetic' heroines, but as the culminating figure of English high comedy. The word ‘heroine' can also be used to describe someone much admired for their bravery. In my view, this ironically can also be applied to interpret Jane Austen's comment, and even Emma herself. Perhaps she doesn't demonstrate bravery of a courageous format, but she does show brave recognition of her faults, which could be employed to give her the title of a ‘heroine' in her own way. Jane Austen creates a wonderfully flawed heroine. Had Emma been perfect, her situation would have been of no interest to anyone; her flaws are what interest both reader and critic. The basic movement of Emma is from delusion to self-recognition, from illusion to reality. In the beginning she is loveable enough, but has much to learn. It takes supreme courage on Austen's behalf to portray a girl, meant to win and keep the reader's fancy, with the characteristics frankly ascribed to Emma Woodhouse. During the time period of both Austen and Emma the world was a male-dominated place, to centre the attention of the story on a woman was a daring move, but Jane Austen wanted to do something different. The narration opens by telling us all about the privileged heroine, â€Å"handsome rich and clever,† personally giving me the image of an insufferable young lady.We are allowed to know that she is pretty; not formally, but casually, from the words of a partial friend; â€Å"Such an eye! – the true hazel eye – and so brilliant! – regular features, open countenance, with a complexion – ah, what a bloom of full health and such a pretty height and size; such a firm and upright figure.† But, before we are allowed to see her personal beauty, we are made to see some of the destined troubl ing qualities. In her wish to be useful she is patronizing and a little conceited; her self-sufficiency early appears along with the irony of her willingness to have a hand in the future of others, despite having little knowledge or experience of her own to do it judiciously. Jane Austen's ironic voice throughout the book provides humour and logical thinking. Irony is defined as an absurd contradiction or paradox, a form of humour where someone says the opposite of what is obviously true. The ironic actions of Emma Woodhouse show one of her faults, for example her ‘matchmaking'. â€Å"It was foolish, it was wrong to take so active a part in bringing any two people together. It was adventuring too far, assuming too much, making light of what ought to be serious, a trick of what ought to be simple. She was quite concerned and ashamed, and resolved to do such things no more.† There is a special element of irony in this statement. Even as Austen has Emma relinquish the strategies of matchmaking, Austen condemns her heroine to continue thinking social relationships over and over again, repeating her misreading of sexual relations throughout the book. This is to emphasis the dislike we should be feeling towards Emma. Her complacent manner should evoke a feeling of frustration, instead, in my opinion, we see the funny side, predicting the outcome of Emma's actions, and knowing it's destined to go disastrously wrong. Emma's exclusive attention to marriage plots of her own devising is consistent with her inability to enter into a relation of equality with other women. Her obsession with arranging marriages distorts the relationship with her good friend Harriet Smith, and blinds her from other relational possibilities. The connection with Mrs Weston was never based on equality, she is grateful to her governess/friend for her guidance and education, the relationship is lacking in true parity. The great attraction of Harriet, beyond her blonde beauty and easily swayed temper, was that â€Å"everything† could be done for her. Emma's failure to bond with Jane Fairfax (her exact equal in age, abilities and sense) could also to a certain extent be due to her preoccupation with the marriage plot. Friendship between women is necessarily difficult in this period where the aim is to accomplish a husband. Rivalry for a husband of authority and worthiness is visible. Mrs Elton's marriage puts her into competition with all other women in her society and gives her precedence even over Emma Woodhouse; this makes her liable to judgement: â€Å"She did not really like her. She would not be in a hurry to find fault, but she suspected that there was no elegance; – ease, but not elegance. – She was almost sure that for a young woman, a stranger, a bride, there was too much ease. Her person was rather good; her face not unpretty; but neither feature, nor air, nor voice, nor manner, were elegant. Emma thought at least it would turn out so.† Emma values herself highly enough to make many judgements during the book, another flaw, as usually they are incorrect, and only get Emma into more difficulty. Her judgements are formed on the bases of social status and backhand gossip, instead of individual qualities and personality. It emphasises her pretentiousness and a lack of understanding. The limitation and narrowness of the Highbury world shows the limitation of class society. The class divisions are apparent throughout, and highly relevant to the attitude and treatment one will receive. Different ranks are distinguished by degrees of prestige, and one is judged to be worthy or not from the possessions they own. A real example of Emma's incorrect and unjustified assessment of a person is of Robert Martin. Her cutting remarks show qualities of vanity, ignorance and meanness; â€Å"He is plain, undoubtedly – remarkably plain: – but that is nothing compared with his entire want of gentility. I had no right to expect much; but I had no idea that he could be so very clownish, so totally without air. I had imagined him, I confess, a degree or two nearer gentility† As far as Emma is concerned the class is wrong for her young friend, nothing else needs to come into consideration, he is already not good enough. Her attitude is patronising, and should make us think poorly of her, but instead we tolerate her interfering, and enjoy the product of it. Her abusing of Miss Bates with her cruel remark reveals a different side to the Emma, undoubtedly a nastier side. Yet Emma's rudeness strangely expresses energy and excitement. The unexpected outburst causes the reader to wake up and take note. We don't hate her for her comment; instead we share her guilt, and secretly admire her for this more mischievous person. Emma Woodhouse indisputably casts a real attraction over most of her readers, but how and why? The plot of the book has been described by some as â€Å"uneventful† and â€Å"nothing profound†. One critic stated, â€Å"there is no story whatever, and the heroine is no better than other people; but the characters are all so true to life, and the style so piquant, that it does not require the adventitious aids of mystery and adventure† Despite these comments, to look at Emma's strengths is firstly a way of understanding her desirability. She is a very loving character, exposed through her faithfulness and kindness towards her father, and the attention she gives to the poor. She has a love of children, which becomes clear with the intense adoration shown towards her nieces and nephews, qualities that only strengthen her appeal. Interestingly enough, Emma could also be seen as a role model for women readers. She stubbornly demonstrates a resistant figure to the woman stereotype of the time, unusually showing a more masculine behaviour, or as we may see it, a more modern behaviour. Her squabbles and quick-witted retorts towards Mr Knightly show her intelligence, but also her unconcerned approach towards playing the typical 18th century woman; Mr Knightley: I leave you to your own reactions Emma: Can you trust me with such flatters? Her constant strength and vitality are alluring, and bring energy to the book. Emma's an imaginist â€Å"on fire with speculation and foresight†, giving her a playful, fun appearance, another beneficial quality. Lastly, Emma is bright girl, meaning we don't question her intelligence when things go wrong, just her naivety. She was never deceived about her sexual feelings during the book, and never deceived herself into feeling emotions that weren't there like Harriet seemed to. This emphasised her maturity, and made me, as the reader, value her actions and opinions more then, for example, Harriet's. In the book Emma seems to get everything and everyone wrong, yet her vulnerability is strangely attractive, and is one reason for my approval of her. The much irony directed at her is setting her up to be judged, irony in itself, as she is usually the one doing the judging. What she often thinks of other people is commonly true for her, and therefore classes her on the same level as everyone else. She is the heroine of the book, and proves so with conviction and success. However, to be a disliked heroine is mistaken. Because the book is told from her view constantly, allowing us to understand the character, and sympathise with her wrongdoings instead of judging her for them. Despite foreseeing when something is going to go wrong, we assume it will all turn out okay in the end, and predict there can only be a happy conclusion. Her officiousness and capacity for deluding herself only bulk out the story to make it more exhilarating, while also making Emma a fully rounded character, one which most readers cannot deny, like very much indeed.

An Example of an Introduction

Body of Essay An Example Of How To Construct A Six Step Paragraph Step one: Write a lead in sentence that refers back to the essay topic It is the intention of this paragraph to analyse how and when Drug Inc. enior managers can deal with resistance to change, downsizing and casualisation of non-core employees. Step Two: Cite expert opinion to support your upcoming cause and effect analytical example. Kotter Schlesinger (1979), as cited in Wood et al. , (2006:504), argues that there are six ways to deal with resistance to change namely education and communication, participation and involvement, support and facilitation, negotiation and agreement, manipulation and cooptation and explicit coercion. Step Three: Write a measurable cause and effect analytical example Drug Inc. top managers have decided to downsize and casualise its non-core workforce to reduce labour costs and introduce internet selling as part of its operations. However, these changes can impact on employees and may lead to a decrease in job satisfaction, absenteeism, morale, uncertain and fear of future employment. Therefore the Drug Inc. managers implement its changes by implementing a strategic planned change management approach that deals with resistance to change processes. Step Four: Cite expert opinion to support your analysis of the advantages of: Makawatsukul Kleiner (2003), argues that the key advantages of managers and change agents being actively involved in managing change is that they are able to inform employees about the impending change being planned with open and honest communication, and by expressing the reason for downsizing. In stage 2 the remaining employees should be involved in redesigning and improving their job roles and responsibilities. In stage 3 Drug Inc. generous remuneration offers should be made to the survivors of the downsizing to highlight how valued they are by management. In addition Makawatsukul Kleiner (2003), also argues that the Drug Inc. needs to provide stress management, skill assessment, career counselling, workplace placement programs while training programs should also be provided to the remaining employees, in an effort increase their confidence and skills in performing new job roles. Step Five: Cite expert opinion to support your analysis of the disadvantages of: Whereas, Dawson, (1996), as cited in Saka (2002), argues that the key disadvantage of managers and change agents not communicating to employees the impending threat of downsizing and job redesign may result in an increase in rumours that leads to an increase in staff absenteeism, a decline in staff morale and loyalty that could ultimately result in an increase in staff turnover of highly talented and core employees. Step Six: Write a concluding sentence (or two) that summarises the key point(s) contained in the paragraph In conclusion, resistance to downsizing within the Drug Inc. organization can only be overcome if employees concerns are dealt with openly and honestly and the survivors new job roles and responsibilities are clearly defined and opportunities for training and development and advancement are explained to each employee on an individual basis. An example of how to write an excellent paragraph This is a repeat of the previous page but in the correct paragraphing format) It is the intention of this paragraph to analyse how and when Drug Inc. senior managers can deal with resistance to change, downsizing and casualisation of non-core employees. Kotter Schlesinger (1979), as cited in Wood et al. , (2006:504), argues that there are six ways to deal with resistance to change namely education and communication, participation and involvement, support and facilitation, negotiation and agre ement, manipulation and cooptation and explicit coercion. Drug Inc. top managers have decided to downsize and casualise its non-core workforce to reduce labour costs and introduce internet selling as part of its operations. However, these changes can impact on employees and may lead to a decrease in job satisfaction, absenteeism, morale, uncertain and fear of future employment. Therefore the Drug Inc. managers implement its changes by implementing a strategic planned change management approach that deals with resistance to change processes. Makawatsukul Kleiner (2003), argues that the key advantages of managers and change agents being actively involved in managing change is that they are able to inform employees about the impending change being planned with open and honest communication, and by expressing the reason for downsizing. In stage 2 the remaining employees should be involved in redesigning and improving their job roles and responsibilities. In stage 3 Drug Inc. enerous remuneration offers should be made to the survivors of the downsizing to highlight how valued they are by management. In addition Makawatsukul Kleiner (2003), also argues that the Drug Inc. needs to provide stress management, skill assessment, career counselling, workplace placement programs while training programs should also be provided to the remaining employees, in an effort increase their confidence and skills in performing new job roles. Whereas, Dawson (1996), as cited in Saka (2002), argues that the key disadvantage of managers and change agents not communicating to employees the impending threat of downsizing and job redesign may result in an increase in rumours that leads to an increase in staff absenteeism, a decline in staff morale and loyalty that could ultimately result in an increase in staff turnover of highly talented and core employees. In conclusion, resistance to downsizing within the Drug Inc. organization can only be overcome if employees concerns are dealt with openly and honestly and the survivors new job roles and responsibilities are clearly defined and opportunities for training and development and advancement are explained to each employee on an individual basis. An Example Of A Conclusion In conclusion, the key issues identified within the KD Transport case study are John the Managing Director’s autocratic leadership style, his autocratic decision making style and involvement in job analysis and job redesign in preparation for downsizing non core job roles. In order to overcome the issues identified in KD Transport, these issues should be addressed efficiently. The first key problem identified is that John the Managing Director of KD Transport should be ready to change his traits and behaviours to overcome the problems facing at the moment due to his autocratic leadership style and autocratic decision making. The first key recommendation is that John adopts more participative leadership style over the current autocratic leadership style because it is likely to result in creative and innovative ideas, employee involvement in decision making that generate a broad range of actions that could be considered for implementation. The second key problem identified in the case study is that John the Managing Director should involve fellow managers and employees in the decision making process. The second key recommendation is that John adopts participative decision making where the Managing Director seeks input from other managers and employees and it is likely to result in increased employee satisfaction, improved staff loyalty, increased productivity and more informal efficient decision making outcomes. The third key issue identified is that John should involve HR personnel in job analysis and job redesign process. The third key recommendation is that John the Managing Director seek the involvement of HR Personnel or a HR consultant in employee downsizing, job analysis and job redesign process because HR personnel have the expertise to conduct job analysis and identify which job roles should be downsized and which employees and job roles should survive in order to achieve short term as well as long term organizational goals and objectives. Furthermore, the HR personnel has the expertise to design a training and coaching process for the survivors of the re-organisation process at KD Transport to perform the new job roles and responsibilities as a result of the job redesign process that occurred with the amalgamation of three warehouses into one. Finally, John the Managing Director should take all the aforesaid factors into consideration in order to facilitate the smooth running of the business and over come the current problems that KD Transport is experiencing. An Brief Example Of A Bibliography (A bibliography must be in alphabetical order of authors cited) References: Compton, R. , Morrissey, W. , and Nankervis, A. , (2006), Effective Recruitment and selection practices, 4th edition, CCH Aust Ltd, Sydney Deresky, H (2008), International Management: Managing across borders and cultures, 6th edition, Pearson Prentice Hall, New Jersey, USA. Fish, A. , Bhanuogopan, R Cogin, J. , (2008), ‘Value orientations as predicators of cultural and business impact’, Cross Cultural Management: An International Journal, Vol. 15, No. 1, pp. 30-48. Fu, P. , Yukl, G. , (2000), ‘Perceived effectiveness of influence tactics in the United States and China’, Leadership Quarterly, Vol. 1, No. 2. pp. 35-55. Hayes, D. , Ninemeier, J. , (2008), Human Resources in he Hospitality Industry, John Wiley Sons Inc How To Cite Textbooks And Journals In Your Bibliography Citing textbooks in your bibliography is as follows: Surname, Initial of Christian Name, (Year of Publication) Title of Textbook, Name of Publisher, Place of Publication. Citing journals in your bibliography is as follows: Surname, Initial of Christian Name, (Year of Publication), Title of journal article, Name of journal article, Volume, Issue Number, Page Numbers. An Example of an Introduction Body of Essay An Example Of How To Construct A Six Step Paragraph Step one: Write a lead in sentence that refers back to the essay topic It is the intention of this paragraph to analyse how and when Drug Inc. enior managers can deal with resistance to change, downsizing and casualisation of non-core employees. Step Two: Cite expert opinion to support your upcoming cause and effect analytical example. Kotter Schlesinger (1979), as cited in Wood et al. , (2006:504), argues that there are six ways to deal with resistance to change namely education and communication, participation and involvement, support and facilitation, negotiation and agreement, manipulation and cooptation and explicit coercion. Step Three: Write a measurable cause and effect analytical example Drug Inc. top managers have decided to downsize and casualise its non-core workforce to reduce labour costs and introduce internet selling as part of its operations. However, these changes can impact on employees and may lead to a decrease in job satisfaction, absenteeism, morale, uncertain and fear of future employment. Therefore the Drug Inc. managers implement its changes by implementing a strategic planned change management approach that deals with resistance to change processes. Step Four: Cite expert opinion to support your analysis of the advantages of: Makawatsukul Kleiner (2003), argues that the key advantages of managers and change agents being actively involved in managing change is that they are able to inform employees about the impending change being planned with open and honest communication, and by expressing the reason for downsizing. In stage 2 the remaining employees should be involved in redesigning and improving their job roles and responsibilities. In stage 3 Drug Inc. generous remuneration offers should be made to the survivors of the downsizing to highlight how valued they are by management. In addition Makawatsukul Kleiner (2003), also argues that the Drug Inc. needs to provide stress management, skill assessment, career counselling, workplace placement programs while training programs should also be provided to the remaining employees, in an effort increase their confidence and skills in performing new job roles. Step Five: Cite expert opinion to support your analysis of the disadvantages of: Whereas, Dawson, (1996), as cited in Saka (2002), argues that the key disadvantage of managers and change agents not communicating to employees the impending threat of downsizing and job redesign may result in an increase in rumours that leads to an increase in staff absenteeism, a decline in staff morale and loyalty that could ultimately result in an increase in staff turnover of highly talented and core employees. Step Six: Write a concluding sentence (or two) that summarises the key point(s) contained in the paragraph In conclusion, resistance to downsizing within the Drug Inc. organization can only be overcome if employees concerns are dealt with openly and honestly and the survivors new job roles and responsibilities are clearly defined and opportunities for training and development and advancement are explained to each employee on an individual basis. An example of how to write an excellent paragraph This is a repeat of the previous page but in the correct paragraphing format) It is the intention of this paragraph to analyse how and when Drug Inc. senior managers can deal with resistance to change, downsizing and casualisation of non-core employees. Kotter Schlesinger (1979), as cited in Wood et al. , (2006:504), argues that there are six ways to deal with resistance to change namely education and communication, participation and involvement, support and facilitation, negotiation and agre ement, manipulation and cooptation and explicit coercion. Drug Inc. top managers have decided to downsize and casualise its non-core workforce to reduce labour costs and introduce internet selling as part of its operations. However, these changes can impact on employees and may lead to a decrease in job satisfaction, absenteeism, morale, uncertain and fear of future employment. Therefore the Drug Inc. managers implement its changes by implementing a strategic planned change management approach that deals with resistance to change processes. Makawatsukul Kleiner (2003), argues that the key advantages of managers and change agents being actively involved in managing change is that they are able to inform employees about the impending change being planned with open and honest communication, and by expressing the reason for downsizing. In stage 2 the remaining employees should be involved in redesigning and improving their job roles and responsibilities. In stage 3 Drug Inc. enerous remuneration offers should be made to the survivors of the downsizing to highlight how valued they are by management. In addition Makawatsukul Kleiner (2003), also argues that the Drug Inc. needs to provide stress management, skill assessment, career counselling, workplace placement programs while training programs should also be provided to the remaining employees, in an effort increase their confidence and skills in performing new job roles. Whereas, Dawson (1996), as cited in Saka (2002), argues that the key disadvantage of managers and change agents not communicating to employees the impending threat of downsizing and job redesign may result in an increase in rumours that leads to an increase in staff absenteeism, a decline in staff morale and loyalty that could ultimately result in an increase in staff turnover of highly talented and core employees. In conclusion, resistance to downsizing within the Drug Inc. organization can only be overcome if employees concerns are dealt with openly and honestly and the survivors new job roles and responsibilities are clearly defined and opportunities for training and development and advancement are explained to each employee on an individual basis. An Example Of A Conclusion In conclusion, the key issues identified within the KD Transport case study are John the Managing Director’s autocratic leadership style, his autocratic decision making style and involvement in job analysis and job redesign in preparation for downsizing non core job roles. In order to overcome the issues identified in KD Transport, these issues should be addressed efficiently. The first key problem identified is that John the Managing Director of KD Transport should be ready to change his traits and behaviours to overcome the problems facing at the moment due to his autocratic leadership style and autocratic decision making. The first key recommendation is that John adopts more participative leadership style over the current autocratic leadership style because it is likely to result in creative and innovative ideas, employee involvement in decision making that generate a broad range of actions that could be considered for implementation. The second key problem identified in the case study is that John the Managing Director should involve fellow managers and employees in the decision making process. The second key recommendation is that John adopts participative decision making where the Managing Director seeks input from other managers and employees and it is likely to result in increased employee satisfaction, improved staff loyalty, increased productivity and more informal efficient decision making outcomes. The third key issue identified is that John should involve HR personnel in job analysis and job redesign process. The third key recommendation is that John the Managing Director seek the involvement of HR Personnel or a HR consultant in employee downsizing, job analysis and job redesign process because HR personnel have the expertise to conduct job analysis and identify which job roles should be downsized and which employees and job roles should survive in order to achieve short term as well as long term organizational goals and objectives. Furthermore, the HR personnel has the expertise to design a training and coaching process for the survivors of the re-organisation process at KD Transport to perform the new job roles and responsibilities as a result of the job redesign process that occurred with the amalgamation of three warehouses into one. Finally, John the Managing Director should take all the aforesaid factors into consideration in order to facilitate the smooth running of the business and over come the current problems that KD Transport is experiencing. An Brief Example Of A Bibliography (A bibliography must be in alphabetical order of authors cited) References: Compton, R. , Morrissey, W. , and Nankervis, A. , (2006), Effective Recruitment and selection practices, 4th edition, CCH Aust Ltd, Sydney Deresky, H (2008), International Management: Managing across borders and cultures, 6th edition, Pearson Prentice Hall, New Jersey, USA. Fish, A. , Bhanuogopan, R Cogin, J. , (2008), ‘Value orientations as predicators of cultural and business impact’, Cross Cultural Management: An International Journal, Vol. 15, No. 1, pp. 30-48. Fu, P. , Yukl, G. , (2000), ‘Perceived effectiveness of influence tactics in the United States and China’, Leadership Quarterly, Vol. 1, No. 2. pp. 35-55. Hayes, D. , Ninemeier, J. , (2008), Human Resources in he Hospitality Industry, John Wiley Sons Inc How To Cite Textbooks And Journals In Your Bibliography Citing textbooks in your bibliography is as follows: Surname, Initial of Christian Name, (Year of Publication) Title of Textbook, Name of Publisher, Place of Publication. Citing journals in your bibliography is as follows: Surname, Initial of Christian Name, (Year of Publication), Title of journal article, Name of journal article, Volume, Issue Number, Page Numbers.

The Probable Efficacy of Alternatives to Incarceration Research Paper

The Probable Efficacy of Alternatives to Incarceration - Research Paper Example 1). So the criminal justice system is looking into the efficacy of many alternatives to incarceration like intensive supervision, boot camps and electronic monitoring/house arrest, which offer many advantages in terms of cost reduction, social relevance and the feasibility of a meaningful and effective rehabilitation. The Probable Efficacy of Alternatives to Incarceration Introduction Any sane and sustainable from of sentencing ought to be pragmatic, result oriented and financially viable, while confirming to the moral, ethical and social objectives inherent in it. Since times immemorial, civilizations have resorted to opting for incarceration as a regular mode of restraining and punishing their criminals and offenders. However, a more realistic approach towards this issue does not validate the fact that all the offenders deserve to be rigorously incarcerated, nor incarceration is the only possible method of achieving all the objectives ascribed to it (Bailey, 2003). In the criminal justice systems around the world, incarceration serves varied and multiple purposes. Incarceration is resorted to, to keep the individuals suspected of having committed some crime under a secure control, till their innocence or guilt is validated by a court of law. Incarceration is also used to penalize offenders found guilty of having committed a crime by depriving them of their freedom and liberty. Jail terms are also used to prevent chronic criminals from further committing a crime, until they get appropriately rehabilitated. To put it simply, the objective of incarceration is to allow the state to have a control over the factors that lead to crime, to protect the society at large from the offenders considered willing to and capable of indulging in further crimes and to rehabilitate the offenders, if possible (Bailey, 2003). A more versatile and creative approach towards these objectives do corroborates to the conclusion that many of them could be achieved by resorting to varied alternatives to incarceration like intensive supervision, boot camps, electronic monitoring and house arrest. Merits of Resorting to other Alternatives Necessity is the mother of invention. Hitherto, the criminal justice system has been opting for a one size fit all approach towards sentencing, being somewhat oblivious of the problems it would have created for law enforcement mechanisms. However, with the dawn of an era where the penitentiaries are fast getting overcrowded, the budgets ascribed to criminal justice systems are more than ever under diverse pressures and a relative humanization of the ethical, social and legal approaches towards sentencing, the criminal justice system is awakening to the fact that many available alternatives to incarceration could successfully serve the vouched objectives, while facilitating varied advantages (Diiulio Jr, 1991, p. 7). The criminal justice system is fast recognizing the fact that the homogenization and generalization of sentencing has g iven way to many problems and has divested it of varied other sentencing options like intensive supervision, boot camps and electronic monitoring/house arrest, which extend much scope for sentence customization. These alternatives arm the courts with much choice and multiple options. They allow the courts to opt for economically viable sentences, while ascribing the penalty in consonance with the gravity of offence of an offender (Diiulio Jr, 1991). Not to mention that varied

Determining Causes and Effects Research Paper Example | Topics and Well Written Essays - 1250 words

Determining Causes and Effects - Research Paper Example Should critical studies be conducted on the causes and effects of water pollution in Lake Huron therefore, chances are that the situation will cease with immediate effect. This is because knowing the causes of the problem will lead to the development of an intervention and solution that will only scrub the problem from the surface but from its deepest roots. Moreover, knowing the effects of the pollution of the Lake will lead to an awareness and sensitization on the part of the general public on the need to stop polluting the water source. Causes of Pollution of Lake Huron Like many other water sources, Lake Huron is one the water bodies in North America that continues to be plagued with dumping of waste from industries and factories as its major cause of pollution (Hot Indies News, 2012).). The activities of these industries and factories can be praised as a source of revamping industrialization and boosting the growth of America’s economy. However, the irresponsible disposal of waste produced from these sources continues to be the number source of pollution in Lake Huron and many other sources of water in America. This is because most of these manufacturing industries have their waste disposal channels linked either directly to the lake or other sources of water that flow into the lake. ... Though fishers have stopped the use of chemicals in fishing in the lake, their activities continue to be a major source of pollution in the lake especially when they undertake deep water fishing. This is because in the cause of the fishing, they tamper with the natural flow of the water and causes it to be come dirty. What is more, the washing of poisonous and other harmful pollutants from the nearby land system into the lake whenever there is a downpour of rain is a contributing cause of pollution in the lake. This is one of the causes that may be described as unintentional but highly unavoidable. This is because as long as rains continue to pour and they wash into the lake, the tendency that solid waste produced by people settling near the lake and those around other sources of water that flows into the lake would wash directly into the lake and pollute it. Finally, marked as one of the lakes in the Northern American terrain that is worse hit with numerous incidences of shipwrecks, Lake Huron continues to have as one of its causes of pollution, the wrecking of some of these ships (Browder, 1992). It has been noted that most of the ships that travel on the lake often carry huge amounts of raw materials such as crude, fertilizers and mineral ore. They also carry personal belongings of passengers. In the event of any shipwreck, the tendency that most of these raw materials would spill into the lake and pollute it is very high. It is for this reason that shipwrecks have been identified as contributing cause of pollution in Lake Huron. Effect of Pollution of Lake Huron on the Economy Lake Huron is a very fine source of water that could otherwise serve as one of

HCM337-0704B-01 Current Legal, Ethical, and Regulatory Issues in H - Essay - 4

HCM337-0704B-01 Current Legal, Ethical, and Regulatory Issues in H - Phase 2 Individual Project - Essay Example Lewitt Shawn, who is being treated for Arthritis for the past five months. The complaints were against both medical aide and the nurse taking care of Mr. Shawn. Since we take patient complaints very seriously, the administration department has decided to issue a detailed supervision plan for both so that no such complaints can arise in the future. The plan given below [1] takes effect from the first day of January 2008. The medical aide’s supervision plan and the nurse’s supervision plan will be subject to appraisal at the end of every month starting from the last day of January, 2008. The aides will be required to strictly abide by the ethical codes and company guidelines. In ambiguous situations, the aides are advised to take decisions based on their good judgment or in other cases ask the administration department for

APU fuel saving VS cost of availability of ground carts for cooling Essay

APU fuel saving VS cost of availability of ground carts for cooling and electricity - Essay Example Nevertheless, the APU requires a typical maintenance plan that costs approximately $50 per hour (John, 2015; 210). Considering an aircraft that flies 400 hours in a year, the cost of APU fuel would be $80, 000/year. The cost of maintenance would be $20,000. Therefore, the total annual cost of using the APU power generator would $100, 000. However, the cost might vary depending on changes on fuel price and also labor charges (Thom, 2014; 120). According to Green (2015; 216), there are other expenses that are associated with the use of APU power generators. They have to undergo through a process of approval by the FAA and other governing bodies. This process is very expensive and adds cost to the specified operational costs. Therefore, it is evident that the cost of using APUs is higher than $100, 000 during the first year of use. These expenses are made high due to factors such as high expense of the JET-A fuel that is used by the APUs (Williams, 2015; 514). On the other hand, the cost of using Ground carts is generally lower compared to that of APUs. The cost of using Ground Power Units varies according to the size of aircraft being serviced and also the overall services required (McCartney, 2014; 22). The initial cost of a Ground cart ranges between $12,000 and $18,000. However, charges for 400 Hz electricity and pre-conditioned air are administered on hourly rates, and they depend on the group of the aircraft (Middel, 2015; 418). Most airports classify aircrafts as; size A, size B and size C. For the size A aircrafts, the charges for 400 Hz electricity and pre-conditioned air are $38 per hour and $80 per hour respectively. The charges for size B aircrafts are $66 per hour and $139 per hour for 400 Hz electricity and pre-conditioned air respectively. On the other hand, size C aircrafts are charged $93 per hour and $200 per hour for Hz electricity and pre-conditioned air respectively (Nielsen, 2013; 244). Therefore, considering

The Lone Ranger and Tonto Fistfight in Heaven Essay

The Lone Ranger and Tonto Fistfight in Heaven - Essay Example However Sherman Alexie doesn’t get satirical at all. He in his simple tones and simple style puts across the reader as what happened in the lives of his people. His metaphors although strong don’t overwhelm the reader. These metaphors come from his background, the culture he has been brought up in and the traditions and stories passed on from one generation to another. The thesis for analysis for this essay is the style of Sherman Alexie’s writing style which is literal and metaphorical, human and natural with a mix of reality and fantasy. The powerful use of metaphors and subtle hint towards magical realism gives a very special effect to the art of Sherman Alexie’s story telling. From the perspective of literature, they present many stories under one title. Some stories are kept in the background but their effects are seen on the characters and stories on the foreground, while some stories may go hand in hand in one story presented. Although the reader is reading many stories in one story, the main thread is not lost, which is what makes Sherman Alexie’s writing style unique and captivating. ... The party that is going on in the house is a vain attempt to fill the house with colours and laughter. In the same story Victor also states about the abject poverty during the festival time and his father being penniless to buy gifts for the family and the friends. The scene when Victor sees his father pulling out his wallet continuously, examining it as if there is miraculously going to be some money inside and keeping it back in the pocket touches every reader. It gives a very powerful picture in a very simple language. During other hurricanes broadcast on the news, Victor had seen crazy people tie themselves to trees on the beach. Those people wanted to feel the force of the hurricane first hand, wanted it to be like an amusement ride, but the thin ropes were broken and the people were broken. Sometimes the trees themselves were pulled from the ground and both the trees and the people tied to the trees were carried away. (Every Little Hurricane) Victor sees people hanging on, thin king that the hurricane will pass. He also talks about the people who were not party to the war, maybe by their own will or by situation, but they were affected alike by the war. He talks about people who tie themselves to trees to watch the hurricane, to feel it. Not all people participating in the action had a high end motive like sacrifice for the people and all, but they did participate in what was going on. Pulling out of trees indicates that whatever we stick to as a solid ground or possibly fundamental also gets shaken from the roots. The events and occurrences around you are so strong that they uproot you and change your direction altogether. One big hurricane in the story gives way to other little

Risk Assessment Report Assignment Example | Topics and Well Written Essays - 1000 words

Risk Assessment Report - Assignment Example (2010). This assessment report discusses some of the risks and vulnerabilities associated with Transportation security Administration (TSA), the nature of the risks as well as their potential mitigations. One of the main risks that are currently facing TSA is the vulnerability of the organizations resource allocation process. This is particularly because TSA an agency has not been providing proper documentation that indicates how they develop their budget justifications based on risk analysis to justify or prioritize activities. For example, although the current assessment activities at TSA have independently addressed various individual risk components such as vulnerabilities and threats, they have failed to combine the main components of risk and develop a readable risk assessment as always required by the NIPP. Generally NIPP requires that credible risk assessments in organizations should not only be documented but must also include the three main components of risks so that they can effectively be used to support the processes of resource prioritization, planning and risk assessment at the national level. Another potential risk facing Transportation security administration (TSA) is the insider activities that may compromise the security of the agency’s sensitive information and data. This is attributed to the fact the TSA often depends on sensitive information regarding transport and security to meet some of its objectives. As an organization charged with the duty of providing effective and efficient security for passengers and freight transportation, TSA has its own predicament concerning goods and passengers security. Unsecured website has been a damning discovery on the company as clients personal information is exposed to identity theft. In December 2009, an employee working with the TSA posted a sensitive manual titled screening management SOP on confidential airport showing plan to a URL on the FedBizOpps website. This manual was first exposed but taken down though the breach raised eyebrows with questions arising on the security practices being compromised. Five TSA employees were thus placed on forced leave over the scandal. According to many analysts, another critical risk that of the organization faces is risk of destruction of its infrastructure and air craft hijacking. Destruction of the airline and rail infrastructure is a risk as such distraction from by vandalizes and terrorists can result to major loss and paralyze the whole transport sector. Hijacking of either highway motorists or aircraft on the other hand by terrorists or other criminals poses a major risk. This does only result to the loss of life but also a major economic loss. Another risk is that of highway hijackings as well as threat to security of the public (Hutto, 2009). Generally such risks often involves outcome of a given cause that has a likelihood of resulting to destruction. Transportation Security Administration is one of such agency that is charged with the responsibility of ensuring security of the travelling public. By virtue of its operations is likely to be affected negatively by any risk.

America's Infrastructure Failing Research Paper

America's Infrastructure Failing - Research Paper Example It is both an actual and metaphorical foundation of society. This has been an issue needing a solution for at least 25 years. An effort was made in the 1990’s but fell short of what was necessary even then. Today the situation is dire according to a study recently completed by the American Society of Civil Engineers. Though a slow economy is often blamed for not having the ability to fund massive projects nationwide, it is that very funding which would immediately improve the economy. A faction in Congress believes strict austerity measures are the answer to the National Debt problem and that the nation cannot afford a stimulus package to supply jobs, repair infrastructure and give the economy a boost. This is the same faction that caused the government to shut down for no reason and don’t acknowledge the failed austerity experiment Europe has been experiencing. It won’t likely be this historically inept Congress that pulls the economy out its slow growth period while building for the future but maybe the public persuade them if the problem is framed correctly, a task President Obama is attempting, again. What’s the cost of an aging infrastructure as opposed to repairing and replacing it? America’s answer has been to patch it as it breaks while other countries are preparing for the future while creating jobs. Following the devastation of Hurricane Sandy along the east coast last year the electrical infrastructure was not worth salvaging. Instead of replacing it with a high tech ‘smart grid’ the same old system was rebuilt. A tragedy brought opportunity but it was an opportunity lost. The Chinese are replacing their electric lines, not because it was something they had to do, it is the smart thing to do. China’s new power lines lose seven percent of its energy after traveling1200 miles. U.S. power lines lose 80 percent over the same distance. Energy loss is expensive. A 2013 infrastructure report complied by the American Society of Civil Engineers (ASCE) predict that by 2020 business could be burdened with an additional $1.2 trillion in the cost of doing business such as problems associated with water main breaks, electric blackouts and shoddy roads which slows traffic and causes vehicle damage. â€Å"If we look at New Orleans alone,† said Assistant Legislative Director for the United Steelworkers Roxanne Brown, â€Å"it was ultimately a failure of infrastructure, the levees that devastated a commanding share of the city in the aftermath of Hurricane Katrina.† Many businesses will never recover. It’s a ‘pay me now or pay me later’ proposition. It’s anybody’s guess how climate change will exacerbate an already critical situation. It’s certain though that the dilapidated, antique infrastructure cannot endure through climate extremes because it’s already been falling apart for decades. The ASCE predicts the total cost to do not hing is prohibitively high, again, 1.2 trillion for businesses and $610 billion for taxpayers. (Justuan, 2013). The nation’s infrastructure report card is in, graded according to facts obtained by ASCE. America’s bridges are narrow and old, many well past their projected lifespan. About one-quarter are deemed â€Å"structurally deficient.† Bridges built during and for another time, the 1950’s and 1960’s, cause traffic congestion because the bridge too often have fewer lanes that

Family Violence Essay Example for Free

Family Violence Essay While it is difficult to create a concrete definition of family violence or blame anyone involved in it, no one will disagree with the fact that it can be disastrous for all members of any family. The inherent complexity of such situations makes it difficult to blame any single person of the family or to underpin a particular gender as the sole guilty behind such occurrence. Therefore this study briefly explores why this issue looks so complicated and whether such complication would help to solve the situation. According to Levesque et al. (2001), family violence involves family members acts of omission or commission that result in physical abuse, sexual abuse, neglect, or other forms of maltreatment, which eventually hampers healthy development of humans.   The above definition fairly indicates that there are many faces of family violence and it can be difficult for an outsider to identify if there is any violence ongoing in a family. However, American Academy of Family Physicians (2009), explains family violence as the intentional intimidation or abuse of children, adults or elders by a family member, intimate partner or caretaker to gain power and control over the victim. While the first definition mostly emphasizes on action, the second one stresses on intention. This adds to the complexity by highlighting the fact that family violence can take place even without the knowledge of most of the members in a family (Lau et al., 1999). For example, a father may find spanking as an effective tool to intimidate his daughter, and may intentionally does that off and on, which may not be considered as violence by her mother or other members of that family and thus such practice might continue to ruin the victims future. This is very much possible, since many acts are considered as socially accepted violence, such as spanking, and which are not considered as abusive violence, which according to the researchers an act which has a high potential for injuring the person being hit (Straus et al, 1980, pp. 21-22). The above state of affairs shows that there is much ambiguity in pinpointing family violence which in turn points at the fact that how difficult it could be to redress it or to eliminate its occurrence. This signifies the importance of spreading awareness about the damaging potential of family violence and promoting the adoption of behavioral processes that can effectively eliminate such occurrences in a family. For example, encouraging parents to abstain from using corporal punishment to their children could be a way to lessen the instances of child abuse – because the intention behind corporal punishment, i.e., to cause pain but not injury for purposes of coercion and control (Strauss et al., 1980) may be lost with raised temper and loss of control. In all, any injury has the potential to leave a scar on human mind and thus can considerably influence the actions of the victims, which may create further problems to the society. It is from this angle, the hidden niches of family violence need to be identified and redressed, and from that perspective, humans have to go through complex discussions and debates in way of finding its solution. It is not that family violence is a new phenomenon of the society, since instances of it are spread all over in the literature of all times, and earning several sobriquets in different periods, like battered child syndrome (Kempe et al., 1962), granny bashing (Burston, 1975) or battered woman (Walker, 1979). Therefore, it is the pressing lifestyle of modern times have given it some more dimensions and accordingly, the educated minds of modern times are trying to deeply investigate its root as well as its intrinsic effects on human mind. Consequently, the perception about family violence is also gradually changing, where the earlier concept of focusing on the violence on women, children as the potential victims is making way to a newer concept that includes all humans and considers any act detrimental to human development as family violence (Pleck, 1987). Conclusion The apparent complexity in defining or determining family is actually an outcome of the honest search of the researchers that has brought forth many hidden niches of family violence. This is the right process, because the more the mechanism of family becomes clear before all, the more humans will be able to eradicate it and move towards a prosperous and happy future. References American Academy of Family Physicians. (2009). Family and intimate partner violence and abuse. Retrieved July 19, 2009, from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.aafp.org/online/en/home/policy/policies/f/familyandintimatepartner-  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   violenceandabuse.html Burston, G. R. (1975). Granny battering. British Medical Journal, 3, 592. Kemple, C. H., Silverman, F. N., Steele, B. F., Droegemullar, W., and Silver, Hl. K.   Ã‚  Ã‚  Ã‚  Ã‚   (1962). The battered-child syndrome. Journal of the American Medical   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Association, 181, 105-112. Lau, J. T. F., Liu, J. L. Y., Tong, C. K., and Tan, P. M. E. H. (1999). Conceptualizations,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   reporting and under-reporting of child abuse in Hong Kong. Child Abuse   Ã‚  Ã‚  Ã‚  Ã‚   Neglect, 23, 1159-1174 Lavesque, D. A., Velicer, W.F., Castle, P. H., and Greene, R. N. (2008). Violence against   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   women. Vol. 14, No. 2, pp. 158-164. Pleck, E. (1987). Domestic tyranny: The making of social policy against family violence from colonical times to the present. New York: Oxford University Press. Straus, M. A., Gelles, R.J., and Steinmetz, S.K. (1980). Behind closed doors:   Ã‚  Ã‚  Ã‚  Ã‚   Violence in American families. Doubleday, NewYork. Walker, L. E. (1979). The battered woman. New York: Harer Colophon Books.

Arthur Birling and inspector goole Essay Example for Free

Arthur Birling and inspector goole Essay Priestley shows this in the section after the inspector has left I remember what he said, how he looked, how he made me feel. Fire and blood and anguish. This shows the affect that he had on certain characters was very big. In his closing speech the Inspector left with a warning; And I tell that the time will soon come when, if men will not learn that lesson, then they will be taught it in fire and blood and anguish. This could be referring to the first world war, where men from all different backgrounds, and classes, would have to stand together, as equals, and fight for their country. This contradicts Mr Birlings prediction at the start of Act 1; Just because the Kaiser makes a few speeches The Germans dont want war. Nobody wants war, This shows the difference between the philosophies of the Inspector and Birling, it also demonstrates Priestleys idea that Mr Birlings capitalist views are wrong, and how the Inspector, who is right about war, is probably right about everything else. Priestley uses this to show the benefits a socialist society would bring to the world. Priestley is suggesting that Birlings every man for himself idea will end in tragedies like Eva. Whereas the Inspectors Philosophy of shared responsibility would avoid such terrible events. The experience of the Inspectors questions changes some characters, but has no effect on others. It starts off with all of the family sitting down feeling no guilt whatsoever, but after the Inspector comes Eric and Sheila realise the seriousness of what they have done, whilst the others, at this point believing it is a practical joke, feel no guilt. What Mr and Mrs Birling and Gerald didnt seem to understand is that even if it wasnt the same girl (and no one was sure if it was or not) that they still did these cruel actions, and millions of other people do similar things without knowing the consequences, many young men and women will come to a similar end. Another point to the structure of the play is that the inspector only reveals small parts of Evas story to certain characters, never letting more than one person see the photograph at once. This gives the twist at the end more mystery. The Inspector affected different characters differently, depending on how much they understand what was going on in the world at that point in time. Mr Birling was affected slightly at the start, but being a weak character, and because of his wifes superior class always follows her lead. Therefore after watching his wifes interrogation, and seeing the way she refused to give in to the Inspector, and not feel guilty about what she has done, he follows suit. He and Mrs Birling were the least affected characters, in the end, possibly because they didnt understand what life would have been like for Eva Smith without all the things they did to her. Gerald felt very guilty at first, because he had feelings for her, but then he went for a walk and didnt feel as guilty anymore. This is probably because Gerald has grown up used to money, and inherited his parents capitalist views. Eric and Sheila were most affected by the Inspector, especially his final words, this is shown when Sheila repeats them Fire and blood and aguish. Sheila and Eric understand most about what goes on in the world, this is demonstrated early on but what about war? and when Sheila knows about Erics drinking problem. They understand more that this sort of thing can happen to people, and these small actions can lead people to commit suicide, this is probably why the inspector affected them more. After watching the play, the audience can interpret the character of Inspector Goole in many different ways. You could think of him just as a normal man, who, having heard of the Birling familys selfish acts, wishes to help them change for the better. Or he could be a conscience to make them feel guilty about what theyve done, and stop distancing themselves from the working class. He could also be the ghost of Eva Smith in another form to make them pay for what theyve done. His surname also indicates this as it is a homonym of ghoul, another word for ghost. I conclude that Birling represents the views of capitalists and the inspector represents the views of socialists. Priestley makes Birling a weak, unintelligent, ignorant and Selfish character who rambles on a bit and desperate to fit in with the higher class that he follows his wifes lead. Sybil seems to guide her husband, Telling him what he should or shouldnt say, this is made evident when she disapproves with him saying: Good dinner too Sybil tell cook for me. Mrs Birling would disapprove because saying what good food it was, wasnt considered a polite thing because it is like fishing for compliments from Gerald. She doesnt like him saying tell cook for me because it implies they talk to their servants, which wouldnt have been done in those days. Birling also copies Geralds fathers (his social superior) choice of wine, to make Gerald think that he is marrying into a family with as much money as his. In contrast, Priestley makes the inspector appear as a person who speaks carefully, is intelligent, knows what is going on in the world, is very strong and comes across as a kinder, selfless person; Priestley uses this to make the audience think that a socialist society will provide a fairer, more just solution to the worlds problems.

Strategies To Improve Student Achievement And Performance Education Essay

Strategies To Improve Student Achievement And Performance Education Essay In relation to teaching, assessment is the judgement made by a teacher of each individual pupils, with the inclusion of homework or independent learning. This is matched to educational criteria to assess how the pupils are progressing. According to Dymoke and Harrison (2008) one of the main functions within secondary school is to make these judgements in relation to grades, knowledge, skills and attitudes of each and every pupil, continually pushing each and everyone to perform their personal best. Assessment appears to saturate the educational world for this very reason, with the emphasis on identifying strengths and areas of weakness. Within science there is much to assess, areas include: homework, class work, practical skills as with Individual knowledge and understanding within the scientific domain. Literacy, numeracy, and ICT skills, all of which are required to do well in science, should be included in the assessment process. Behaviour and relationships with peers may also be judged, such as attitude to learning and attitude to behaviour. There are many reasons behind assessment, as expressed by Tanner and Jones (2006) assessment can form the accountability of schools and LEAs (local educational authorities) for the progress of pupils and possible selection for university and or placement in the work force. However assessment is primarily a government requirement in the sense of tests and GCSE examinations or equivalent. Assessment also offers the teacher the ability to monitor each child and their progress. The teacher must be accountable for the progress within their classroom, for this reason assessment can provide key information to be utilised in forward planning of subsequent lessons, so pupils can engage and gain access to learning that not only challenges their ability but provides room for improvement. As a trainee teacher, prior to placement, my view was in contrast to that of (Dymoke and Harrison (2008) whereby assessment was an area which was tacked on to the end of a unit or as part of formal assessment such as examinations, thus providing evidence of understanding and learning taking place in a given subject. However as Shilvock and Pope (2008) point out assessment has become an integral part of pedagogy. In practice it is a tool used throughout the lesson as an important role in being able to recognise both achievement and progression. Pupils are the centre of the learning process, being fully aware of their own abilities and targets to reach. This ultimately paves the way forward in their thinking and learning, through discussion, as assessment becomes part of the daily process. Assessment is not a new activity or requirement, but has more recently been the focus for teachers who are seeking to improve their teaching ability and the outcome of their pupils, thus helping to raise the standards of pedagogy and indeed the school. The introduction of APP (assessing pupils progress) has simply brought the area to the forefront. As ofsted (2003) point out assessment training in higher education is both informative and central to practice. However the importance of finding out what pupils already know, and utilising this information to influence the planning and implementation of each lesson has not always been the main emphasis during observation of already established teachers. The focus is, however, on learning objectives and outcomes, which are differentiated to suit pupil requirements. However, from observation these are rarely linked to individual pupils, but more so to the scheme of work that is being taught and the level descriptors associated, or so it wou ld seem. Summative assessment comes under the umbrella of assessment of learning, for example the summing up at the end of a unit in the format of a test. The result of which is fed back to the pupil and these results are used to make judgement on the pupils performance with regard to national standards. The results of which are invariably used to find out where pupils are in their learning. According to Fautley and Savage (2008) this type of assessment is instructive and generally follows a pattern of block teaching then testing. Fautley and Savage (2008) go on to explain that this is typical of summative assessment and has been utilised within the education system for a long time. At first glance this may look like what was being taught within a specific unit is being tested, however another glance may draw attention to the teaching of the unit itself that is being tested. Formative assessment comes under the umbrella of assessment for learning. This type of testing is not dissimilar to sum mative assessment but the results are used to plan the way forward. From here individual targets can be set based around pupil performance. This can be used as a guide in decisions made on where pupils are in their learning, along with the ability to get where they need to go to improve, as laid out by Tanner and Jones (2006) Assessment for learning helps to improve assessment of learning by being the centre of pedagogy which enables pupils to actively take part in their own learning and mapping of progression. Sue Hackman, chief advisor on school standards, states APP is all about knowing enough to make rational judgements about where to target resources and when to offer pupils assistance. With the implementation of APP both pupil and teacher can, ultimately work together to implement strategies for learning through scaffolding and target setting. According to Shivock and Pope (2008 p55) assessment, if implemented correctly, can help pupils to not only meet, but exceed expectations through setting high standards and motivational lessons that provide responsive teaching. As a trainee teacher development of assessment strategies has become a vital role in being able to track learning and progression, whilst getting to know individuals. APP can be seen as the linking of formative and summative assessment, to be used instead of rather than running in conjunction with each other. Throughout the placement experience it has become apparent that assessment strategies and criteria are fully connected to learning objectives and outcomes, as with the national curriculum and their generic objectives. The latter often requiring some adjustment to match the learning needs of individual pupils. Opportunity for assessment clearly needs to be pinpointed throughout sort term, medium and long term planning to encompass a range of achievements. Assessment strategies used have also included wall displays such as level ladders and laminated assessment criteria, which have been directly linked to blooms taxonomy promoting stems of lesson objectives in the form of being able to describe, analyse, explain and link ideas. This of course is only useful if used in conjunction with the lesson objective and attention is drawn to them in terms of what is expected to progress to a specific level. A copy of this can be seen in the appendix and is provided by Grevatt (2007) APP is just beginning to appear as a new structured approach to pupil assessment. As discussed previously, this is not just about assessment for learning but the whole package where evidence of pupils attainment is required both written and orally. Recorded evidence is reviewed, on a regular basis, and judgements made accordingly. Evidence will also be used to consider if performance is higher, lower or secure in meeting requirements. Where APP has begun to be integrated into the classroom, levels are cited in assessment frames which include: thinking scientifically; effects of society on science; communicating and collaborating in science; scientific investigations and finally evaluating scientific investigations. This creates a language which allows for a dialogue with pupils about their strengths and weaknesses. So far these have proved quite difficult to implement, primarily due to the quantity of information which needs to be absorbed, but more importantly the lack of individual training within this area. At present the criteria has been broken down and reformatted into pupil speak, being able to be accessed by both pupil and teacher accordingly. (Copies of these can be seen in the appendix) Problems encountered have mainly been a direct result of running both types of assessment together. Criteria is often varied or not connected and so presents a time consuming exercise. Once APP has been fully integrated to the whole school, teachers will be able to focus on one area for the purpose of recording evidence. This in turn will ensure the mapping of progression whereby pupils, and their teachers, know what they can do and what their next steps are. This is of course only useful if marking is also done regularly, with a set target for the assessment process to be educative. Consistent with Tanner and Jones (2006) I have found marking of pupils books a challenging area, primarily due to inconsistencies within the department on how and when books are marked. On many occasions it has been seen that books are quite often not marked for long periods of time thus proving difficult to track the progress of an individual. This has certainly been prevalent in reports for good assessment in secondary schools as provided by ofsted (2003). Ultimately this has an impact on school reports and parents evening where generic, insipid descriptions of pupil achievement have often been given. As a trainee this has had a strong effect on my own learning and understanding of how assessment is used in school, other than through testing at the end of a particular unit. I have seen little evidence of tracking other than baseline data from previous key stages and the use of CATs, (cognitive ability tests) or for the purpose of EAL, SEN and those that are gifted and talented. For this reason the implementation of full tracking, as in the tools of APP, would prove invaluable. This not only helps to build a picture of the whole person, but can instantly show the progress of each pupil, providing an insight into areas of strengths or weakness. Other areas for concern have shown that assessment can often hinder effective learning, due to the encouragement of learning by repetition or without depth. Black Wiliam (1998) suggest that continual assessment can have a negative impact or create a competitive environment which in turn can de-motivate some pupils. This in turn can have the effect of labelling certain pupils into categories or abilities that may differ outside the assessment field. This was prevalent during placement, whereby many pupils seemed only too interested in the level or grade they got for the test, not actually what they had learnt. Occasionally this was used as a means to decide who was top or bottom of the class. For this reason it is imperative that pupils understand that the levels given are not a reflection of how clever they are, more so the stage they are at, and the speed at which they are learning. Everyone learns at a different pace and therefore some subjects may need revisiting or looking at fr om a different angle or method to gain full understanding. It by no means has any reflection on a pupils ability to learn. Assessment should not just involve testing of a given topic or unit, but more so incorporate observation, written, oral and practical skills within science. Although this is not always obvious, as a trainee, when observing qualified teachers, it soon becomes an important and key role to gaining valuable information as to how teaching practice is progressing. Probing and questioning, especially target and rich questioning, has become topical, being beneficial for the learning process of an individual or the class as a whole. Using inverted or open ended questioning is more favourable, as through discussion can show a deeper understanding and reasoning rather than just recalling facts. Questioning in the format of pose, pause, pounce and bounce has provided an arena to learn from each other. Subsequently all pupils can be involved, whilst misconceptions can be corrected through the guidance of the teacher. This has also provided immediate feedback enabling pupils to feel confident to m ove forward in their thinking and ability, contributing to deeper learning and understanding taking place. Liversidge et al (2009) point out that above all, assessment needs to be valid. For example if a pupil has achieved a defined outcome, which has been linked to the learning objectives, this then forms the first part of assessment within the class. As a trainee teacher this has proved invaluable as the first step to observing learning taking place. For this to be effective, it is a requirement to link questions to the objectives to draw out deeper understanding. Constant referral to learning objectives has proven to be a key aspect of assessing the whole class. This has also shown to be of great use when linked with target questioning to fit the appropriate level of a particular pupil. Furthermore predetermined questions often lead onto additional open ended questioning to cover the basis of the objectives. An example of this, used in class, can be seen as power-point slides the appendix. This has been very successful, as pointed out by Petty (2009) in assessing knowledge on what you are doing at the time. Although competence in this type of questioning comes with plenty of practice, knowing your pupils, confidence in subject knowledge and keeping the pace of the lesson on track, enables this type of assessment to flow systematically. Alternatively there can be a danger of trying to fit too much into a lesson, resulting in the loss of objectives, meaning or relevance behind what was actually done. In accordance with Dymoke and Harrison (2008), whilst on placement, this has been an area which is repeatedly reviewed, continually taking into account the necessary three part lesson plan, with constant reflection of tasks set for a particular objective to be met. The use of peer and self assessment can encourage reflection and ownership of work, where necessary improvements can be seen with immediate effect. More importantly, Petty (2009) suggests that grades can often be remarkably improved when used in the right context. In theory Black and Wiliam (1998) agree with this concept, albeit their research advises that teachers do not always use these simple but powerful strategies. On the other hand repercussions can involve pupils not wanting to swap work with each other. Generally pupils are honest, although critical, when pointing out strengths and areas of weakness, as in two stars and a wish, of their peers and so tend to enjoy this type of feedback. Formative assessment can be fun and engaging, as in the use of mini whiteboards, without pupils even realising they are being assessed. Both can provide immediate feedback of the class as a rule and an indication of who understands and has met the learning objectives. A range of assessment for learning tools to enhance lessons can be seen in the appendix. Many of which can be used to inform the basic structure of the following lesson, for example: recapping areas of difficulty, thus bringing everyone up to speed and at the same stage in progress prior to moving forward to more difficult concepts. In conclusion targets need to be explicit, focusing on the positive and including areas for improvement. Judgments should be transparent so pupils are able to recognise quickly how to move forward. The implementation of SMART targets in conjunction with the objectives set, advising I think you are able to do this and to improve you must be able to. these are clear and concise. Whilst this sounds relatively simple it is clear through teacher training that assessment is a process of making judgements, through the aid of national criteria. Evidence of which is to be used by pupils and teachers to make decisions on where learners are, how to progress in their knowledge and learning, whilst giving the best option and advice on how to do this. It is also worth remembering none of this will make a difference if the evidence from assessment is not used in the correct manner. To make learning meaningful, assessment of any format needs to convey progress to pupils. In agreement with Dymoke and Harrison (2008) assessment is at the heart of pedagogy, and should be the focus of every lesson to enable future lessons to be relevant and learning to take place. Formative assessment should play an essential part in determining the nature and structure of activities which clearly support the lesson objectives. Summative assessment is more prevalent when considering performance of the school, class sets and individual pupil performance in terms of levels when completing official assessment periods as in end of term or unit testing. All teachers need to be involved in the in-service training on assessment as an everyday tool with the focus on formative assessment, how to implement it and what to do with the information. The only way for this to make an impact is to keep evidence and records of assessment on a constant and consistent basis. This information can be ass essed using national criteria which in turn can be used to show how pupils are progressing and what is a requirement for them to move forward. Without this record of individual pupil progress the core of the classroom tends to become invisible and therefore cannot improve within their ability level and the system will simply not work. DCSF (2009)

Information and Comunication in The Truman Show :: essays research papers

à NDICE Introduccià ³n†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2 Ficha Tà ©cnica†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..3 Sinopsis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Ficha Artà ­stica†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.5 Anà ¡lisis de los usos de la informacià ³n y la comunicacià ³n†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...9 †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Bloque I: Informacià ³n como cambiante de situacià ³n†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.10 †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Bloque II: Informacià ³n como poder†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.25 †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Bloque III: Concepto de comunicacià ³n / Comunicacià ³n Interpersonal†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...31 Conclusià ³n†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.61 Bibliografà ­a†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦62   Ã‚  Ã‚  Ã‚  Ã‚   INTRODUCCIÓN El objetivo en este trabajo es aplicar a una pelà ­cula las teorà ­as aprendidas sobre informacià ³n y comunicacià ³n. El primer problema al que hay que afrontarse cuando se decide realizar este trabajo es quà © pelà ­cula serà ¡ el objeto de nuestro anà ¡lisis. Yo afrontà © este problema siguiendo el siguiente criterio: encontrar una pelà ­cula donde pudiera aplicar de forma clara las teorà ­as aprendidas en clase y que no se tratase ni de una pelà ­cula que me disgustase, ya que entonces me resultarà ­a imposible trabajar con ella, pero que tampoco fuese una pelà ­cula que me encantase porque temà ­a acabar saturada de ella. Escogà ­ El Show de Truman porque un dà ­a haciendo zapping vi la mitad de la pelà ­cula, y sin darme cuenta estaba intentando ver y aplicar las teorà ­as que habà ­amos estado dando en clase. A continuacià ³n expongo paso por paso un anà ¡lisis sobre los usos de la informacià ³n y de la comunicacià ³n en El Show de Truman. FICHA TÉCNICA †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Aà ±o:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1998 †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Estreno:  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  30-10-98 †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Gà ©nero:  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Comedia †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Duracià ³n:  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  102 min. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Tà ­tulo original:  Ã‚  Ã‚  Ã‚  Ã‚  The Truman Show †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Director:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Peter Weir †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Intà ©rpretes:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Jim Carrey (Truman Burbank) Laura Linney (Meryl Burbank/Hannah gill) Noah Emerich (Marlon/ Louis Coltrane) Natascha McElhone (Lauren Garland/Sylvia) Ed Harris (Christof) Holland Taylor (Madre de Truman) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Guion:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Andrew Nicol †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Fotografà ­a:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Peter Bizou †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Mà ºsica:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Philip Glass   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Burkhart von Dallwitz †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Montaje:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  William M. Anderson SINOPSIS Truman Burbank es el protagonista de un programa de mà ¡xima audiencia que se emite durante las 24 horas al dà ­a. El pueblo en el que vive es un decorado y la gente que le rodea son todos actores. A medida que avanza la pelà ­cula Truman comienza a sospechar sobre la naturaleza de su vida. Una vez descubre la verdad se enfrenta a Christof, director y creador del programa. FICHA ARTà STICA Jim Carrey Nombre real:   Ã‚  Ã‚  Ã‚  Ã‚  Jim Carrey  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Nacionalidad:  Ã‚  Ã‚  Ã‚  Ã‚  Canadiense Lugar:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Newmarket, Ontario, Canada Filmografà ­a: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚ ¡Olvà ­date de mi! (2004) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Una serie de catastrà ³ficas desdichas de Lemony Snickets (2004) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Como Dios (2003) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The Majestic (2001) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  El Grinch (2000) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Yo, yo mismo e Irene (2000) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Man on the Moon (1999) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  El show de Truman (1998) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Mentiroso compulsivo (1997) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Un loco a domicilio (1996) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Batman Forever (1995) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ace Ventura II. Operacià ³n Africa (1995) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Dos tontos muy tontos (1994) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  La mà ¡scara (1994) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ace Ventura, un detective diferente (1993) (Actor y Guionista) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  El cadillac rosa (1989) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  La lista negra (1988) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Peggy Sue se casà ³ (1986) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Mordiscos peligrosos (1985) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Presentando a Janet (1983) Ed Harris Nombre real:   Ã‚  Ã‚  Ã‚  Ã‚   Ed Harris   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Nacionalidad:   Ã‚  Ã‚  Ã‚  Ã‚   EE.UU. Lugar de nacimiento: Englewood, NJ Filmografà ­a: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Me llaman Radio (2003)

Linguistic :: essays papers

Linguistic As the name suggests, linguistic learners most easily acquire information through words. They love to read, write, and tell stories. Memorizing names, places, dates, and trivia come naturally to these learners (Mantle, 2002). People with a linguistic preference have an awareness of the sounds, rhythms, and meaning of words. These students learn best by saying, hearing, and seeing words. When teaching to these students try having them write down information because that will help them remember it. Obviously they should be encouraged to read both for school and pleasure, but they should also be encouraged to participate in spelling bees or to take a creative writing course. Some games to introduce these children to are scrabble, boggle, and yahtzee. Logical Logical learners are very mathematically inclined. They enjoy solving problems, particularly if they are math related. They welcome the challenge of number games, problem solving, pattern games and like to experiment. They are very logical and straightforward. Logical learners are curious by nature and may incessantly ask you questions about how things work, relationships between things, and where things come from (Mantle, 2002). They do well if they have a sense of order and are given step-by-step instruction (Reiff, 1996). Lesson plans for these students should include charts, diagrams, and tables when possible since this type of student learns best through categorizing, classifying, and working with abstract patterns or relationships. Let them do experiments and show them how to use a calculator. Some games these learners might like to play include Uno, checkers, and chess. Spatial Spatial learners are able to visualizing things very easily. They work well with colors and pictures, and using their imagination. These learners are very artistic, but they sometimes find it hard to express themselves. For example, asking them to draw a picture will get their feelings across better than simply asking them what is wrong (Reiff, 1996). It is important to encourage any sort of creative attempt that these learners make. It might seem as though they are wasting time when in actuality they are thinking hard about something that they have not put on paper yet (Mantle, 2002). Make sure to have a variety or art materials such as paint, markers, crayons, glitter, and fabric ready for these learners to use.

The Manicure - A Psycho-social Experience Essay -- Exploratory Essays

The Manicure - A Psycho-social Experience There’s nothing like Strawberry Champagne or Park Avenue Orchids to let the world know that you want to have fun. Peppermint and Funshine Pink exude youthful innocence while Chinese Red is downright sexy. Black Cherry adds a bit of serious sophistication to an already irresistible demeanor. And for those more mellow moods, Grand Canyon Sunset and Beach Blanket Mauve are sure to have a soothing impact. It’s true. Nail color can mirror the inner feelings and emotions of the person wearing it. In fact, there is an entire psychological dimension to nails—mental health being a primary reason why people get manicures. Few people will admit to getting their nails done solely for hygienic purposes. My purpose for getting my nails done is two-fold. Getting a manicure once a month keeps my nails healthy and gives my hands a softer and cleaner look, even when my nails are not polished. Besides that, though, it’s a relaxing and fun gift I give to myself. I figure that if I don’t spend $15.00 a month on myself, who will? People are constantly telling me that getting a manicure is a waste of time and money and that I could do my nails myself and donate to charity the money I â€Å"waste† each month. I’ll give twice as much money to charity, but I refuse to give up this precious monthly ritual. I am not the only one guilty of indulging in this ritual. Along with my fellow â€Å"manicurees,† I have made a personal investment in a billion-dollar business that has swept the U.S. in recent years. Each day, this growing sector of the personal service industry is responsible for making dozens of hands and people look and feel simply divine. The practice of nail co... ...o me. My nails looked fine; in fact, they looked great. But that wasn’t the point. The point was I didn’t feel relaxed, pampered, special, and great—like I usually did after a manicure. Manicures are all about looking great and feeling great. Base coat is not essential, and having your arms massaged is truly a luxury one can do without. Manicurists are paid to give their client a manicure, but in addition to the manicure the client receives an experience which provides an opportunity to relax, gossip, tell someone her problems, or do whatever she feels like doing. Red tips at the Indus Valley, polishing powder in Paris, liquid nail polish in New York, Fire and Ice across America, and nail salons in suburban towns all have one thing in common. They are all about doing something extra for yourself. Great looking nails aren’t a necessity; they’re a luxury.

The Amazing World of Laughter & it Super Healing Power

Agriculture – the study of producing crops from the land, with an emphasis on practical applications Anatomy – the study of form and function, in plants, animals, and other organisms, or specifically in humans Arachnology – the study of arachnidsAstrobiology – the study of evolution, distribution, and future of life in the universe—also known as exobiology, exopaleontology, and bioastronomy Biochemistry – the study of the chemical reactions required for life to exist and function, usually a focus on the cellular level Bioengineering – the study of biology through the means of engineering with an emphasis on applied knowledge and especially related to biotechnology Biogeography – the study of the distribution of species spatially and temporally Bioinformatics – the use of information technology for the study, collection, and storage of genomic and other biological data Biomathematics (or Mathematical biology) – the quantitative or mathematical study of biological processes, with an emphasis on modelingBiomechanics – often considered a branch of medicine, the study of the mechanics of living beings, with an emphasis on applied use through prosthetics or orthotics Biomedical research – the study of the human body in health and disease Biomusicology – study of music from a biological point of view. Biophysics – the study of biological processes through physics, by applying the theories and methods traditionally used in the physical sciences Biotechnology – a new and sometimes controversial branch of biology that studies the manipulation of living matter, including genetic modification and synthetic biology Building biology – the study of the indoor living environment Botany – the study of plantsCell biology – the study of the cell as a complete unit, and the molecular and chemical interactions that occur within a living cell Conservation bio logy – the study of the preservation, protection, or restoration of the natural environment, natural ecosystems, vegetation, and wildlife Cryobiology – the study of the effects of lower than normally preferred temperatures on living beings Developmental biology – the study of the processes through which an organism forms, from zygote to full structure Ecology – the study of the interactions of living organisms with one another and with the non-living elements of their environment Embryology – the study of the development of embryo (from fecundation to birth) Entomology – the study of insectsEnvironmental biology – the study of the natural world, as a whole or in a particular area, especially as affected by human activity Epidemiology – a major component of public health research, studying factors affecting the health of populations Epigenetics – the study of heritable changes in gene expression or cellular phenotype caus ed by mechanisms other than changes in the underlying DNA sequence Ethology – the study of animal behavior Evolutionary biology – the study of the origin and descent of species over time Genetics – the study of genes and heredity Hematology ( also known as Haematology ) – the study of blood and blood – forming organs.Herpetology – the study of reptiles and amphibians Histology – the study of cells and tissues, a microscopic branch of anatomy Ichthyology – the study of fish Integrative biology – the study of whole organisms Limnology – the study of inland waters Mammalogy – the study of mammals Marine biology (or Biological oceanography) – the study of ocean ecosystems, plants, animals, and other living beings Microbiology – the study of microscopic organisms (microorganisms) and their interactions with other living things Molecular biology – the study of biology and biological functions at the molecular level, some cross over with biochemistry Mycology – the study of fungiNeurobiology – the study of the nervous system, including anatomy, physiology and pathology Oncology – the study of cancer processes, including virus or mutation oncogenesis, angiogenesis and tissues remoldings Ornithology – the study of birds Population biology – the study of groups of conspecific organisms, including Population ecology – the study of how population dynamics and extinction Population genetics – the study of changes in gene frequencies in populations of organisms Paleontology – the study of fossils and sometimes geographic evidence of prehistoric life Pathobiology or pathology – the study of diseases, and the causes, processes, nature, and development of disease Parasitology – the study of parasites and parasitismPharmacology – the study and practical application of preparation, use, and effects of drugs and synthetic medicines Physiology – the study of the functioning of living organisms and the organs and parts of living organisms Phytopathology – the study of plant diseases (also called Plant Pathology) Psychobiology – the study of the biological bases of psychology Sociobiology – the study of the biological bases of sociology Structural biology – a branch of molecular biology, biochemistry, and biophysics concerned with the molecular structure of biological macromoleculesSynthetic Biology- research integrating biology and engineering; construction of biological functions not found in nature Virology – the study of viruses and some other virus-like agents Zoology – the study of animals, including classification, physiology, development, and behavior (branches include: Entomology, Ethology, Herpetology, Ichthyology,Mammalogy, and Ornithology) History of Philippine Money Philippine money–multi-colored threads woven into the f abric of our social, political and economic life.From its early bead-like form to the paper notes and coins that we know today, our money has been a constant reminder of our journey through centuries as a people relating with one another and with other peoples of the world. Pre-Hispanic Era Trade among the early Filipinos and with traders from the neighboring islands was conducted through barter. The inconvenience of barter later led to the use of some objects as medium of exchange. Gold, which was plentiful in many parts of the islands, invariably found its way into these objects that included the piloncitos, small bead-likeb gold bits considered by the local numismatists as the earliest coin of the ancient Filipinos, and gold barter rings. Spanish Era (1521-1897) Three hundred years of Spanish rule left many indelible imprints on Philippine numismatics.At the end of the Spanish regime, Philippine money was a multiplicity of currencies that included Mexican pesos, Alfonsino pesos a nd copper coins of other currencies. The cobs or macuquinas of colonial mints were the earliest coins brought in by the galleons from Mexico and other Spanish colonies. The silver dos mundos or pillar dollar is considered one of the world’s most beautiful coins. The barilla, a crude bronze or copper coin worth about one centavo, was the first coin struck in the country. Coins from other Spanish colonies also reached the Philippines and were counterstamped. Gold coins with the portrait of Queen Isabela were minted in Manila. Silver pesos with the profile of young Alfonso XIII were the last coins minted in Spain.The pesos fuertes, issued by the country’s first bank, the El Banco Espanol Filipino de Isabel II, were the first paper money circulated in the country. Revolutionary Period (1898-1899) Asserting its independence, the Philippine Republic of 1898 under General Emilio Aguinaldo issued its own coins and paper currency backed by the country’s natural resources . One peso and five peso notes printed as Republika Filipina Papel Moneda de Un Peso and Cinco Pesos were freely circulated. 2 centimos de peso copper were also issued in 1899. The American Period (1900-1941) The Americans instituted a monetary system for the Philippine based on gold and pegged the Philippine peso to the American dollar at the ratio of 2:1. The US Congress approved the Coinage Act for the Philippines in 1903.The coins issued under the system bore the designs of Filipino engraver and artist, Melecio Figueroa. Coins in denomination of one-half centavo to one peso were minted. The renaming of El Banco Espanol Filipino to Bank of the Philippine Islands in 1912 paved the way for the use of English from Spanish in all notes and coins issued up to 1933. Beginning May 1918, treasury certificates replaced the silver certificates series, and a one-peso note was added. The Japanese Occupation (1942-1945) The outbreak of World War II caused serious disturbances in the Philippin e monetary system. Two kinds of notes circulated in the country during this period. The Japanese Occupation Forces issued war notes in big denominations.Provinces and municipalities, on the other hand, issued their own guerrilla notes or resistance currencies, most of which were sanctioned by the Philippine government in-exile, and partially redeemed after the war. The Philippine Republic A nation in command of its destiny is the message reflected in the evolution of Philippine money under the Philippine Republic. Having gained independence from the United States following the end of World War II, the country used as currency old treasury certificates overprinted with the word â€Å"Victory†. With the establishment of the Central Bank of the Philippines in 1949, the first currencies issued were the English series notes printed by the Thomas de la Rue & Co. , Ltd.in England and the coins minted at the US Bureau of Mint. The Filipinazation of the Republic coins and paper money began in the late 60’s and is carried through to the present. In the 70’s, the Ang Bagong Lipunan (ABL) series notes were circulated, which were printed at the Security Printing Plant starting 1978. A new wave of change swept through the Philippine coinage system with the flora and fauna coins initially issued in 1983. These series featured national heroes and species of flora and fauna. The new design series of banknotes issued in 1985 replaced the ABL series. Ten years later, a new set of coins and notes were issued carrying the logo of the Bangko Sentral ng Pilipinas.