The Impact Of Environmental Degradation On Western North...

Environmental degradation has become a social and cultural norm both within and supported by Westernized North American life, and the average Canadian and American citizen will likely suffer an estrangement from our natural world. This separation, backed by centuries of social constructions, has done much more than alienate us from our original physicality: it has enforced a culturally justified set of values rationalizing and permitting the devastation of wilderness. A cultural mindset extending centuries into the past is difficult for the individual to identify and even more challenging for a society to overcome; however, another culture exists, namely that of the North American indigenous peoples, who have developed and experienced, through a history of living at peace with the land, what is known as traditional knowledge. This unique relationship to the land encompasses a truth that colonial and subsequent Western rule both overlooked and stigmatized in the face of economic and s ocial â€Å"progress†. While Western North American culture is beginning to acknowledge and explore the worldview and methods accrued through traditional knowledge and employ consultation with the indigenous peoples as a vehicle of sustainability, serious damage has already been committed and could have been lessened had our past entailed an adoption of Aboriginal worldviews. The benefits of traditional knowledge can particularly be seen through analysis of Aboriginal relationships to forestry, whichShow MoreRelatedRole of Universalism and Neoliberalism in the New Social Movements1901 Words   |  8 Pagesthe development of new methods to address this demand for change implemented, with varying degrees of success in the overall scheme. Methods of engaging in the new social movements of the twenty first century take different forms ranging from environmental and sexual reforms to religious revolutions and alternative ways of addressing globalization. As a result, a diverse nu mber of interests groups have sprung up, each with their own agenda, making adhering to a single, universal cause difficult andRead MoreFinal Study Guide for Livanis Intl 1101 Essay3736 Words   |  15 PagesINTL 1101 Final Exam Study Guide Americanization - Consumerism, individualism - American products and values - Cultural imperialism? Trying to homogenize world? McDonaldization - Fast-food principles dominant in American and other societies - Uniform standards - Lack of human creativity - Dehumanization of social relations Infantilization - Benjamin Barber â€Å"consumed† - Against â€Å"ethos of infantilization† that sustains global capitalism - Turning of adults into childrenRead MoreU.S. Free Trade with China Essay2461 Words   |  10 PagesTrade with China Sino-American relations have always been characterized as complex and tumultuous. Presently, the United States must reach a decision that would drastically affect the politics, environments, militaries, technology, and most importantly the economies of both nations. This problem the United States must face is whether it ought to allow Chinas entry into the World Trade Organization. There is much hesitation in taking such steps as American protectionists are weary ofRead MoreThe Relationship Between North American Free Trade Agreement And The European Union s Level Of Integration3824 Words   |  16 PagesQ1. Examine the various types of regional economic integration. What are the differences between the North American Free Trade Agreement (NAFTA) and the European Union’s level of integration?(2 pages maximum) Regional economic integration represents agreements between countries in a geographic region to reduce tariff and non-tariff barriers to the free flow of goods, services and factors of production between each other. Neighboring countries tend to ally because of their proximity to one anotherRead MoreNAFTA amid Globalization1893 Words   |  8 Pagesrestrictions† across national borders (Salvatore and Dominick, page 4). Globalization represents the spread of culture, the movement of people, goods and services (YaleGlobal). Present day, the term, globalization is becoming a controversial term with many suggestive synonyms such as: Westernization or Americanization. Negative views blame globalization for sacrificing social and environmental well-being for corporate economic gains. On the other hand, supporters believe globalization leads to efficientRead MoreEssay Sustainable Land Management in Latin America3376 Words   |  14 Pagesinvestigation is often done with the assump tion that people in developing countries are acting irresponsibly and their behavior must be corrected by more enlightened conservationists from North America , Europe , and northern Asia . An analysis of the history of different land management practices shows that environmental degradation was often the result of colonial disruption of indigenous peoples. In the 1990 book Green Development by W.M. Adams, sustainable development is defined as practices designed toRead MoreWicca and Ecofeminism3245 Words   |  13 PagesAcross many cultures that function predominately with patriarchal thought, women are perceived to be closer to nature than men (Roach, 2003; King, 1989, 2003). This perception of women and nature portrays them as the ‘others’ – something that is different from and controlled by the dominant (King, 2003). The binary oppositions of male over female and culture over nature have been associated with more male-dominating religions like Christianity (R oach, 2003; Ruether, 2003) Goddess religions and earthRead MoreSustainable Tourism6442 Words   |  26 Pagesmany jobs which have helped revitalise local economies. However, like other forms of development, tourism can also cause its share of problems, such as social dislocation, loss of cultural heritage, economic dependence and ecological degradation. Learning about the impacts of tourism has led many people to seek more responsible holidays. These include various forms of alternative or sustainable tourism such as: nature-based tourism, ecotourism and cultural tourism. Sustainable tourism is becomingRead More Plastic Pollution and the Effects on Human Health Essay example2464 Words   |  10 Pagesof plastic and the potential harm it can do to our environment and our physical health. Due to factors of man and the natural effects of nature, a major problem has developed that is now harming our food. Marine plastic is a visible sign of human impact on the marine environment. Plastic debris is more than an aesthetic problem. It can potentially cause danger to marine organisms through ingestion and entanglement (Laist, 1997). There’s so much plastic out there that it’s starting to compete as aRead MoreThis Literature Review Examines Intimate Partner Violence2914 Words   |  12 Pageswithin the family is not only influenced by society, but impacts upon society and reflective of phenomenon occurring within society (Mitchell, 2012). Therefore, the social and personal problems experienced by individuals and families are also reflective of shifts or changes occurring within sociocultural and institutional ideologies. Since no one definition of the family encompasses the diversity of all family forms existing in western culture, it is more significant for the purpose of this discussion

Falsafah Pendidikan Free Essays

Integration of ICT in Education: Pedagogical Issues Dr. Anjali Khirwadkar Center of Advanced Study in Education Faculty of Education The M. S. We will write a custom essay sample on Falsafah Pendidikan or any similar topic only for you Order Now University of Baroda India. Abstract The progress of any country depends upon the quality of education offered and its practices. Indian education was well known for its Gurukul system of education in the Vedic age. Education in India has undergone various phases and stages of development starting in the Vedic age to the post-independent period. At all stages of development there was a concern for bringing in quality education reflecting on the practical aspects in education. The great Indian thinkers had emphasized on developing the inner potential of individuals by reflecting on unique potential of individuals. Getting educated is solely dependent upon the individual teacher’s role to set conditions and generate environments for learning. The recent curriculum framework 2005 as proposed by NCERT (National Council of Educational Research and Training), India focuses on the issues of; Connecting knowledge to life outside Shifting from rote learning to constructing knowledge Providing a wide range experiences for the overall development of a child Bringing flexibility in the examinations The recent developments in technology have changed the world outside the classroom; it is more eye-catching and interesting for a student then the classroom setting. As a result, students find classroom instructions as dull and devoid of life and do not interest them for learning. The information technology has made learner WWW-afflicted. This is because technological developments have brought developments in two ways: First, by enhancing human capabilities by helping people to participate actively in social, 85 economic, and political life in a society at large. Second, by giving advantage to technological innovation as a means for human development due to economic progress and increased productivity. The power of information is such that almost all decisions made in different sectors like science, technology, economics, and business development will be based on information that has been generated electronically. Information has become a key asset of the organization for its progress. Therefore, access to information is a key factor in the generation of wealth and there is a strong link between a nation’s level of development and its level of technological development. Educators and policymakers believe that information and communication technologies are of supreme importance to the future of education and, in turn, for the country at large. As ICT is becoming an integral element for educational reforms and innovations at secondary schools, this situation calls for an enhancement of pre-service education on ICT for prospective teachers. There is a growing importance for ICT within the school curriculum. Not only it is used to support teaching and learning within other curriculum subjects, but it is also a subject in its own right as a separate discipline. The major objective is that developing skills, knowledge, and understanding in the use of ICT prepares pupils to use such technologies in their everyday lives. ICT tools enable pupils to access, share, analyze, and present information gained from a variety of sources and in many different ways. The use of ICT provides opportunities for pupils to work both collaboratively and independently. As such, the role of ICT within the curriculum is not only to enhance the learning experiences of pupils but also to help them develop the skills essential to participate effectively in the world of affairs. It generates avenues for working in groups developing team spirit, cohesion, and social values. Here, a teacher plays a pivotal role in the process of teaching learning. Hence, knowledge of ICT and skills to use ICT in teaching/learning has gained enormous importance for today’s teachers. Teachers are expected to know to successfully integrate ICT into his/her subject areas to make learning more meaningful. This knowledge development during pre-service training has gained much importance with the notion that exposure to ICT during this time is helpful in increasing student teachers’ willingness to integrate 86 technology with classroom teaching. This paper focuses on issues relating to ICT in education as a core component in pre-service teacher education and the different models to be adopted for its integration. Review of studies conducted in the area of attitude, anxiety, and efficacy of teachers and development of computer skills Pre-service teachers need to plan to use computers in their classrooms. Vision is needed to motivate and direct their teaching and learning with the help of technology and using related instructional methods. There are various strategies used to make teachers understand and implement the integration of ICT in various curricula. They should serve as a basis for understanding computer operations and programming along with assisting pre- service teachers to learn computer concepts in developing a vision, value, and use of computers in learning. Many studies have been conducted on teachers’ attitude and their use of ICT skills. It has been found that teachers’ attitudes play an important role in the teaching learning process. It has generally been found that pre-service teachers have demonstrated their ability for integrating technology into their teaching, but do not have clarity about how far technology can be beneficial for students. They will probably avoid teaching with technology once the requirement for the demonstration lesson is over. Hence, a negative attitude about teaching with and about technology in a subject matter area could work against well-planned instruction in teacher preparation programs. While, on the other hand, those teacher candidates who believe in the potential and utility of technology in the classroom and continue facing many challenges become the models for student teachers to emulate. Many studies have been conducted with regard to the attitude of teachers towards use and interations of technology have revealed the importance of attitudes for learning to use technologies (Cox, Rhodes Hall, 1988; Davidson Ritchie, 1994; Hannaford, 1988; Kay, 1990). These findings were further supported by Bandalos Benson, 1990; Dupagne Krendl, 1992; Francis-Pelton Pelton, 1996; Loyd Gressard, 1984a; Mowrer-Popiel, Pollard, Pollard, 1994; Office of Technology Assessment, 1995. ) Several studies have found that individuals’ attitudes toward computers may improve as a result of well-planned instruction (Kluever, Lam, 87 Hoffman, Green Swearingen, 1994; Madsen Sebastiani, 1987; Woodrow, 1992). Like other individual characteristics that are hypothesized o play a role in the continued growth of technology proficiency, attitudes and beliefs can’t be easily taught and must be developed by an individual over a period of time. Another factor that is noted to have a profound effect on the student teacher’s learning technology and its integration is computer anxiety. Computer anxiety, as defined by Rohmer and Simonson (1981), is â€Å"the mixture of fear, apprehension, and hope that people feel while planning to interact or whi le actually interacting with a computer† (p. 151). Research has shown that there is often a negative relationship between the amount of prior computing experience and the level of computer anxiety exhibited by individuals. Reed and Overbought (1993) and Hackney (1994) found significantly reduced levels of computer anxiety following instruction whereas Chu and Spires (1991) observed a significant reduction in computer anxiety for only the most anxious quartile of subjects. McKiernan et al. (1994) reported that some students experienced reduced levels of computer anxiety at the end of a computer training class while other students experienced continuing anxiety. The level of anxiety could be reduced with increased experience in using and working with computers and thereby succeeding in reaching goals. Over and above the attitude of teachers, self-efficacy is also an important aspect to consider. Researchers have indicated that although teachers may have positive attitudes toward technology (Duane Kernel, 1992; Office of Technology Assessment, 1995), they may still not consider themselves qualified to teach with it or comfortable using it. If teachers are to integrate technology into their teaching, they must feel self-efficacious about using it (Decorum Kingie, 1993; Remer et. l. , 1993; Office of Technology Assessment, 1995). Bandera (1986) defined perceived self-efficacy as â€Å"people’s judgments of their capabilities to organize and execute courses of action required to attain designated types of performances. It is concerned not with the skills one has but with the judgments of what one can do with whatever skills one possess es† (p. 391). According to Bandura (1982), people acquire information about efficacy from four sources: performance attainments, vicarious experiences of observing the performances of others, 88 erbal persuasion, and physiological states from which people partly judge their capability, strength, and vulnerability (p. 126). This information would help an individual assess his/her performance and then generate self-appraisals of his/her ability. When the concept of computer-efficacy is applied to the domain of learning to use computers in teaching, hands-on computer experience becomes an important component in effective instruction at the pre-service level. Research has shown a high correlation between efficacy judgments and subsequent performance (Bandura Adams, 1977; Bandura, Adams Beyer, 1977; Schunk, 1981). This particular link between self-efficacy and subsequent actions is significant in developing an idea for a teacher who continues to learn to teach with technology apart from instruction in teacher preparation (Ashton, 1985). Self-efficacy was originally conceived as having a high domain-specific component rather than one with high generalizability (Lennings, 1994), and this has led to recent research interest in the area of computer self-efficacy (Delcourt Kinzie, 1993; Ertmer, Evenbeck, Cennamo, Lehman, 1994). Computer self-efficacy represents the essential elements of self-efficacy as applied to the domain of computer learning. Several studies have found the positive effects of instruction on computer self-efficacy (Ertmer, Evenbeck, Cennamo Lehman, 1994; Gist, Schwoerer Rosen, 1989; Russon, Josefowitz Edmonds, 1994; Torkzdeh Koufteros, 1994). There is little doubt that today’s prospective teachers will be expected to teach with technology in the classrooms of tomorrow. However, the resources available to teachers in terms of hardware, software, networking, and professional development vary greatly at the school level. Hence, it is imperative that teachers become directors of their own learning with regard to using information technologies in the classroom. Through learning to teach with technology, teacher preparation programs have a unique place at the beginning of this challenging process. The development of a pedagogically-based framework of constructs that are related to learning to use computers and an approach for its application in teacher preparation shows promise for meeting these challenges as discussed above. 89 Another challenge for pre-service education is finding classrooms where pre-service teachers could observe teacher educators using technology appropriately and to understand where and how to include technology in their lessons. The computer has moved from an object to be studied to a teaching and learning tool for teachers and students. Hence, teacher preparation programs could no longer rely on an introductory course. We can’t just bolt on the technology in teacher education curriculum; we need to take proactive steps for its integration in teaching learning. Teacher education and technological competence should involve all aspects of the preparation of teachers, i. e. , introductory competencies, use of technology in methods classes, school placements, and student teaching. Pre-service teachers need to develop a vision from the very beginning of their careers for using computers in their classrooms. For this, student teachers must understand computer operations and programming–leading them to develop a vision of the value and use of computers in learning. Therefore, it is crucial that teacher preparation programs should develop the cognitive, social, and physical environments that will help teachers feel efficacious and in control of learning to teach with technology, a domain that is often overwhelming even for experienced teachers. Another challenge of preparing teachers to teach with technology is that as a result of knowledge generation, our knowledge about computer technology is constantly changing. In addition to this factor, there are various other dimensions like attitude, motivation, computer anxiety, and computer self-efficacy which play an important role in developing skills and competencies among prospective teachers. Pedagogy is primarily associated with formal school education. There are significant differences between the two concepts of pedagogy and â€Å"webogogy†, especially in terms of independence/dependence of the learners, resources for learning, motivation, and the role of the teacher. The context of learning is significant because learning is contextually and situationally specific. The teacher’s role in web-based teaching has already been identified as being very different from the teacher’s role in formal education, with terms like facilitator referring to the person who is on-line and interacting with students in various ways. It may be the same person who produces the course materials. Also, the on- 90 line teacher will need to arrange a range of activities in which he or she will engage students, and a range of roles that he or she will fulfill. In web-based teaching, the teacher would be engaged in preparation and organization of instructional materials based on the same kind of assumptions about learners that are held by textbook authors. The Internet provides a wide range of scope for integrating varied learning experiences and making learning holistic. All of the resources developed by an individual teacher could be shared in a web forum for further refining the lesson plans. The various skills and competencies to be developed on the part of student teachers would be: Surfing the Internet and locating useful information from the Internet for the development of lesson plans. Developing lessons plans incorporating student use of technology in the learning process. Evaluating and selecting appropriate software for a particular subject and per student needs. Generating printed documents like student assignments, newsletters, communication, etc. utilizing a variety of applications software like word processing and desktop publishing. Managing student data ; using data management tools for efficiently managing learning. Using technology to gather, organize, and report information about student performance like Excel and Access for database management. Developing tools to evaluate technology-based student projects including multi-media, word processing, database, spreadsheet, PowerPoint, desktop publishing, and Internet/telecommunications. 91 Using the Internet to support professional development including locating professional organizations, communicating with other teachers electronically, and participating in on-line professional development workshops nd seminars. Developing assignments and project work for students; giving them broader and deeper knowledge in a field of study; developing critical thinking and infusing creativity among students. Computer Education at The Secondary Level Recognizing the growing importance of ICT in the education area, policy makers in the school education sector have taken proper care to integrate computer education at the school level. The Curriculum Guide and Syllabus for Information Technology in Schools developed by NCERT, India, has the following objectives for the secondary school level: 1. Selecting appropriate IT devices for a given task; making his/her own informed choice of browser and search engines; trouble-shooting for peripherals. 2. Identifying specific strengths and weaknesses of technology resources; demonstrating legal and ethical behavior regarding the use of technology and information. 3. Communicating to a variety of audiences using IT tools; using a variety of technology tools for data collection and analysis; using tools to present and publish information with interactive multi media features; using tools to make models and simulations; manipulating images. . Using on-line information resources for collaboration and communication; collaborating with others to build content-related knowledge bases. 5. Developing strategies to find relevant and appropriate electronic information sources. 6. Investigating technology-based options for lifelong learning; using productivity tools, communication tools and research skills. 92 IT competency standards at the end of Class X to be developed in students are: †¢ †¢ †¢ †¢ Ability in and understanding of fundamental computer operations and concepts. Using a variety of programs to accomplish learning tasks. Exhibiting skills in the use of communication networks. Exhibiting skills in the selection and use of technology to gather, process, and analyze data and preparation of reports. The expectations from the school sector in terms of established student objectives and expected skills to be developed demonstrate the need to develop necessary knowledge and skills among teachers with positive attitudes and the right inclination. Techno-Pedagogy a Skill The aim of teacher education is to develop skills and appropriate knowledge among teacher trainees for using and integrating the correct technology in an appropriate manner. Every teacher should know how to use technology, pedagogy and subject area content effectively in their daily classroom teaching. It is clear that merely introducing technology to the educational process is not enough. One must ensure technological integration since technology by itself will not lead to change. Rather, it is the way in which teachers integrate technology that has the potential to bring change in the education process. Hence, attitude and self-efficacy towards technology play an important role. For teachers to become fluent in the usage of educational technology means going beyond mere competence with the latest tools to developing an understanding of the complex web of relationships among users, technologies, practices, and tools. Teachers must understand their role in technologically-oriented classrooms. Thus, knowledge about technology is important in itself, but not as a separate and unrelated body of knowledge divorced from the context of teaching–it is not only about what technology can do, but perhaps what technology can do for them as teachers. 3 In techno-pedagogy, there are three areas of knowledge, namely: content, pedagogy, and technology. Content (C) is the subject matter that is to be taught. Technology (T) encompasses modern technologies such as computer, Internet, digital video and commonplace technologies including overhead projectors, blackboards, and books. Pedagogy (P) describes the collected practices, processes, strategies, procedures, and metho ds of teaching and learning. It also includes knowledge about the aims of instruction, assessment, and student learning. Speaking truthfully, technology integration entails the understanding and negotiating of the relationships among the aforementioned three components. Good teaching is not simply adding technology to the existing teaching and content domain. Rather, the introduction of technology causes the representation of new concepts and requires developing sensitivity to the dynamic, transactional relationship between all three components suggested by the TPCK framework. (Koehler, M. J. and Mishap, P. 2005) Technological Content Knowledge C P Pedagogical Content Technological, Pedagogical knowledge (TPCK) T Technological Pedagogical Knowledge Depending upon the nature of content, scope of content, and level of students, appropriate technology integration must be sought. Technology as an aid enhances the process of learning and helps in achieving higher level objectives. 94 Approaches to ICT integration in Teacher Education Use of ICT within teacher training programs around the world is being approached in a number of different ways with varying degrees of success. These approaches were subsequently described, refined and merged into following approaches: 1. ICT skills development approach: Here importance is given to providing training in use of ICT in general. Student teachers are expected to be skilled users of ICT for their daily activities. Knowledge about various software, hardware and their use in educational process is provided. 2. ICT pedagogy approach: Emphasis is on integrating ICT skills in a respective subject. Drawing on the principles of constructivism, pre-service teachers design lessons and activities that center on the use of ICT tools that will foster the attainment of learning outcomes. This approach is useful to the extent that the skills enhance ICT literacy skills and the underlying pedagogy allows students to further develop and maintain these skills in the context of designing classroombased resources. 3. Subject-specific approach: Here ICT is embedded into one’s own subject area. By this method, teachers/subject experts are not only exposing students to new and innovative ways of learning but are providing them with a practical understanding of what learning and teaching with ICT looks and feels like. In this way, ICT is not an ‘add on’ but an integral tool that is accessed by teachers and students across a wide range of the curricula. 4. Practice driven approach: Here emphasis is on providing exposure to the use of ICT in practical aspects of teacher training. Focus is on developing lessons and assignments. Using ICT and implementing it in their work experience at various levels provides students an opportunity to assess the facilities available at their school and effectively use their own skills. Thus, ICT in teacher training can take many forms. Teachers can be trained to learn how to use ICT tools. ICT can be used as a core or a complementary means to the teacher 95 training process (Collis Jung, 2003). The various ways in which ICT teacher training efforts could be classified into four categories are shown below in Figure 1. ICT AS PART OF CONTENT ICT AS A CORE COMPONENT IN TEACHER EDUCATION AND ITS APPLICATION ICT AS CORE CONTENT ICT AS FACILITATOR ICT AS CORE DELIVERY From the above suggested approaches, regarding ICT as a core component at the preservice level, integration of all approaches would help in developing proper attributes among prospective teachers. There should be joint efforts of educators and prospective teachers in implementing and sharpening ICT skills. Whatever approach is followed in educational institutions to develop knowledge about ICT, it has inherent limitations. Coupled with other reasons, we are not making student teachers fully confident in using ICT in their daily classroom activities. As reported by Larose F. in their study, the level of computer literacy of the teaching staff is satisfactory but there is little transfer of these competencies to teaching practices (Larose F. et al. 1999). Efforts are required on the part of teachers to make use of the available facilities for the best use in teaching /learning. ICT in Education Course Scenario at the Pre-Service Level The syllabi for ICT in education courses offered by some of the universities in India were analyzed in terms of the objective of the course, weight given to theory and practice, and other syllabus components. The Curriculum Guide and Syllabus for I nformation Technology in Schools developed by NCERT, India, has the following expectations 96 bout basic competencies of teachers to achieve the objectives of ICT education at the secondary level: †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Understanding the role of technology in change and the implications of technology-mediated changes for education. Creating interest in learning among students through unique utilities like animation, simulation, the Internet, etc. Demonstrating a sound understanding of basic IT concepts and operations. Planning and designing effective learning environments with necessary technology support. Making the best use of technology-enhanced lessons to enrich student learning. Adopting assessment strategies to evaluate (a) student competencies in IT skills and (b) student learning in the new environment. Using technology to enhance our own creativity and professional practices. Demonstrating understanding of social, ethical, legal, and human issues surrounding the use of technology in schools. Fashioning a climate of values that encourage questioning, exploration, problemsolving, decision-making, and group co-operation. Striving for education to emerge from its disciplinary narrowness. Identifying useful learning material from various sources. The teacher has to take an active part in developing his own checklist for evaluation of learning materials and use it in the context of (a) the learner profile, (b) the learning environment, and (c) the technical strength of the computer laboratory of the school. Moreover, the tasks of the teacher are: 1. Design one’s own checklist. 2. Review software to be procured or on the World Wide Web 3. Report his/her assessment of courseware to the principal so a purchase decision can be made. 97 ICT is introduced in secondary teacher training courses at various levels as a compulsory subject or a special field subject. Sometimes, it is also introduced as one of the subjects to be studied under a course titled ‘Educational Technology’. Various objectives/rationales for introducing the course are as follows: 1. Understanding the scope and importance of ICT in contemporary society. 2. Developing effective perspectives and attitude towards emerging technologies. 3. Developing skills in handling, maintaining and protecting different types of hardware and equipment in the institutions of learning. 4. Acquiring a theoretical basis of ICT and to develop an awareness about recent developments in the area of ICT. 5. Acquiring adequate knowledge bout the fundamentals of computers and operating systems. 6. Acquiring the necessary skills of handling software packages for the purpose of education in the institutions of learning. 7. Acquiring knowledge about new Internet technologies and their place in the field of education. Regarding the weight given to the subject, different approaches are followe d. Overall the weight given to theory and practice is 60/40 (60% for theory and 40% for practice). Broadly the content areas regarding theory/practice include: a. Introduction to Computers b. Introduction to Operating Systems c. Application of Computers in Teaching d. Functions of Computers – Knowledge of M. S. Office and other related packages and Computer languages e. Application of computers in Education f. New Trends and Techniques in Computer education (EDUSAT etc. ) g. Knowledge of Internet, World Wide Web, etc. 98 In the majority of teacher education institutions, the syllabi exhibit less weight to practical than theoretical aspects. Since the nature of ICT subjects is more practical and application-oriented, there needs to be more practical than theoretical input. This aspect seems to be neglected in designing and framing curricular objectives. The present approach for ICT integration is dismal as an â€Å"add on† approach for ICT course is adopted : ICT basics are taught to teacher trainers focusing on technical issues, but little emphasis is given to the pedagogical aspects Educational technology courses are taught in a rather traditional way and show little evidence of using new technology to support instructional innovations Students don’t know how to use new technology in their classroom instruction when they go to schools Technology input is not integrated in the curriculum courses, especially method courses. These are certain basic problems associated with the integration aspects of technology. These are major hurdles in the integration of ICT in the teaching/learning process. This scenario shows that the objectives of introducing ICT at the pre-service level are developing technological know-how and awareness regarding various other technologies and software packages. Further, the time spent for practical sessions is less, as more time is spent for theory sessions. The total approach of introducing ICT at the pre-service level is not very serious. It is very clear that student teachers will not get much scope in order to integrate ICT in curriculum or the teaching/learning process. In teacher training programs at the secondary level, the ICT education scenario is struggling with the following problems: †¢ †¢ Only at the awareness development level are objectives being achieved, but higher order thinking skills regarding the use of ICT tend not to be occurring. Technology, pedagogy and content area integration is a rare feature. components are dealt with separately which creates confusion for students. All 99 †¢ There is a serious discrepancy among syllabi of teacher training institutions and secondary schools. Syllabi at various institutions are not on a par with school level curriculum. †¢ Time duration of the courses related to ICT education is too short to develop knowledge and necessary skills among students to achieve higher order thinking skills. †¢ †¢ †¢ There is a lack of availability of proper infrastructural facilities at most of the institutions. There is a mismatch between available hardware and software to develop required learning resources. Support from technical taff for maintenance is dismal. The objective at the pre-service level is not to prepare technocrats, but to develop technopedagogues. Teachers should be in a position to integrate technology into teaching / learning as well as develop the art and skill of â€Å"webogogy† (i. e. , to make use of Internet technology, exploring it, accessing information from it to use in teaching learning, et c. ). So, objectives must be set at the attainment of application and skill levels rather than just at the knowledge and understanding levels. The professional development of teachers needs to be given importance. There must be congruence between the school curriculum and teacher training curriculum at the secondary level. Otherwise, teachers are not ready to utilize their knowledge to effectively design teaching/learning processes, project work, and assignments. In addition to offering ICT as a compulsory and special course, integrated approaches need to be studied along with methods courses. This will help student teachers to develop the concept of ‘techno pedagogy’ to a greater extent. Thus, management of change in teacher education is a complex and demanding task involving comprehension, concern, caution, and contemplation. Planners and administrators of teacher education have to provide academic leadership to prepare reflective teachers who can manage the educational system efficiently at various stages of education at the pre-primary, primary, elementary, secondary, and higher secondary levels. Effective change in schools is possible only when there are corresponding changes in the management of teacher education programs. 100 References: Ashton, P. (1985). Motivation and the teacher’s sense of efficacy. In C. Ames, R. Ames (Eds. ), Research on motivation in education, 2 ,141-171. Orlando, FL: Academic Press Inc. Bandalos, D. and Benson, J. (1990). â€Å"Testing the factor structure invariance of a computer attitude scale over two grouping conditions†, Educational Psychology Measurement, 50,49-60. Bandura, A. (1982). â€Å"Self-efficacy mechanisms in human agency. American Psychologis†t, 37, 122-147. Bandura, A. (1986). Social foundations of thought and action: A social-cognitive view. Englewood Cliffs, NJ: Prentice-Hall. Bandura, A. and Adama, N. E. (1997). Analysis of self-efficacy theory of behavioural change. , Cognitive Therapy and Research, 1,287-308. Bandura, A. , Adams, N. E. , Beyer, J. (1977). Cognitive processes mediating behavioral change, Journal of Personality and Social Psychology, 35, 125-139. Chu, P. C. , Spires, E. E. (1991). Validating the computer anxiety rating scale: Effects of cognitive style and computer courses on computer anxiety, Computers in Human Behavior, 7, 7-21. Collis, B. ,and Jung,I. S. (2003). Uses of information and communication technologies in teacher education. In B. Robinson C. Latchem (Eds. ), Teacher education through open and distance learning, London: RoutledgeFalmer, 171-192. Cox, M. J, Rhodes, V. Hall, J. (1988) The use of Computer Assisted Learning in primary schools: some factors affecting the uptake. Computers and Education, 12(1), 173-178. Davidson, G. V. and Ritchie, S. D. (1994). How do attitudes of parents, teachers, and students affect the integration of technology into schools? : A case study. Presented at the National Convention of the Association for the Educational Communications and 101 Technology 16th Nashville, TN,(Eric Document Reproduction Service No. ED. 373 710) Delcourt, M. A. B Kinzie, M. B. (1993). Computer Technologies In Teacher Education: The Measurement Of Attitudes And Self-Efficacy. † Journal Of Research And Development In Education. 27 (1). 35-41. Dupange,M. and Krendl,K. A. (1992). Teachers’ attitude towards computers: A review of literature, Journal of Research On Computing in Education,24,3,420-429. Ertmer, P. A. and Newby, T. J. (1993). Behaviorism, cognitivim, constructivism: comparing critical features fr om an instructional design perspective, Performance Improvement Quarterly, 6(4),50-72. Ertmer, P. A. , Evenbeck, E. , Cennamo, K. S. , and Lehman, J. D. (1994). Enhancing selfefficacy for computer technologies through the use of positive classroom experiences. Educational Technology Research and Development, 42, 45-62. Francis-Pelton, L. , Pelton, T. W. (1996). Building attitudes: How a technology course affects preservice teachers’ attitudes about technology. [Online]: http://www. math. byu. edu/~lfrancis/tim’s-page/attitudesite. html Gist, M. E. , Schwoerer, C. , Rosen, B (1989). Effects of alternative training methods on self-efficacy and performance in computer software training. Journal of Applied Psychology, 74 (6), 884-891. Hakkinen, P. (1994). Changes in computer anxiety in a required computer course. Journal of Research on Computing in Education, 27(2), 141-153. Hannaford, M. E. (1988, March 24 25). Teacher attitudes toward computer use in the classroom. Paper presented at the Annual Pacific Northwest Research and Evaluation Conference, Washington Educational Research Association, Seattle, WA. Key,R. H. (1990). Predicting student teacher commiment to the use of computers, Journal of Educational Computing Reasearch, 6, 299-309. 102 Kluever, R. C. , Lam, A. C. M. , Hoffman, E. R. , Green, K. E. Swearingen, D. L. (1994). The computer attitude scale: Assessing changes in teachers’ attitudes towards computers. Journal of Educational Computing Research, 11(3), 251-261. Koehler,M. J. , Mishra,P. (2005). What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge, J. Educational Computing Research, 32(2) 131-152. Kohler M. J. and Mishra P. ( 2004). Teachers learning technology by design, Journal of computing in teacher education, 21,3. .Larose F. , David R. ,Dirand J ,. Karsenti T, Grenon V. ,. Lafrance S Cantin J. T 1999) Information and Communication Technologies in University Teaching and in Teacher Education:Journey in a Major Quebec University’s Reality, Electronic Journal of Sociology ISSN: 1198 3655 Lennings, C. J. (1994). An evaluation of a generalized self-efficacy scale. Personality and Individual Differences, 16 (5), 745-750. Loyd,B. H. and Gressard, C. (1984 a). Reliability and factorial validity of computer attitude scale, Educational and Psychological Measurement, 44, 501-506. Madsen, J. M. , Sebastiani, L. A. (1987). The effect of computer literacy instruction on teachers’ knowledge of and attitudes toward microcomputers. Journal of ComputerBased Instruction, 14(2), 68-72. McInerney, V. , McInerney, D. M. , Sinclair, K. E. (1994). Student teachers, computer anxiety and computer experience. Journal of Educational Computing Research, 11 (1), 27-50. Mowrer-Popiel, E. , Pollard, C. , Pollard, R. (1994). An analysis of the perceptions of preservice teachers toward technology and its use in the classroom. Journal of Instructional Psychology, 21 (2), 131-138. Office of Technology Assessment. (1995). Teachers and Technology: Making the connection. (OTA-EHR-616). Washington, DC: U. S. Government Printing Office. 103 Reed, W. M. , Overbaugh, R. C. (1993). The effects of prior experience and instructional format on teacher education students’ computer anxiety and performance. Computers in the Schools, 9(2/3), 75-89. Rohner, D. J. , Simonson, M. R. (1981). Development of an index of computer anxiety. Paper presented at the annual convention of the Association of Educational Communications and Technology, Philadelphia, PA. Russon, A. E. , Josefowitz, N. , Edmonds, C. V. (1994). Making computer instruction accessible: Familiar analogies for female novices. Computers in Human Behavior, 10(2), 175-187. Schunk, D. H. (1981). Modeling and attributional effects on children’s achievement: A self-efficacy analysis. Journal of Educational Psychology, 73, 93-105. Torkzadeh, G. and Koufteros, X. (1994). Factor validity of a computer self-eficacy scale and the impact of computer training. Educational and Psychological Measurement, 54(3),813-821. Woodrow, J. (1990) Locus of Control and student teacher computer attitudes. Computers Education, 14, 4, 421-432 Woodrow, J. E. J. (1992). The influence of programming training on the computer literacy and attitudes of preservice teachers. Journal of Research on Computing in Education, 25(2), 200-219. 104 How to cite Falsafah Pendidikan, Essay examples

Law of Negligence Samples for Students †MyAssignmenthelp.com

Question: Discuss about the Law of Negligence Tamara. Answer: Advise for Tamara After reviewing the facts that have been given in this case, the matter is if Tamara can be successful if she decides to sue Aldi supermarkets in negligence. In this case, Tamara fell on the floor of the supermarket and suffered injuries on her back. She slipped on the floor because a puddle of ice cream was present on the floor which was not cleaned by the start of the supermarket. As a result of the fall, Tamara had to remain in hospital for many days. The general damages alone were more than $700,000. Now Tamara wants to know if she will be successful if she sues the supermarket in negligence. Similarly, it also needs to be seen if any defenses may be available to the supermarket under the law. The supermarket claims in its defense that they have their duty to member of the stock regularly inspect the aisles. Similarly, any spillage present on the floor was named after every 40 minutes. In this way, the present matter can be decided by applying the principles of negligence and sim ilarly it also needs to be seen if Tamara will be in a position to establish the elements that are necessary for bringing a successful claim in negligence against the defendant. According to the law of negligence, it can be said that a party owes a duty to exercise care towards the other party, negligence is some action of the defendant, which would not be done by any other reasonable person and as a result of which, the claimant has suffered an injury or damage. In order to find out if the defendant was negligent in a particular case or not, and to hold the defendant liable for negligence, the provisions of Civil Liability Act can also be used. When a party has decided that it is going to the other party in negligence, such a party tries to recover financial compensation regarding the loss suffered by it (Hepple, 1997). Hence, the damages that are awarded to the claimant in an action for negligence are granted with a view that the claimant should be placed in the similar position in which he was, if there was no negligence of the defendant. For the purpose of deciding if it can be said that the defendant was negligent in a particular case, the law of neglig ence requires that four elements should be present. Therefore, for bringing a successful action in negligence, the claimant is required to establish in the court that the defendant had a duty of care, there was a breach of this duty, the claimant had suffered damage owing to this breach, and the damage suffered by the claimed can be described as a direct result of this breach of duty (Stapleton, 2003). In this way, for bringing a successful claiming negligence, it is required that the claimant should establish all the above mentioned four elements. If all these elements can be established by the claimant, the action of the claimant will be successful. But if even a single element is not present in a particular case, it cannot be said that the defendant was negligent in such a case (McDonald, 2005). Therefore, in view of the significance of these elements, it becomes important to describe what is the meaning of duty of care? In case of negligence, the duty of care is the legal obligation imposed on the defendant by the law according to which they should refrain from causing any injury or damage to other persons (Barker, 1993). The duty of care of the defendant is present when it is reasonably foreseeable that an injury may be caused to the other person if the defendant fails to exercise reasonable care. The law provides in such cases that the duty of care will be present on part of the defendant only if there is sufficient proximity between the parties. And as a result of this proximity, it can be decided that the defendant owed a duty towards the claimant. For example, the driver of a motor vehicle has a duty towards the other persons who are using the road. Hence, a claimant can be successful in its action in the code in negligence if it can be established that the defendant had breached the of care. The court will consider the relevant standard of care that can be applied in a particular case for deciding if the defendant can be held liable for the breach of duty of care. The relevant standard of care can be decided on the basis of the fact if under the similar circumstances, any reasonable person would have decided within the same way or not. If the court finds out that the actions of the defendant did not match the required standard of care, and therefore they cannot be held to be reasonable, the court may conclude that the defendant has breached its duty of care that he owed to the claimant. As mentioned above, the action of the claimant will be successful if it is found in a particular case that the injury suffered by the claimant was directly caused due to the breach of duty. Therefore, when a person slips on the wet floor, it is clear that the fall and the injuries suffered by such a person are the direct result of the wet floor. On these grounds, in the present case, it can be said that Tamara may have a successful action in negligence against the supermarket. On the other hand, the defense available to the supermarket is the contributory negligence of Tamara. She was also running towards the aisle as only one bar of chocolate was left and another customer was also working towards it. However, if Tamara decides to sue Aldi supermarkets in negligence, she may be successful as there was a breach of duty of care by Aldi supermarkets and the consequence was the injuries suffered by Tamara. References Bob Hepple, (1997) Negligence: The Search for Coherence, 50 Current Legal Problems 69 Jane Stapleton, (1991) Duty of Care and Economic Loss: A Wider Agenda 107 Law Quarterly Review 249 Jane Stapleton, (2003) The Golden Thread at the Heart of Tort Law: Protection of the Vulnerable 24 Australian Bar Review 135 Kit Barker, (1993) Unreliable Assumptions in the Modern Law of Negligence, 109 Law Quarterly Review 461, 483 McDonald, Barbara (2005). Legislative Intervention in the Law of Negligence: The Common

The Real World free essay sample

Four girls, picked to live in a quad, and have their lives changed, more than they could have ever imagined. Freshman and sophomore year I was wrapped tightly in a cocoon of uncertainly, self consciousness, and a sense that I didn’t even know who I was. My roommates Caitlin, Lizzie, and Kristen not only made the struggles of junior year tolerable, unexpectedly, they forced their way into my life and me out of that cocoon. Each of them taught me something different that sculpted my morals and will prepare me for whatever lies ahead. Whoever said that you meet some weird people in your life, probably said that after one encounter with Caitlin. A combination of ADD and a phobia of body hair is formula for a messy girl with her life in order. Caitlin has the biggest heart of anyone I know and the tenderness she exudes is noticed by all. We will write a custom essay sample on The Real World or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page One night, as Caitlin was Nairing her mustache, Caitlin stated â€Å"I just don’t want to leave here somebody I am not.† Though it was hard to take her seriously, the words resonated in my head and it really got me thinking. It was that simple. Be yourself. That night, something changed, whatever wall I was putting up for society was being bulldozed by this terse statement coming from a girl with a pseudo milk mustache. It became clear that the only way I was going to survive one more year at boarding school was to realize that I am who I am, and conforming to some social standard was no way to live. Looking at Caitlin I imagined her as a miniature Buddha with a sparkling upper lip and a flicker of wisdom in her eyes. Martha Stewart has nothing on my own personal Suzie Homemaker. With a headband delicately placed on top of her golden blonde hair and pearl studs adoring her earlobes, Lizzie opened her arms to me when I felt as though my own world was caving in. My boyfriend and I just broke up and I thought it was the end of the world. In a stage of weakness I was under the impression that my life would cease to exist because of the loneliness that would soon take over. Lizzie looked me in the eyes and said, â€Å"People will always surprise you, the only person you can rely on is yourself.† At the time, I felt as though that was the worst thing she could have said. On top of all my heartbreak, she was facilitating my disdain for the human race and making things worse. As I pulled myself together, the quote flooded back to me. Why had I felt so worthless after something as menial as a breakup? I realized that I had stopped loving myself. Loving yourself seems like common sense, but it took a girl wrapped in a pink monogrammed blanket to pull me out of the darkness and show me the proverbial light. Nike running shorts and Hanes t-shirts are a staple for my third roommate Kristen. Kristen has taught me the most through my own personal observation. Watching her carefully double knot her Nikes and pull her hair tight into a rubber band, I know that she is about to step onto the field and leave everything behind. There is something to be said about someone who is captain of all three of their varsity sports. Her leadership and persistence is equally captured when it comes to her friends and family. Watching her makes me want to live my life with the same sense of dedication and appreciation for life. With all three of my roommates going their separate ways to their respective colleges, I will have one more year at boarding school. With the help of three unique and special girls, I am equipped with the knowledge to take charge of my dorm, take charge of my life, and finish my time at Culver with another great year. Gandhi once said â€Å"The main purpose of life is to live rightly, think rightly, act rightly. The soul must languish when we give all our thought to the body.† As I begin my final year of high school without them I will relish the memories and fondly recall the lessons from Caitlin to live rightly, from Lizzie to think rightly, and from Kristen to act rightly.

Asexual Propagation Lab Report essays

Asexual Propagation Lab Report essays Most people are unaware, but there is a way to actually produce a virtually identical twin of a plant without reproduction and without purchase of seeds or another plant. The process is know as Asexual Propagation and can be used to manipulate your garden or greenhouse. The process involves the use of cuttings from the original plant in order to propagate another plant asexually, or without the use of reproduction. There are certain materials that are necessary in order to complete Asexual Propagation. These materials are one plastic flat, potting media, hand clippers, a ruler, peat cups, and the following plants: Hibiscus/Hibiscus roseus (1 tip, 1 stem), Vicks Plant/Plectranthus tomentosa (1 tip, 1 stem), Spider Plant/Chlorophytum comosum (1 cutting), Umbrella Plant/Cyperus alternifolius (2 cuttings), Snake Plant/Sansevieria trifasciata (6 cuttings), Peperomia/Peperomia obtusifolia (1 cutting), Jade/Crassula argentea (2 stem, 1 leaf), Weeping Fig/Ficus benjamina (1 tip, 1 stem), Mother of Thousands/Byrophyllum spp. (1 plantlet), Lantana/Lantana camerii (1 tip, 1 stem), Wandering Traveler/Zebrina pendula (2 tips, 2 stems), Begonia/Begonia semperflorens (1 tip, 1 stem), Swedish Ivy/Plectranthus australis (1 tip, 1 stem). *Note: Tip cuttings were taken below any node of a section that still contained and apical meristem; whereas, the stem cuttings were taken below a node of a section that no longer contained an apical meristem. Leaf cuttings were taken at the point at which the petiole joins the stem, and plantlets There were a number of methods that were taken during the Asexual Propagation experiment. First of all, we took the appropriate cuttings of the aforementioned plants using the hand clippers. Secondly, we prepared the potting media inside the plastic flat. Next, we planted the cuttings inside the flat. Three of the Snake Plant cuttings were planted upside down, and one of the Umbrella plant cuttings was also...

Identify the Cottonwoods - Trees in the Willow Family

Identify the Cottonwoods - Trees in the Willow Family The common cottonwoods are three species of poplars in the section Aegiros of the genus Populus, native to North America, Europe, and western Asia. They are very similar to and in the same genus as other true poplars and aspens. They also tend to rustle and chitter in a breeze. The Eastern Cottonwood, Populus deltoides, is of the largest North American hardwood trees, although the wood is rather soft. It is a riparian zone tree. It occurs throughout the eastern United States and just into southern Canada. The Black Cottonwood,  Populus balsamifera, grows mostly west of the Rocky Mountains and is the largest Western cottonwood. It is also called Western balsam poplar and California poplar and the leaf has fine teeth, unlike the other cottonwoods. The Fremont Cottonwood, Populus fremontii occurs in California east to Utah and Arizona and south into northwest Mexico; it is similar to Eastern Cottonwood, differing mainly in the leaves having fewer, larger serrations on the leaf  edge  and small differences in the flower and seed pod structure. Quick  Identification Using Leaves, Bark and Flowers Leaves: alternate, triangular, coarsely curved teeth, leafstalks flattened.Bark: yellowish green and smooth on young trees but deeply furrowed in maturity.Flowers: catkins, male-female on separate trees. Quick Winter Identification Using Bark and Location These most common cottonwoods become very large trees (up to 165 feet) and usually occupy wet riparian  areas in the East or seasonally dry creek beds in the West. Mature trees have bark that is thick, grayish-brown, and deeply furrowed with scaly ridges. Young bark is smooth and thin.

Enviormental Science Essay Example | Topics and Well Written Essays - 250 words

Enviormental Science - Essay Example Several policies have been proposed to reduce the harm being done to the environment. The chief problem arises on account of the developing countries being unable to implement these practices. Some of the reasons for non – implementation are the absence of capability, money and resources; indifference; and the social and political situation. Most of the developing countries have adopted policies that effectively address environmental problems. However, implementation of such policies is not up to the mark, in several of the developing nations. A number of the policy objectives of a nation grant greater emphasis to economic development, and environmental considerations are relegated to the background. This has to change and these nations have to be forced to promote the protection of the environment (Global Environment Outlook (GEO-4): Chapter 10). It has been considered complex to deal with the environmental problem. This is on account of the fact that this problem is not restricted to any single nation. Close collaboration amongst the nations is essential, in order to contain this problem. As such, no nation should be allowed to plead lack of resources, administrative capacity or conflict of national interests, as excuses for not protecting the environment. Protection of the environment should assume paramountcy over the narrow interests of any individual

Air Traffic Control and the operations of Airports all around the Essay

Air Traffic Control and the operations of Airports all around the world - Essay Example Nowadays these systems have been modernizing by means of latest electronic and information technologies available. Thus, the air traffic control and airport operations can provide ever better service to humanities of the world. The modernized air traffic controlling system is equipped with sophisticated instruments like radar, radio and wireless communication and computer facilities to locate the flying aircraft. Many trained personnel have been working together at the ground offices to provide better service to flying aircrafts and airports. They monitor all airborne signals and give proper instructions and guidelines as required. They can trace out the locations and speed of the aircraft on voyage. Sometimes they need to inform concerned superiors to provide expert instructions for overcoming complicated situations. Their main task is developing an environment that is very much safe for the free flying of the aircrafts. Thus, the number of aircraft carrying out the flights can be increased considerably. They are also authorized to warn aircrafts if they come closer each other. The pilots and crew of the aircrafts work closely with air traffic controllers for the proper management of the air traffic syste m. They are also capable to predict the weather conditions prevailing around airports. So according to predictions they can arrange for the safer take off and landing of airplanes. This weather information is beneficial not only to flight passengers but also to industries which mainly depends on air cargo carriers to transport their products, materials and officials. Thus, these trained personnel have become the integral part of air traffic and airport operations. The air traffic control consists of three main phases. The first phase is the rules and regulations to be followed by the pilots during flight. Second is the navigation system and instruments which work on the basis of electronics. This system and instruments

Analysis of Poetry Essay Example for Free

Analysis of Poetry Essay This Unit Activity will help you meet these educational goals: 21st Century Skills—You will use critical-thinking and problem-solving skills and communicate effectively. Introduction In this activity, you will read and analyze three poems by different poets and examine the similarities and differences among them. __________________________________________________________________________ Directions and Analysis Task 1: Read and Analyze Poetry Read these poems, which revolve around the ideas of darkness and the night: Do Not Go Gentle into That Good Night by Dylan Thomas Acquainted with the Night by Robert Frost We Grow Accustomed to the Dark by Emily Dickinson Read the poems a few times, noting each one’s theme, mood, form, structure, rhyme scheme, and use of imagery and figurative language. Use the provided table to record your analysis. Type your response here: â€Å"Do Not Go Gentle into That Good Night† â€Å"Acquainted with the Night† â€Å"We Grow Accustomed to the Dark† theme Mortality Isolation To â€Å"find the light† imagery Sunrise and sunset Loneliness figurative language Their frail deeds might have danced in a green bay Personification and rhyming Darkness and light mood Somber desperation Discomfort Sadness form Villanelle Iambic pentameter Lyric poem meter, structure, and rhyme scheme five three-line stanzas and a sixth stanza with four lines Terza rima, ABABCBCDCDADAA, Italian form Rhythm is similar throughout, but changes from eight and six syllable lines to seven and six syllables to seven and six syllables. Task 2: Make Comparisons Write a 250-500-word essay describing the similarities and differences you found in the poems. Address the following points in your essay: Examine how the subject of darkness is used in each of the three poems. How has each poet woven the central idea of the poem around the subject? Compare and contrast the figurative devices used in each poem. How do they affect the mood and relate to the theme of the poem? Point out the differences in style and tone, including the choice of words. Which poem do you think has the greatest overall impact on readers? Which one communicates its message most directly and effectively? Which poem appeals most to you? Give reasons to explain your answers. As with any essay, this essay should be structured into paragraphs, with a clear introduction, a body, and a conclusion. Arrange your ideas logically and group them into paragraphs, using suitable words to mark transitions between ideas. Remember to provide textual evidence from the poems for your opinions. Type your response here: The similar ideas of dark and night appear in works by Emily Dickinson, Dylan Thomas, and Robert Frost, but the meaning of the two concepts in context of the literary works differ greatly. In Emily Dickinson’s â€Å"We Grow Accustomed to the Dark†, Dylan Thomas’ â€Å"Do Not Go Gentle into that Good Night†, and Robert Frost’s â€Å"Acquainted with the Night† the theme of night and darkness is compared and contrasted through the literary elements of point of view, imagery, and structure. The concept of darkness and night is portrayed through the use of point of view. In each of these poems, the poet writes in the first tense, giving the reader a sense that the narrator has personally experienced the presence of the symbolic â€Å"darkness† and â€Å"night†. However, while â€Å"We Grow Accustomed to the Dark† is written in a plural point of view, â€Å"Acquainted with the Night† is written in a singular view, and â€Å"Do Not Go Gentle into that Good Night† is from the speaker point of view. This gives a differing meaning to dark and night between these poems, because although Dickinson’s plural poem encompasses humanity as a whole, showing the dark to be a natural point in life, Frost’s poem depicts the night his character is experiencing as a lonely, solitary happening, and Thomas’ poem shows loneliness and wanting for companionship. The differences in these poems help to show night as a more unnatural and depressing experience than the dark that happens to everyone. __________________________________________________________________________ Evaluation Your teacher will use these rubrics to evaluate the completeness of your work as well as the clarity of thinking you exhibit. Task 1: Read and Analyze Poetry Criteria Distinguished (4 points) Provides a complete and accurate analysis of each poem Exhaustively lists instances of figurative language and use of imagery Provides a concise but compelling description of the mood and theme of each poem Proficient (3 points) Provides a complete and largely correct analysis of each poem Lists most instances of figurative language and use of imagery Provides an effective description of the mood and theme of each poem Developing (2 points) Provides a complete analysis of the poems with some inaccuracies Lists some instances of figurative language and use of imagery Provides a passable description of the mood and theme of each poem Beginning (1 point) Provides an incomplete analysis of the poems with some inaccuracies Lists only a few instances of figurative language and use of imagery Attempts to describe the mood and theme of the poems Task 2: Make Comparisons Criteria Distinguished (4 points) Thoroughly addresses all the points mentioned Effectively compares how the subject has been woven into the central idea in the three poems Thoroughly evaluates and compares the effect of figurative language and imagery in the poems Insightfully compares the style and impact of the poems Provides strong textual evidence to support opinions Structures the essay exceptionally well, has a compelling introduction and conclusion, and uses transitions to enhance the organization of ideas Consistently uses correct grammar, spelling, and punctuation throughout Proficient (3 points) Adequately addresses most of the points mentioned Effectively compares how the subject has been woven into the central idea in the three poems Adequately evaluates and compares the effect of figurative language and imagery in the poems Effectively compares the style and impact of the poems Provides adequate textual evidence to support opinions Structures the essay well, has a meaningful introduction and conclusion, and uses transitions effectively Largely uses correct grammar, spelling, and punctuation Developing (2 points) Adequately addresses some of the points mentioned Compares how the subject has been woven into the central idea in the three poems Evaluates and compares the effect of figurative language and imagery in the poems to some extent Compares the style and impact of the poems Provides some textual evidence to support opinions Structures the essay into paragraphs, has an introduction and a conclusion, and uses transition words Makes a few mistakes in grammar, spelling, and punctuation Beginning (1 point) Marginally addresses some of the points mentioned and omits others Attempts to compare how the subject has been woven into the central idea in the three poems Inadequately describes the effect of figurative language and imagery in the poems Attempts to compare the style and impact of the poems Does not provide textual evidence to support opinions Does not structure the essay well and does not use transitions effectively Makes several mistakes in grammar, spelling, and punctuation

The Life of Benjamin Franklin Essay -- American America History

The Life of Benjamin Franklin "Of two things you can be certain; death and taxes," quoted Benjamin Franklin. Having a humorous outlook on life, Franklin tried to make others' lives better. Benjamin was a man who served others and tried to make the world its best until his death. Benjamin Franklin had many accomplishments. He had a busy and eventful life, he played a major role in defending his country, and he was known for his quotes. Franklin was always working to make something better. He accomplished many things, but he started at the bottom of the career chain. Benjamin had many different jobs before he settled. His first job was helping his father make candles. But at age twelve he became restless and ran away to Philadelphia to work. At first, he worked for his brother-in-law as a printer's apprentice, but family problems caused him to find work elsewhere. Because of the training he received, he started to work for the Pennsylvania Gazette and purchased the company in 1729. In 1748, he sold the paper and went to work for the government. During his life he was a printer, author, inventor, and diplomat. Franklin also played the harp, violin, and guitar which expresses his great love for music and his love for learning. Benjamin cared that young people got a good education; he thought that "education today is leadership and success of tomorrow." He thought that it was important to have a love of reading and founded the first public library in America in 1731: the Philadelphia Library. In 1732, Franklin published Poor Richard's Almanac with the pen name 'Richard Saunders.' In 1749, he wrote Proposals Relating to the Education of Youth in Pennsylvania. In 1751, he established Philadelphia Academy, later known as Univer... ...patients for one particular reason: he wasn't patient (Bingelow 179). This very accomplished man, who, during his eventful life, played a major role for this country and quoted different events will be in the hearts of man for eternity. Benjamin Franklin will live on forever through time, and his courage and faith will never die; as long as there is life on Earth and souls who live in this free country, America. Works Cited Bingelow, John. The Life of Benjamin Franklin. III ed. Philadelphia: Lippincott and Co., 1875. Bingelow, John. The Life of Benjamin Franklin. II ed. Philadelphia: Lippincott and Co., 1875. Davidson, James and Michael Stoff. American Nation. New Jersey: Prentice-Hall Inc., 1986. The Harvard Classics: Franklin, Woolman, Penn. New York: Collier and Sons Corp., 1909. VanDoven, Carl. Benjamin Franklin. New York: The Viking, 1938.

Different Types of Markets Essay

What are the conditions for a perfectly competitive market? What are the conditions for a monopolistic market? What are the conditions for a monopolistic competitive market? What are the conditions for an oligopolistic market? How would you explain the differences among these market structures? Identify which market structure your organization competes in and why you think so. Colander (2008) specified that, a flawlessly modest market is a market in which financial services operate unhindered. There are six situations for a perfectly modest market, and they are as follows: both purchasers and vendors are price takers, the amount of businesses is large, there are no fences to entry, firms’ goods are indistinguishable, there is complete evidence, and finally, vending firms are profit-maximizing commercial firms. The situations for a anticompetitive market are as follows: there is only one partnership, which is large in size, this firm has to deliver all of the souk’s stock, there are high walls to entry, there are no close alternates for the good the domination firm produces, anticompetitive market should make up the whole market, the market has to take into explanation that its production result can touch price; its bordering income is not its price, and finally, a monopolist’s bordering revenue should continuously be below its price. The circumstances for a anticompetitive modest market are as follows: the market has several small companies, there are no fences to enter the market, each firm proposals a dissimilar categories of invention to the market, and finally, this market has a normal, downward-sloping demand arc. The situations for an oligopolistic market are as follows: afterward oligopolistic companies have made a choice, they should reflect the response of other companies; there are rare firms in the market, they are equally symbiotic, and finally, they can be collusive or non-collusive.

Honor Is Cyrano de Bergerac

Honor in Cyrano de Bergerac People in today’s society have many different aspects about their character that make them who they are. Positive character traits can be found in people around the globe and in the characters that many read about in books. Edmond Rostand presents the character Cyrano in the play Cyrano de Bergerac with a many positive traits that make him a very relatable character. Cyrano lives his life based on a strict code of honor through his actions. A code of honor can be seen in the way Cyrano acts towards himself.His pride shows this many times throughout the play. One example of this is when Cyrano fights Valvert over his own nose whilst at the play in the beginning of the novel. This shows that he respects himself and does not feel as though others should be able to point out his flaws. His own integrity also reveals his honor. When Cyrano talks with de Guiche about changing his poetry so they can sell it he says, â€Å"Impossible, sir; my blood curdles at the thought of having a single comma changed† (87).This scene reveals that Cyrano cannot be so easily morally corrupted because he expresses himself through his own works. Honor is also revealed in his altruism. The fact that Cyrano does not want to date Roxane, even after Christian dies, reveals this. This shows that he is unselfish and wants to put the wants and needs of others before his own. Cyrano’s sense of honor can be seen all throughout the play in his actions towards himself. Cyrano’s code of honor is shown in the way that he acts towards his friends.His service rather than selfishness reveals this code of honor. One example of this was when he helps Christian impress Roxane by helping him speak more eloquently and intelligently all throughout the book. He goes out of his way to do something for his friend so that Christian can be happy. Cyrano’s loyalty towards Ragueneau also reveals his code of honor. This makes an appearance when he attemp ts to tell him that the poets in his shop are taking advantage of him by saying, â€Å"Haven’t you ever noticed how they stuff themselves while they listen to your verse? (70). His actions reveal that he cares for his friend and does not want to see him being taken advantage of. Honor can also be seen in Cyrano’s duty to Christian. This can be seen when he tells the dying Christian that Roxane still loves him. His actions make Christian feel happy, even in his last few minutes alive. Cyrano’s actions towards his friends reveal the strict code of honor that he lives by. Cyrano’s code of honor is shown in his actions towards Roxane. Such honor is displayed in his service rather than selfishness for Roxane.One example is when Cyrano distracts de Guiche by falling from a tree in order for Christian and Roxane to get married. His actions reveal that he will do whatever he can to see that she is happy. Cyrano’s responsibility to Roxane also reveals his code of honor. This can be seen when Roxane asks him to protect Christian and he says, â€Å"I promise† (79). After making a promise to her, he goes out of his way to do anything to keep it and make her happy. Honor can also be seen in Cyrano’s loyalty towards Roxane. This is portrayed when Cyrano shows up every day to the chapel in order to keep her updated on local news.His actions reveal that he is devoted, wants to please Roxane, and will always be by her side. Cyrano’s actions all throughout the novel towards Roxane reveal a code of honor in which he lives by. Cyrano’s actions throughout the play provide evidence that he lives life by a strict code of honor. This honor is so important many because it is one of the core values of humanity. Often times people go to great lengths to defend their honor for this reason. Honor guides these lives because these people feel that it is a great way for them to assert their individuality.

75 Idioms and Expressions That Include Break

75 Idioms and Expressions That Include Break 75 Idioms and Expressions That Include â€Å"Break† 75 Idioms and Expressions That Include â€Å"Break† By Mark Nichol Break and its various forms are found in a number of idioms and expressions. Here is an extensive but likely incomplete list of such usages. 1. All hell break(s) loose: chaos ensues 2. Break bad: defy authority 3. Break bread: to dine together, thus symbolizing peace and cooperation 4. Break a code: figure out a system for disguising communication 5. Break a law: do something illegal 6. Break a leg: an expression from the performing arts equivalent to â€Å"Good luck† 7. Break a/the record: exceed the previous best performance 8. Break a habit: stop doing something one does regularly 9. Break a story: be the first journalist to report on an incident or issue 10. Break away: separate from a group 11. Break (one’s) back: expend a great deal of effort for a result 12. Break (one’s) balls: overwhelm or overwork someone 13. Break camp: pack equipment at a campsite in preparation for departure 14. Break down: physically or emotionally collapse, or reduce something to its constituent parts 15. Break even: end up with the same amount of money one had before investing or gambling 16. Break faith: cease to support, or to abide by a promise 17. Break (one’s) fall: prevent a fall of one’s body that might have caused injury 18. Break for: pause for 19. Break formation: cease to operate in an established formation or pattern 20. Break free: release oneself from a literal or figurative restraint 21. Break (one’s) heart: suffer emotional distress 22. Break ground: begin construction 23. Break in (or into): enter by force 24. Break (one) in: introduce someone to something, or initiate someone into something 25. Break it up: an admonition to stop what one is doing, especially arguing or fighting 26. Break loose: separate from 27. Break into a gallop: suddenly increase one’s pace to a gallop while riding a horse 28. Break new ground: begin something new or do something different 29. Break (one) of (something): cause someone to stop doing something habitual 30. Break of dawn: beginning of the day 31. Break off: stop or cease 32. Break open: forcibly open 33. Break out: forcibly remove something from something else, literally or figuratively escape, burst forth suddenly, separate (as into groups), or develop pimples 34. Break out in a cold sweat: become suddenly nervous or frightened so that one literally or figurative perspires 35. Break out in a rash: suddenly develop a skin condition 36. Break out in tears: suddenly begin crying 37. Break ranks: cease to adhere to a certain opinion or cause 38. Break silence: cease to refrain from speaking about something 39. Break (one’s) stride: suddenly stop walking 40. Break the back of: reduce the power or end the domination of 41. Break the bank: use all of one’s funds 42. Break the fourth wall: address an audience directly rather than act as if there is no audience (said of an actor) 43. Break the ice: do something to alleviate awkwardness or nervousness 44. Break the mold: do something differently than it has been done before, or, in the case of a comment that â€Å"They broke the mold when . . . ,† a sentiment that someone or something has no equal 45. Break the news: share (often unpleasant) information 46. Break the silence: speak up about a topic previously avoided 47. Break the spell: end a period in which one experienced delight 48. Break through: overcome 49. Break (something) to (someone): provide (usually unpleasant) news or information 50. Break up: to separate into pieces 51. Break up with: to end a romantic relationship with 52. Break wind: create flatulence 53. Break with: end a relationship with 54. Break with tradition: deviate from custom or standard practice 55. Break (one’s) word: renege on a promise 56. Breaking point: the limit of physical or emotional endurance 57. Broke: out of money 58. Broken arrow: military jargon or code referring to an accident involving nuclear weaponry or to a request for air support for a threatened position 59. Broken dreams: unfulfilled aspirations 60. (Sound like a) broken record: sound repetitive, like a vinyl record that skips and therefore repeatedly plays a sound 61. Broken reed: unreliable person (on the analogy of the broken reed of a reed instrument) 62. Even break: even chance 63. (Make a) clean break: escape without complications, or start over again 64. Give me a break: said to express skepticism or exasperation 65. Go for broke: risk everything 66. If it ain’t broke, don’t fix it: don’t try to improve something that works well 67. Lucky break: fortunate occurrence 68. Make a break for it: attempt to escape or get away 69. Make or break: said of a critical action that will result in significant success or failure 70. Sticks and stones may break my bones but names will never hurt me: a child’s response to name-calling expressing that he or she is not injured by the name-calling 71. Take a break: pause while working 72. That’s the breaks/them’s the breaks: an expression of mild sympathy for bad luck 73. The straw that breaks the camel’s back: the final unfortunate or unpleasant incident that results in abandoning or rejecting a situation 74. Tough break: bad luck 75. You cannot make an omelet without breaking eggs: a saying referring to the fact that sacrifices must be made to obtain desirable results Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:How to Format a UK Business LetterThe Possessive Apostrophe5 Ways to Reduce Use of Prepositions

Guide Of Writing Observation Essays

Guide Of Writing Observation Essays Winning Tips and Topics on Writing an Observation Essay In order for you to come up with an interesting observational essay, you should consider being a good listener and observer of situations. These two factors are essential in acquiring new information that could be a plus to your personal experience. Three concepts that each student should have in their memories to come up with a captivating observation essay are observation, interpretation, and tangible facts. The difference between a word wizard and a good observational essay writer lies on a students ability to come up with an excellent observation essay. All our body senses, sight, smell, taste, touch, and hearing are crucial towards the crafting of an observational essay. If you intended to impress your readers enough to make them come back for more, then purchasing personalized academic papers from reliable top academy writing websites in the United States might just do the trick. The outline Template for an Observational Essay The guidelines below will help you understand the outline of writing an observational essay to enable you to come up with a structure that will give your essay a logical flow of ideas. Personal Experience This aspect is the best way to describe the particulars of a situation since you have personally gone through the situation and you understand all angles about it. The connection created by your personal experience and the subject matter under discussion should be on a high level of order, as a way of ensuring you can share the experience with other on a deeper and understanding level. For this reason, you should ensure that you choose the topic of discussion carefully. For instance: having chosen a topic on how exhilarating biking while hiking is, make sure you describe related factual and statistical data about how it brings out the excitement in you.   However, if you have never experienced hiking while riding a bike, it will be difficult to share such an experience with your audience. Supporting your claim should always be based on personal experience about the subject of discussion. It’s even advisable to try such an experience, before writing the related observational topic. This way, you will gain more tangible information to share with your audience. It is important to know that note taking is a crucial part of sharing experiences; thus you should come up with reliable ways of writing down your experiences and recording them appropriately. From what has been recorded, you can begin doing a draft of your essay. Capture the whole process of your personal experience. For example, if its related to going to a stadium, mention going through security, locating your sitting position, watching the game and what emotions were provoked, and the feeling you felt when you were surrounded by a mob of angry fans whose team took a loss. Dont forget to note down the impressions and use criteria to rate aspects lie the general atmosphere, utilities at the stadium, the security box among other elements of your story. If you experience a modification in your personal intake for events that transpired, jot down notes about the change, and the time it happened. All your events should be arranged in chronological order to help you restructure your chain of events as you embark on writing your essay. Ask for a friends opinion about their personal experience of going to the stadium and not them down. This will help you have an informed view of events thus come up with a first-class observational topic. Create an outline A sketch of your work is important in ensuring that it is well-structured and there is a logical flow of ideas. It is useful to use just in case you face a challenge while restructuring your essay. The final draft can be changed, but bear in mind that you must adhere to the set outline. In case your teacher wants to see an outline, create a separate page that you can outline it for review. After this, if you are challenged with any other aspect, or you do not understand how to formulate an observational essay, do not hesitate to consult the various online professional services for assistance. Introduction In this section, you are required to provide a brief, but credible information about what the reader is about to read all through the article. Make sure you begin with a thesis statement which will address the points and arguments that you plan to address. After this, craft a catchy hook sentence that will grab the attention of your readers. It is also advisable to provide them with reasons as to why you chose that specific topic. After addressing the above aspects, your introduction part is now well composed and captivating to keep your readers glued to your observational essay/ The three body paragraphs At this point, the expressed points of argument in your thesis statement are each handled in its paragraph, with the addition of supporting evidence to give meaning and sense to your argument. Make sure that each paragraph or idea is presented as per the outline you created to give your observation essay more logic and concrete structure. Conclusion This section requires simplicity and a summative narrative about the topic of discussion. I stead of just doing a summary of your arguments, restate your thesis statement and appeal to it, as you use a call to action element to give the final input to finish up your paper with a strong impression to the reader. This will allow the reader to reason about your points of view and make a choice if they support still stand by their perspective. Through this, you have engaged your writers effectively and created a strong impression. The use of a rhetorical question will sum up the essay in exclusive style and ensure the audience is fully engaged. The final page should include a complete bibliography that included all the sources and references used. Editing and Proofreading After concluding the writing part of your essay, you should consider going through your work to remove any punctuation or grammatical that might appear. It will be more effective if someone else did it for you or submit it to a professional proofreading service that man college students use to ensure their work is ready for submission. The three aspects to consider in this section are: Grammatical errors Punctuation and spelling errors The distinctiveness of your observational essay Examples of Observational Essay Topics Organization and rich vocabulary skills are the two most important skills that you need to have in order to write a first-class observational essay. Bear in mind that your ultimate goal is to share your personal experience with your target audience. The following are useful examples of observational essay you can use: The dynamics of tattoo and body piercing Is tolerance an important trait to possess? Are video games capable of causing death? How important independence and freedom are Gaining knowledge and its impact on our lives Money and its meaning to an evolved world Sports and its contribution to developing leadership A chat with your favorite celebrity The thrills of biking while hiking Age-appropriate movies The most epic club in the city The flawless gift for a wedding or birthday How to define loyalty Can music provide a soothing healing effect? Success and achievement through professional writing Endurance and its effect on our daily lives Describing character traits of my favorite idol Winning Tips to Use in Writing an Observation Essay Laying down your work with a personal touch is important. Remember that your main goal is to share your personal experience and let the readers add it to theirs. Have a notebook and pen around you! This will ensure that you can jot down events as they happen to have a full view outlook of the experience. Dont use an unnecessary word to make your essay longer. Be brief, precise and straight to the point while addressing the outline content of your work. By reducing the use of introductory and transitional words, you gain to display a clear topic and thesis statement. While writing your observation essay, utilize your personal experience by using instances you personally went through in your life. This helps the readers identify themselves with your experiences and understand you better. There exist an association between a descriptive narrative and an observation essay, thus use human senses freely when need be. Provoke a reaction from the reader of one, if not several of their five senses. Always stick to being objective. Remember to include a bibliography page at the end. A point to remember: an emphasis on the importance of your topic is crucial and should utilize your personal experience. If you face by any challenge, or need proofreading and editing for your work, choose our academic writing help.

Hospital's Organization Process Assignment Example | Topics and Well Written Essays - 750 words

Hospital's Organization Process - Assignment Example It is in this regard that the basic principle of hospital functionality is to offer the best to the demanders of health. A process-based hospital is efficient in reducing costs of operation and in offering health care to the masses. A hospital’s organization process is diverse and dynamic over time. Hospitals do not retain the same process-based procedures over the years. Changes in the health industry necessitate changes in the organizational processes in hospitals. Innovations and advancement of health-related technology characterizes the health sector, thus the need to keep pace with such changes. A number of typical processes in the context of hospital operations and organization can be identified. To start with, the primary role of hospitals is to provide health care to patients. In this regard, the first organization process can be identified as that of providing and managing care for inpatients. Hospitals address all health issues that characterize inpatients. Different units of the variant health complications are established, where each unit is specifically charged with a duty to address a specific health complication. Ambulatory care is another crucial aspect of a hospital’s organizational process. ... Another observed organization process is that of revenue cycle processes. As much as hospitals strive to provide quality health care to patients, it is important to outline the cost-revenue aspect of the hospital. Hospitals should remain functional over a long period of time, given that the cost of hospital establishment is ultimately large (Nowinski & Mullner, 2006). Finally, another common process is that of providing support. The support process evaluates the current operation efficiency of the hospital, and makes future projections on the achievements of the hospital. This process brings together all the departments in the hospital and makes an analysis of the present situation. It then defines the relationship characteristic of these departments in assessing whether each department meets its purpose in the operations of the hospital. Quality assurance and the Legal department are crucial to any hospital setting. The quality assurance department is set in place in order to assess how well the hospital meets the expectations of the customers, who are in this case the patients. The department evaluates the design of service delivery, development of the hospital functionality, health care production efficiency and service delivery in the hospital. Prior to its pre-set goals and objectives, quality assurance department plans for the overall operations of the hospital. The hospital has objectives and goals to achieve. These results are realized through the activities of the quality assurance department. The department goes ahead and implements the plans, after which it consistently monitors the hospital performance in the context of the desired results. From time to time, the