Wednesday, August 26, 2020

Educational Debate Free Essays

Proposition Statement Should instructors have the power to expel a troublesome understudy structure their study hall for all time? Instructors make a solid effort to advance a glad, sound, and safe learning condition for the entirety of their understudies. Instructors commit themselves, with penance and assurance to guarantee that their understudies have the devices they have to learn and to advance the developed of learning for every person. Most understudies in every study hall try sincerely and devote themselves all through the school year to learn. We will compose a custom exposition test on Instructive Debate or then again any comparative theme just for you Request Now This incorporates examining day, and night, going to class routinely, acquiring passing marks, and carrying on as indicated by the best of their capacity. On the off chance that there is an understudy who is problematic, it would impact the troublesome understudy, yet it stops the learning exercise for each understudy. That is lamentable on the grounds that a few understudies truly need to learn. Having a troublesome understudy makes is hard for an educator to instruct and it just takes a couple of problematic understudies to totally degenerate a whole exercise plan. Instructors need more time for what it's worth to pack this data in before the finish of one school year to need to burn through their time managing troublesome understudies. Instructors ought to have the position to expel problematic understudies from their study hall for all time. Instructive Debate Persuasive Paper When working in a study hall, an educator buckles down attempt their best to advance a protected, glad, and solid condition to the best of their capacity. In addition to the fact that they work had at attempting to think of specific strategies to guarantee the entirety of the student’s capacity to learn, bust additionally attempts to fuse the exercise plans, since they are likewise make a solid effort to make. A great deal of time and thought is placed in from the educator to give this to their understudies. In a study hall, each understudy has an alternate character, and are additionally at various learning scholarly levels, so it is dependent upon the educator to have that one on one with the understudies to get, and realize what their qualities and shortcomings are. From doing this, it permits the educator to making exercise intends to attempt to give the correct devices expected to the understudy. This doesn't just require significant investment from school for the educator, yet it likewise takes a ton of time from home in light of the fact that there probably won't be sufficient time in the day for the instructor to finish the exercise plan so they may need to take the work home. The homeroom is a spot for calm learning, and regard for others option to learn. On the off chance that you have an understudy who is being rude who has pulled off being ill bred, it would be extremely difficult to transform it all around. You, as an educator needs to tell them whom it is that is quite charge. There are procedures that you might need to take to attempt to help you in this circumstance. Have a go at calling home. At the point when you call home and request to address their folks, and in any event, calling home maybe while remaining before the got out of hand understudy, may assist with getting them to change their disposition for that day, and offer them the chance to acknowledge how they have been acting. It might likewise assist by being a model or different understudies, so they can carry on in like manner too. Since understudies are problematic, (on record to conduct issues for the most part), and still you realize that a portion of those understudies may even have expected aside to their social issues, you may attempt to try and reason with them. At times, attempting to have a receptive outlook about what is truly making the understudy get into mischief may support the circumstance. More often than not problematic understudies bring such an extensive amount themselves to the study hall, since it might be a consideration call for internal assistance. Attempt to hear them out and see what it is that makes them â€Å"them†, what it is that makes them think, and discovering their advantage. By learning and understanding what it is that gives them inspiration, could permit you to shape their learning experience, and bolster how they think, so they also can develop with the homeroom. For an understudy to act troublesome in a homeroom, not exclusively is it incredibly tedious for the instructor, and in addition to the fact that it makes learning hard for different understudies, yet it can likewise be perilous in the event that it gets excessively crazy. On the off chance that you as an instructor had just had a go at making the calls home, had a go at having that one on one with the understudy, and taken a stab at leveling with the understudies as well as could be expected utilizing the entirety of the assets that you know, ask yourself, could expelling this understudy from my homeroom forever, help me to give that condition that I have imagined for my understudies? For most educators, instructing doesn't simply comes as â€Å"a career†, yet more as an energy. It isn't reasonable for an educator to keep on placing in his and her everything, and need to continually manage everyday disturbances when the teacher’s primary objective is to at first instruct. This doesn't simply go for being an educator, yet it additionally goes for any activity. At any particular employment, who might need to anticipate coming back to an every day, crazy negative condition that expels the vast majority of your concentration permitting you to do your absolute best? In addition to the fact that it affects the got into mischief understudy, and the study hall yet it puts a cost for the educator too, the subsequent stage is have the understudy expelled from the study hall. It is terrible on the grounds that you’ve attempted your best in attempting to assist the circumstance inside the study hall, you should make sense of what different choices are left for you to take now. It appears as though the main other choice would expel the problematic understudy from your group since you have attempted your best at everything else, and nothing appears to work. You may have the position to expel that understudy from your study hall for the period, the day, or even a couple of days. In the event that that doesn't appear to work, you may even have the position (with a couple of steps) to have the kid expelled to another homeroom or significantly another school. I realize it would not be something that you may be anticipating doing, however you additionally need to think about the government assistance of different understudies, also. Mike Ford expresses that regardless of whether understudies who advance troublesome conduct do get drove into suspension, it is adverse for educators, staff, culture and obviously understudy learning by and large. (Portage, Mike the effect of problematic learning in Wisconsin state funded schools, Vol. 26. No. 5, April 2013) Basically, it truly isn't as simple as it sounds. There is a procedure obviously, yet in the long run on the off chance that it takes expelling an understudy from the study hall to help you as an instructor to give a superior learning condition to those understudies who really need to learn, at that point it ought to be recommended and alright to do as such. Each instructor should realize their Disciplinary Code with the end goal for them to get ready to dole out a scope of disciplinary activities, and steps expected to take for each as well as any circumstance if necessary. By knowing the code as a teacher, and by utilizing, it can assist with showing understudies how to carry on as needs be what is anticipated from them or, more than likely they may need to confront results. On the off chance that the understudy keeps on being incessantly problematic, at that point you as their educator at that point have the privilege by the SAVE Law (Safe Schools against Violence in Education) to make the following barely any strides so as to bring your study hall once more into request, if expelling the understudy from the class is the stuff. In your study hall, you not just work needed to sort out and orchestrate your homeroom for the request to go, and stream the manner in which you need to, and how you may envision it to be, and a great deal of the occasions when understudies are problematic, a call home may just not be the way to fixing the issue. There are understudies who buckle down and do all that they have to improve their future. They really need to learn. Those are the understudies who get their work done, follow heading, get passing marks, study, come to class on schedule, and by and large carry on. How can it be that in light of the fact that different understudies may want to interfere with a study hall exercise be reasonable in any capacity to different understudies who really need to learn? The understudies who really need to learn, must have their training required to be postponed each time there is an interruption inside the study hall. At that point understudies who really need to learn wind up getting their learning time squandered. You as an instructor, scarcely get enough time for what it's worth to show this data inside one whole school year. Do you see why educators ought to have the position to expel an understudy from their study hall for all time in the event that they have to? There is simply just so much an educator can deal with and do at the same time. Once in a while if an educator permits such interruptions to happen inside the homeroom, it makes different understudies follow and afterward there would not be any regard inside the study hall. Regard ought to be one of the primary concern to be authorized from the asking of the school year. Everybody ought to figure out how to regard theirselves and one another. Following headings is one of the main keys to regard. So as to turn into an instructor there is a great deal of penance and devotion. As an educator, you make all the strides there is to giving everything you can, as well as could be expected. Evacuating a kid out of your study hall for all time might be the last advance you need to take, yet you no doubt made the various strides you needed to, so as to get your there. All things considered, thusly, you were likely ready to recapture your class regard, and have things all together once more. There are different understudies who need this instruction, however need it, since educating has consistently been your obsession to do give that training to them these might be approaches to give that to your learning understudies. Each and every individual who have longed for turning into an instructor, might not have imagined having to for all time expel understudies from their study hall. Nothing ever goes very as arranged, it might even assistance the troublesome understudy to either become familiar with his or

Saturday, August 22, 2020

James Clerk Maxwell, Master of Electromagnetism

James Clerk Maxwell, Master of Electromagnetism James Clerk Maxwell was a Scottish physicist most popular for joining the fields of power and attraction to make a hypothesis of the electromagnetic field. Early Life and Studies James Clerk Maxwell was naturally introduced to a group of solid money related methods in Edinburgh on June 13, 1831. Nonetheless, he burned through a large portion of his adolescence at Glenlair, a family domain planned by Walter Newall for Maxwell’s father. The youthful Maxwell’s examines took him first to the Edinburgh Academy (where, at the shocking age of 14, he distributed his first scholastic paper in the Proceedings of the Royal Society of Edinburgh) and later to the University of Edinburgh and the University of Cambridge. As an educator, Maxwell started by filling in the empty Chair of Natural Philosophy at Aberdeen’s Marischal College in 1856. He would proceed in this post until 1860​ when Aberdeen joined its two schools into one college (leaving space for just a single Natural Philosophy residency, which went to David Thomson). This constrained expulsion demonstrated fulfilling: Maxwell immediately earned the title of Professor of Physics and Astronomy at King’s College, London, an arrangement that would shape the establishment of the absolute most persuasive hypothesis of his lifetime. Electromagnetism His paper On Physical Lines of Force-composed through the span of two years (1861-1862) and at last distributed in a few sections presented his significant hypothesis of electromagnetism. Among the fundamentals of his hypothesis were (1) that electromagnetic waves travel at the speed of light, and (2) that light exists in a similar medium as electric and attractive wonders. In 1865, Maxwell left King’s College and continued to keep composing: A Dynamical Theory of the Electromagnetic Field during the time of his renunciation; On corresponding figures, edges and outlines of powers in 1870; Theory of Heat in 1871; and Matter and Motion in 1876. In 1871, Maxwell turned into the Cavendish Professor of Physics at Cambridge, a place that put him accountable for the work led in the Cavendish Laboratory. The 1873 distribution of A Treatise on Electricity and Magnetism, in the interim, delivered the fullest clarification yet of Maxwell’s four fractional various conditions, which would proceed to be a significant effect on Albert Einstein’s hypothesis of relativity. On November 5, 1879, after a time of continued sickness, Maxwell kicked the bucket at 48 years old from stomach malignant growth. Considered one of the best logical personalities the world has ever observed on the request for Einstein and Isaac Newton-Maxwell and his commitments stretch out past the domain of electromagnetic hypothesis to include: an acclaimed investigation of the elements of Saturn’s rings; the to some degree inadvertent, albeit still significant, catching of the primary shading photo; and his motor hypothesis of gases, which prompted a law identifying with the dissemination of atomic speeds. In any case, the most urgent discoveries of his electromagnetic hypothesis that light is an electromagnetic wave, that electric and attractive fields travel as waves at the speed of light, that ​radio waves can go through space-comprise his most significant heritage. Nothing summarizes the fantastic accomplishment of Maxwell’s labor of love just as these words from Einstein himself: â€Å"This change in the origination of the truth is the most significant and the most productive that material science has encountered since the hour of Newton.†

Friday, August 21, 2020

March Questions Omnibus 3

March Questions Omnibus 3 sreraman asked, matt will u continue blogging (though not frequently) after decisions r mailed out Of course! Here goes, catching up on your questions yeah asked, anyone ever tell you that you look like jason biggs? No, thats the first time Ive heard that. A few I have heard before include Matthew Broderick, Hugh Grant, and Chris Eigeman. user78 wrote, I presume if i got rejected from MIT, I will probably get rejected from the Ivy League on april 1st. I wouldnt presume that at all. I know folks from all of the Ivy League admissions offices, and I can tell you that all of these schools look at admissions somewhat differently. Above all, though, were all looking for a good match, and since each of these schools have very different cultures, it only follows that admissions decisions will differ. Dont lose hope! bocajrs wrote, What is the first thing an admissions officer glances at in an application? Do you guys (officers) have anything that automatically bids off an applicant? GPAs, SAT? or do you see EVERYTHING then make a decision? The first thing I glance at is the information in the Part 1 name, town, school, etc. There are no numbers that automatically rejects an applicant. The only things that automatically trigger an action would be if you dont meet the criteria to apply as a freshman e.g. already enrolled at another university (transfer student) or already possessing a bachelors degree (graduate student). We see everything before making a decision. random person, Hrm, not sure if this is the place to ask, but who do I contact/email about services for kids with LD? This is a perfectly reasonable questions. You should be in touch with the Disabilities Services Office. I think (hope!) youll find MIT very accommodating. AES wrote, At my school, around 12 females were admitted to MIT and only 6 males. This made me wonder about the number of female applicants vs. the number of male applicants to MIT this year, since I know you guys usually shoot for a 1:1 gender ratio. Do you have any stats on this? Id appreciate it if you could find the time to satisfy my curiosity! She entitled her post, Admitted because Im a girl? This brings to mind an important topic. Sometimes, in one year, in one school, interesting things happen, but one shouldnt take it as an overall trend or an overall preference by MIT. Sometimes, from one school, all of the admits will be from the same part of the city, or be the same race, or the same gender. Were not going to balance things in a school just to have balance. So the fact that 12/18 admits at your school were females doesnt mean we have a preference for women, its just that those 12 women in your school, just like the 6 men, are very talented and well matched with MIT. I remember last year during early action, at one school, we took 5 women and 0 men, and at another school we took something like 10 men and 1 woman. Both drew a bit of surprise, but at both schools, the admitted students were very talented. These were the best students and we werent about to admit someone of the other gender just to balance things, or take fewer of the majority gender just because of the skew. We dont have school-based quotas or play games like that. Similarly, in international admissions, were not always going to be able to take students from all different parts of the country, from all different ethnic/religious groups, rich and poor, urban and rural. Well try to admit a diverse class, and well always consider context, but above all, well admit students who are best suited for MIT. To address your other questions, I dont have any breakdown on application statistics. Also, I wouldnt say that we usually shoot for a 1:1 gender ratio, though women frequently make up forty-something percent of the admitted (and enrolling) class. kiran asked, what percent of the deferred applicants were accepted? gibsnson asked, do you know what percentage of deferred EA applicants were accepted? I dont know, but Id presume its on the order of hundreds. gameboyguy13 wrote, Is there some sort of appeal process? Is there anything someone can do after being rejected? neha wrote, is there any kind of appeal process? moreover for international rejects?? ArvindsDoppleganger wrote, Is this appeals process only for waitlisters or can rejected people do it, too? AK wrote, What is the appeal process? dont forget wrote, you have heard about the appeal process, right? Im sorry, but there is no appeal process. All decisions are final. alyssa wrote, I must admit, Im a little confused by the waitlist letter. It says that we [the admissions committee] can never be sure before mid-May and that we will let you know how things look by late May. The thing is, the national common reply date is May 1st. What, exactly, does MIT want us to do? If we follow the instructions on the letter, we forfeit our acceptances into all the other colleges. If we sign the admissions contact to another college by May 1st, there doesnt seem to be much point to staying on the waitlist And From NY wrote, A question occurred to mefor us on the waitlist, what should we do about the May 1 reply/confirmation date for other colleges? What if we confirmed our position in another college, only to find out a few weeks later that MIT could offer us admission? And someone wrote, I must admit, Im a little confused by the waitlist letter. It says that we [the admissions committee] can never be sure before mid-May and that we will let you know how things l ook by late May. The thing is, the national common reply date is May 1st. What, exactly, does MIT want us to do? If we follow the instructions on the letter, we forfeit our acceptances into all the other colleges. If we sign the admissions contact to another college by May 1st, there doesnt seem to be much point to staying on the waitlist Heres how it works. You should accept the offer of admission from another college before May 1. After May 1, when all students have sent their replies, colleges will determine if they need to go to their waitlist or not, and if so, how many students they need to admit. At this point, colleges will begin admitting students from the waitlist. Students who accept this offer will unenroll at the first college and enroll at the second. This shifting can lead to a second round of waitlist admissions. It is a part of the admissions process. We colleges recognize and accept this. 05senior wrote, What is the maximum number of people being taken this year. For instatnce, if 200 of the accepteds decide not to go to MIT, how many will be taken from the waiting list? Kiran wrote, a question matt- how many people got waitlisted? Sophia wrote, Oh yeah, does anyone know about how many students were waitlisted? Between 400 and 500 students were waitlisted. Not all students will choose to remain on the waitlist. In theory, we could admit everyone off the waitlist, but in practice is is likely to be a smaller number than that. In each of the past two years, we have been unable to go to the waitlist, but the two years before that we admitted 41 and 155 off the waitlist, respectively. We will have no idea how many we are taking this year until mid-May. We hope to enroll a class of 980 students. Chicken Little wrote, 1) Generally speaking, how many wait listed people are admitted? 2) If we are wait listed, is there anything we can do to move up the ranks? 3) When will we be notified, if we are wait listed, that we will have a position in MITs class of 2009. For waitlist stats, see above. The waitlist is unranked, so you cant really move up the ranks, butstudents who are interested in being admitted off the waitlist should stay in touch with our office. After May 1, if you still prefer remaining on the waitlist instead of being happy with the college at which youve enrolled, you should send us a letter reaffirming your interest. You do not need to send in new essays or teacher recommendations. d3ni3d (who was waitlisted) wrote, Yup, 4000 SAT; 8 AP 5s, a 4 and a 3 (actually most proud of 3 and 4 because both sophomore year w/o full benefit of class); 4.0 UW/highest weighted ever . . . I just wish I knew what went wrong. I guess I could have done better on the essays, they werent every personal but Im not giving up: does anyone know if we can send in additional information like EA deferees? You may absolutely send in additional information, and we encourage you to stay in touch. MIT Hopeful wrote, I believe in an earlier post Mr. McGann had said that they wait-listed about 500 applicants. Now, if MIT has never accepted more than 150 applicants, why wait-list 500? Not all of the waitlisted students will choose to remain on the waitlist, and we dont know how many well want to admit from the waitlist. We try to keep the size of the waitlist to a reasonable size, not any larger than wed possibly need, out of fairness to the students. Carlos asked, Hey matt, does MIT have International Waitlist? Swetko asked, Do internationals get waitlisted? A wrote, Matt,does MIT waitlist any international applicants?If so,how many? Yes, we do have an international waitlist; this year, we waitlisted on the order of a few dozen international students. Swetko wrote, is there any sense in applying next year (again as freshman) If I am rejected now. Because I have not applied to other american university, and most likely will continue in a local uni. And applicant 1729, can u explain for those who got rejected, is it better to wait for next year and applly as a freshman or go to some college and apply as transfer student??? If you enroll in another university, youd have to apply as a transfer student. And I do encourage you to move forward with your education there are many, many terrific colleges out there. Mike D wrote, What are my options as a transfer student? How many people usually apply and how many of those get accepted? Will wrote, Matt, is there any way you can post something on transfer admissions? For instance, what you look for from a student that has some college experience under his belt. Im not involved in the transfer process, but you can read more about it on the Admissions website. I dont know exact statistics but usually we see hundreds of students apply to transfer, and we admit in the lower double digits. A.M.C. wrote, May I see a copy of my E3 card? Is there an appeal process at MIT? P.S. Has any student transferred from Harvard to MIT before? (Just kidding) Im sorry, but only students who enroll at MIT may see their E3 card, and even then the comments are removed. As Ive noted above, there is no appeals process. And yes, students have transferred from MIT to Harvard, and vice versa. nimota_n wrote, just wondering for the # of seniors that graduate from MIT is that the same number you use to admit freshmen? While the number of graduating seniors is one of the factors considered, it is not the sole factor that determines the size of the freshman class. Many things are taken into consideration. 1729 asked, can u tell me whats the lowest SAT scores among people who r admitted?? I dont know the answer to this question, and even if I did, I wouldnt answer. I wouldnt want that person to feel awkward, and I dont like to emphasize scores above all of the factors considered. kyle wrote, I am an international applicant. I was wondering if you were familiar with this school and their system: choueifat? Im not going to answer this, not because I dont want to answer your question, but because I dont want to be answering questions about every school in the world. Ill say this: were familiar with many, many high schools, and for those we arent familiar with, we can use our knowledge from years of doing admissions do deduce things about the school. Tomek wrote, i got that adress because im going to try to get MIT. and that way i have some questions, one of the MITs students told me to write to you,may you help me? 1.whats the most important to me if i want to make application? to be honest my english isnt so good.how much points should i get in TOEFL? 2.im interesting(yeah, better-i love!) in physics,maths and chemistry, but ive heard that i should do something more in social life- what sort of behaviour is requared? 3.could you give me any advices or practical rules?im afraid my passion will not be enough to try to get there. Minimum score on TOEFL is 233/577/90 (CBT/PBT/IBT). There is no required behavior, but we are looking for good, nice people who want to use an MIT education to improve the world. The best advice I can give you is to continue reading these blogs as well as the MIT admissions website. Hopefully reading all of this will help a bit. Please ask more questions if we can be more helpful! Jen wrote, hello matt, how are you? Im currently a sophomore in high school and I am researching on possible colleges that I might apply to. Im very interested in MIT; in fact, my goal is to get accepted into MIT. I would like to learn more about the school. It would be great if I can obtain some important information on admissions, tuition ,etc) Thanks ^_^ Hi Jen, thanks for looking into MIT! As I recommended to Tomek above, you should definitely read these blogs and the MIT admissions website. If you register for the admissions website, we will send you some information in the mail. And please, ask more questions if we can be helpful! Arvind wrote, Matt, If I am rejected do you thinka reson behind it could be that I didn mention any sports achievements( although I have numerous medals in long distance running). It just didnt came in my mind that I should write about SPORTS. I had no guidance counsellor, I hadnt applied to any othe american university and Indian universities require only an academic entrance exm. please, please please answer my question although I still dont know if I have been rejected or accepted. Rarely is there a single reason why someone was not admitted, and sports would never be a reason. For you, remember that hundreds of students from India applied, and most were quite strong applicants, but we were able to admit only a very small number. Alexandra wrote, i guess not i will have to stop my addiction of seeing if the blogs are updated everyday when i get home from school, for some tidbit of information regarding decisions. my only questions is if there is any way we can find out why we were denied? if there is a reason other than space As I wrote above, usually there isnt a reason why one wasnt admitted, though I can understand how it might be easier for everyone if there was just a single reason. Sorry i cant be more helpful. Dave wrote, Matt, Im very excited about getting in, but Im just wondering, what now? I know I send in the reply form, but do I need to send in a final transcript or what? Anon wrote, Matt, what materials do an acceptees school have to send to MIT at the end of the school year? Is it just the students transcript? Also, do these play any role in whether MIT will allow the applicant to attend? You will be asked to send in your final transcript. If you continue getting good grades, everything will be fine. mom08 asked, Matt, do you know how the RSI kids did in the Intel competition? Six of the forty finalists were RSI. Of the top 10 winners, RSI took places 3, 4, and 10. Junior wrote, Hey matt, Ive been hearing a lot of rumours to the effect - intl ECAs dont count, coz MIT cant verify them Is it true? No, its not true. Generally, though, an important extracurricular activity will be corroborated elsewhere in the file, e.g. recommendation letter or interview report. Sigh wrote, Now for the ultimate question: Caltech or MIT? Perhaps Ill try to help with this question in a future post. Nick wrote, Whats your opinion on the new SAT? Im assuming you read the NYT editorial today about the new structure: http://www.nytimes.com/2005/03/13/opinion/13sun3.html The economist also had a good article praising the old sat. Its from the March 12-18th edition: In praise of aptitude tests (sorry, you have to have a subscription to view it) Any thoughts? This is a great topic which Ill address after May 1. Thanks for the good questions!

Sunday, May 24, 2020

The Bystander Revolution How Social Media Shapes And...

The Bystander Revolution: How Social Media Shapes and Reduces the Bystander Effect The purpose of this paper is to examine how social media affects and can affect the bystander effect, which is the idea that individuals will not offer help to victims when other people are present under the assumption that another person will help the victim. After examining the classic example of the bystander effect, examples of social media preventing or lessening the effect will be explored. These examples will highlight the role social media can play in diminishing the bystander effect and attempt to explain why it can help. The bystander effect was first observed by the media and social psychologists in 1964 through the case of Kitty Genovese, a 28-year old woman. On her way home from work, Genovese was stabbed multiple times over the course of 30 minutes. The murderer was able to leave the scene multiple times and come back to stab Genovese more. While this was happening, 38 people observed this from their window. Despite the number of people who viewed the incident, n o one reported this incident was happening to the authorities. While this was written off as an effect from living in a large city by the media, psychologists John Darley and Bibb Latanà © realized something else was occurring: the bystanders all realized that other people were watching and assumed that another person would report the incident. This caused social inhibition amongst all of the viewers which inShow MoreRelatedThe United State s Foreign Policy2078 Words   |  9 Pagesfuture of foreign policy for the United States it is necessary to understand the goals of foreign policy and why it is important to everyday life. 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We live in a period of PROFOUND TRANSITION—and the changes are more radical perhaps than even those that ushered in the â€Å"Second Industrial v vi Introduction Revolution† of the middle of the 19th century, or the structural changes triggered by the Great Depression and the Second World War. READING this book will upset and disturb a good many people, as WRITING it disturbed me. For in many cases—for example, inRead More_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 PagesExperimental Design 51 2.5 More on Observational Studies: Designing Surveys (Optional) 56 2.6 Interpreting and Communicating the Results of Statistical Analyses 61 Activity 2.1 Designing a Sampling Plan 63 Activity 2.2 An Experiment to Test for the Stroop Effect 64 Activity 2.3 McDonald’s and the Next 100 Billion Burgers 64 Activity 2.4 Video Games and Pain Management 65 Graphing Calculator Explorations 69 3 Graphical Methods for Describing Data 75 3.1 Displaying Categorical Data: Comparative BarRead MoreMarketing Mistakes and Successes175322 Words   |  702 PagesWILEY SONS, INC. VICE PRESIDENT PUBLISHER EXECUTIVE EDITOR ASSISTANT EDITOR PRODUCTION MANAGER PRODUCTION ASSISTANT EXECUTIVE MARKETING MANAGER ASSISTANT MARKETING MANAGER MARKETING ASSISTANT DESIGN DIRECTOR SENIOR DESIGNER SENIOR MEDIA EDITOR George Hoffman Lise Johnson Carissa Doshi Dorothy Sinclair Matt Winslow Amy Scholz Carly DeCandia Alana Filipovich Jeof Vita Arthur Medina Allison Morris This book was set in 10/12 New Caledonia by Aptara ®, Inc. and printed andRead MoreToyota Supply Chain78751 Words   |  316 PagesProduction Scheduling and Operations Chapter 6. Parts Ordering Chapter 7. Managing Suppliers Chapter 8. Logistics Chapter 9. Dealer and Demand Fulfillment Chapter 10. Crisis Management Chapter 11. The Toyota Way of Managing Supply Chains Chapter 12. How to Apply Toyota Way Principles to Nonautomotive Supply Chains Chapter 13. The Beer Game and the Toyota Supply Chain Chapter 14. Reflections of Supply Chain Participants Chapter 15. Reflections vii ix xi 1 5 25 37 55 73 85 103 121 133 147 173 185

Wednesday, May 13, 2020

The Death Penalty Essay - 801 Words

The Death Penalty The death penalty should be a last result action that is taken when one person is convicted of a crime involving the death of another person or living thing. The actions taken to kill someone on death row are horrific in, and to kill someone that didnt commit the crime is an appalling thing to do. DNA is an efficient way to prove the absolute guilt of an individual. The death penalty should not be enforced without the opportunity of a DNA test. For years, DNA has been an effective way of determining whether or not the death row inmates are guilty. DNA stands for deoxyribonucleic acid, which is the genetic coding in cells specific to an individual. Body fluids, semen, bone, and blood samples can all be tested by†¦show more content†¦DNA saved his life, and it was more accurate than two juries (24) people. Dennis Fritz was serving a life sentence for the same crime. He was a schoolteacher before the murder, and said that he wasted 12 years of his life in prison. DNA has also proven the guilt of people as well. Robert Lee Massie was convicted of a double murder by DNA and died of lethal injection 21 years after his imprisonment. He spent 13 years in prison for the death of a woman during a robbery, got out, and killed a liqueur storeowner. He spent a total of 21 years in prison for both murders and was executed by lethal injection. The Supreme Court said that Massie was going to drop his appeals, and that the judges order to keep the curtains open for the whole procedure was to stay in effect. This shows that they were absolutely certain that they had the right guy. The five workers that injected Massie only took off their ID badges to keep their identities unknown. The possibility for DNA tests was offered to 201 death row inmates, and none of them took advantage of the opportunity. Prosecutors say that this shows how accurate the trial was, and it proves that they really are guilty. Just because none of the 201 signed up for DNA tests, doesnt mean that the opportunity shouldnt be there. Someone along the way will have the need for it, and it should be available to him or her. People on trial should have the option before the final verdict is cast, becauseShow MoreRelatedThe Death Penalty Is Justified1143 Words   |  5 PagesAllison Shu 2/25/16 Period 2 Objective paper on the death penalty Capital punishment is legally authorized killing as punishment for a crime. The death penalty questions the morality of killing a person as justification for their crime. It also brings to question whether the death penalty actually serves as a deterrent for crime, and that some of the people executed are found innocent afterwards. The debates over the constitutionality of the death penalty and whether capital punishment should be usedRead MoreThe Death Penalty For Juveniles946 Words   |  4 Pages The death penalty for minors differs greatly from the death penalty for adult. The law that minor could be put on death row was decided to rule against the eighth amendment. The eighth amendment prohibits the act of â€Å"cruel and unusual punishment† which putting minors on death row breaks. On March 4, 2005 the law that minors could not be put on death row for their actions was set into place. The new laws say, â€Å"They cannot punish a minor by death penalty and they cannot punish someone for a crimeRead MorePro Death Penalty Speech1482 Words   |  6 Pagesintroduce myself before we get started. My name is Slick Perry and if you didn’t already know, I am the state governor of Texas. You are all aware that we are reviewing our recidivism rate to various crimes and reviewing our stance regarding the death penalty as we approach 2009. Everyone here understands that capital punishment is a very controversial topic in the United States. In Texas, from December 1982 through August 2008, only 361 criminals of the millions of Texans in our good state were executedRead MoreShould The Death Penalty Be Mandatory?925 Words   |  4 Pagesopinions on the subject. When we were discussing the death penalty although my opinion didn’t change, after hearing what some of my classmates had to say about the subject during our lab I was able to respectfully see why they had those thoughts and feelings about the subject. I believe that we should have the death penalty, and that it helps prevents more crime from happening. However, during our lab students that thought we should ban the death penalty had some pretty interesting reasons behind theirRead MoreThe Truth About The Death Penalty973 Words   |  4 Pages In her article â€Å"The Truth About The Death Penalty†, Carina Kolodny argues that the death penalty should be abolished in all fifty states due to the fact that it is ineffective and very expensive. Kolodny believes that capital punishment has too many complications and variables that cause it be more of an issue than a real solution for capital offenses. She proposes that the death penalty should be dropped and exchanged for better programs such as Proposition 34, which replaces capital punishmentRead MoreThe Death Penalty Should Be Legal1805 Words   |  8 Pagesthat we all know is the death penalty. This penalty has been going around for years. To many people it might be the best way of punishing a person. On the other hand there are people who think that if you kill a person you should be sentenced to die as well. For me I would say it might not be the best way and it not working as many would like it. When choosing if you are for the death penalty you have to okay with an insect person dyeing or even a family member being in death row. I know that is somethingRead MoreThe Death Penalty : An Effective Reliable Tool904 Words   |  4 Pagesthe death penalty has been a frequent topic of discussion, as our recent technological advancements have evidently led individuals to consider the â€Å"new found† legitimacy of our court systems, as statistics display that our previous racial bias and the apparent morality of the practice itself have a miniscule impact on our conviction rate. Both the advancements and ethics that the death penalty provides become apparent through the utilization of anecdotes and statistics, as the death penalty has prevailedRead MoreThe Bible and Death Penalty Essay example812 Words   |  4 Pagesa person’s view of the Bible influence what they think about the death penalty for murderers.† I would like to see if a person’s view of the bible influence what they think of the death penalty. This is interesting to me because I am interested in the field of criminal justice and the death penalty is a huge topic to this day. There are many journals that talk about studies that were done on religion and views of the death penalty which have to do with my topic of interest. My hypothesis is thatRead More The Death Penalty Is Archaic and Immoral Essays559 Words   |  3 Pages The death penalty is simply a modernized version of the Holy Bible’s â€Å"an eye for an eye, a tooth for a tooth, a hand for a hand, a foot for a foot†. Some argue that death is a necessary retribution for murderous cases - but is it effective morally? Revenge only glorifies violence, which is most definitely not the message the world strives to display. The death penalty is a negative form of punishment and insinuates a harsh reflection of society economically, politically, and socially. Read MoreEssay on Death Penalty - Herrera vs Collins1337 Words   |  6 PagesDeath Penalty - Herrera vs Collins The Supreme Court addressed the constitutionality of executing someone who claimed actual innocence in Herrera v. Collins (506 U.S. 390 (1993)). Although the Court left open the possibility that the Constitution bars the execution of someone who conclusively demonstrates that he or she is actually innocent, the Court noted that such cases would be very rare. The Court held that, in the absence of other constitutional violations, new evidence of innocence is no

Wednesday, May 6, 2020

Whirlpool Maintaining a Sustainable Competition in the Industry Free Essays

The U.S. appliance market was completely saturated in 1986. We will write a custom essay sample on Whirlpool: Maintaining a Sustainable Competition in the Industry or any similar topic only for you Order Now Increased pressure from other companies like GE who implemented a $1 billion restructuring project on its appliance division, and Electrolux, a company that just inherited WCI and hence became a huge presence within the U.S., gave the Whirlpool top management concern on how to stay competitive. Whirlpool knew that the three main markets for home appliance were in the U.S., Europe and Japan. The U.S. market, as previously stated was saturated. Most U.S. appliance purchases were replacement purchases, which did not allow for much add-ons. This made the U.S. a battleground for intense marketing and increased pressures to cut costs dramatically. The unsaturated European market had more potential in 1986. Europe had a large market share in 1986 that analysts suspected would last well into 1993. Europe also had more potential for innovation and add-ons as opposed to simply replacement appliances like those of the United States. One concern over Europe, however, was that it was extremely fragmented and hence not easy to achieve economies of scale. Japan, the last player was also a site for potential growth. It was a smaller market than Europe, however, and there was already a strong presence of Japanese appliance manufacturers there. Whirlpool considered pursuing a joint venture with Phillips, an internationally established company. Phillips has an established appliance department, but Phillips wanted to concentrate its efforts on other projects like welding, energy cable and furniture. Phillips was willing to spin-off its appliance division and to give Whirlpool a certain percentage of the new company. Based on the fact that Whirlpool wants to remain a competitive player in the appliance industry, it should pursue international expansion and clench the first mover advantage over GE while increasing pressure on Electrolux. Whirlpool should go along with the Phillips joint venture due to Phillip†s strong international presence and its strong appliance division. Whirlpool should consider concentrating on expansion in Europe. The countries may be fragmented, but there is evidence that there is increased future collaboration amongst the countries and their purchasing decisions. Furthermore, Whirlpool can cut costs by vertically integrating its components and changing only the exterior of the appliances if need be. How to cite Whirlpool: Maintaining a Sustainable Competition in the Industry, Essay examples

Tuesday, May 5, 2020

Analysis of Job Description of Attaining Corporate Position at Water P

Question: Write a statement addressing the required attributes for the advertised Graduate Position at Water Partners. In writing your statement, you should make mention of any skills that you have developed while studying Financial Accounting Theory this semester. Answer: Introduction This study deals with understanding the job responsibilities of attaining graduate position at Water Partners. In this particular assignment, statement attributes are explained with advertised Graduate position as far as possible. It mentions various skills as well as job description in developing study of financial accounting theory for the same (Williams 2012). Financial Accounting Theory aims in examining various theories depending upon understanding of financial accounting in decision-making process. It explores in business entities for making decisions for accounting methods as well as disclosure of financial information in indulging in complete regulations (Spiceland, Thomas and Herrmann 2011). Part B Statement addressing the required attributes for advertised Graduate Position at Water Partners Job Description for Graduate Position at Water Partners requires essential skills and detailed understanding of financial accounting theory. Water partners as well as private clients in audit accounts (Shim, Siegel and Shim 2012) employ graduate position accountants. Graduate Accountant should be able to provide financial advices as well as undertakes accounts administration for the same. It is necessary that accountants provides financial advices to clients that ranges from multinational organization as well as government bodies to small independent business in an overall manner (Scott 2011). For attaining graduate position at Water partners, it is necessary in specializing particular areas like audit, management as well as forensic accountancy and taxation. Addition to that, accountant should have complete knowledge on assurance and corporate finance for smooth functioning of Water partners. It is important to understand the fact that accountants go through a rigorous recruitment a s well as qualification process for getting into Water partners (Previts, Walton and Wolnizer 2011). Typical duties of corporate accountant Corporate Accountant should be able to prepare accounts as well as tax returns Corporate Accountant should administer payrolls as well as controlling over income and expenditure for the same For getting corporate position, it is necessary to gain understanding on auditing financial position For gaining the position, it is essential to compile as well as present reports in form of budgets, business plans as well as commentaries and financial statements. Corporate Accountant should analyze accounts as well as business plans Corporate Accountant should provide tax returns services in reference with current legislation. They should lead as well as manages multi-disciplined team. It makes full contribution as Senior Management for working in tight deadlines For gaining the position, it is essential for financial forecasting as well as risk analysis in the upcoming years Corporate Accountant requires in dealing with insolvency cases In gaining corporate position, it negotiates in terms of business deals as well as moves with clients in associated organization. Corporate Accountant should be able in meets as well as interviewing clients for the same. They should help in business advisory as well as financial services. In gaining corporate position, accountant should be able to manage colleagues, workloads as well as deadlines in an overall manner. Typical Employers of Chartered Accountants Corporate Position at Water partners should be able to render private firms of accountants. It serves as professional services firms as well as industrial organizations (Needles and Powers 2012). They should provide operations management in accounts department especially for debtors as well as creditors ledger. Qualifications and Training required for gaining Corporate Position at Water Partners It is required to have qualification from recognized professional accountancy body. It demonstrates from employers, clients as well as public for rendering training as well as skills for performing the job in desired form (Libby, Libby and Short 2011). Qualification as Chartered Accountants takes place for at least three years starting from work experiences. It demands for study exams as well as full-time employment as well as graduates. It considers ways for packages as offered in training contract. It works towards attainment of chartered status as well as provisions in training activities for attainment of customer satisfaction (Leung 2011). It reveals salary as well as atmosphere of business firm. As part of training activities, graduates needs to complete three years of work experience. Prior gained experience comes from relevant internships and certain development objectives as well as qualification providers. Qualification depends upon fulfilment on matters relating to trainin g objectives, professional ethics as well as professional exams in the most appropriate way (Horngren 2013). Key Skills requires for attaining corporate position at water Partners It is important to understand the fact that corporate accountants go through rigorous recruitment as well as qualification process in reflecting high qualification status. Employers look for graduates in accordance with attaining skills like: In order to undertake corporate position at Water Partners, it is necessary to posses enough self-motivation for handling difficult tasks as well as challenges for the same (Dyckman, Magee and Pfeiffer 2011). It is essential to posses enough responsibility in the business firm and helping attitudes at the same time (Spiceland, Thomas and Herrmann 2011). It should have ability in reflecting own work and wider consequences in respect with financial decisions in the most appropriate way It should indulge in business acumen as well as interest in an effective way It should posses enough organizational skill as well as ability in managing deadlines in an accurate form Corporate Accountant should have attributes in working as team as a whole They should involve in client facing as well as posses interpersonal skills They should have analytical ability in methodological approach for numerical. Conclusion From the above analysis, it gives detailed analysis of job description of attaining corporate position at Water partners. On critical analysis, it is understood that financial accountants provides specialist services to Water partners. It ensures preparation of financial statements based upon general ledgers as well as participating in important financial decisions at the same time. It requires involving in mergers as well as acquisition in respect with planning and long-term financial projections in an overall manner. It requires performing external audits by examination in financial statements. It performs internal audits as well as fair representation of legal requirement at water Partners. Reference List Dyckman, T., Magee, R. and Pfeiffer, G. (2011).Financial accounting. [Westmont, Ill.]: Cambridge Business Publishers. Horngren, C. (2013).Financial accounting. Frenchs Forest, N.S.W.: Pearson Australia Group. Leung, D. (2011).Inside Accounting. Farnham, Surrey, England: Gower. Libby, R., Libby, P. and Short, D. (2011).Financial accounting. New York: McGraw-Hill/Irwin. Needles, B. and Powers, M. (2012).Financial accounting. Mason, OH: South-Western Cengage Learning. Previts, G., Walton, P. and Wolnizer, P. (2011).A global history of accounting, financial reporting and public policy. Bingley: Emerald. Scott, W. (2011).Financial accounting theory. Toronto, Ont.: Pearson Canada. Shim, J., Siegel, J. and Shim, J. (2012).Financial accounting. New York: McGraw-Hill. Spiceland, J., Thomas, W. and Herrmann, D. (2011).Financial accounting. New York: McGraw-Hill/Irwin.

Thursday, April 2, 2020

5 Tips for Taking Notes - Proofread My Papers Academic Blog

5 Tips for Taking Notes - Proofread My Papers Academic Blog 5 Tips for Taking Notes Taking notes is an essential part of studying at college. You’ll need to take notes when you are researching a paper, as well as in class and when you go to lectures or conferences. However, notes are only valuable if you can use them when revising or writing assignments. Here are our top 5 tips to make your notes super useful! 1. Make a Summary When you are taking notes, don’t try to copy down everything that you read. Instead, try to summarize the information in your own words, as this will help you remember it later. If youre taking notes in a lecture and dont have time to write everything out in full as youre listening, leave space at the bottom of the page so you can write a brief summary at the end. 2. Go Back and Highlight A great way to consolidate your notes when you are revising (or preferably before!) is to go back over them and highlight or underline important details. You can even annotate them with more information. 3. Organize! Revision is much simpler if you have filed your notes properly. You can group notes based on date, theme, author or suitability for certain projects. 4. Use Shorthand This doesn’t have to be the kind of technical shorthand used by journalists. Just having a few shortened terms that you understand, such as w/ for ‘with’ and ‘b/’ for ‘because,’ can save valuable time when you are trying to follow a lecture! 5. Don’t Skimp on the References! It may feel like hard work, but get into the habit of writing down the full references for whatever text you are taking notes on. This will make it much easier when you come to using your notes for writing a paper. You can then just copy the full reference into your bibliography as soon as you mention the author.

Sunday, March 8, 2020

Computers (end of humanity) essays

Computers (end of humanity) essays Computers are a part of everyones life. Although they do help us live much easier lives, they also raise many questions about our well being. Will our weight problem continue to rise, due to many people sitting in front of computers all day? Do we have enough money to keep up with personal computer technology? Are people going to become stupider because of dependence on computers for average problems? Almost everyone uses the web for some reason or another. What if it suddenly stopped working (Y2K), is there any way we could survive this? Will computers take over all communication devices? If so, it could result in massive job loss, which would put many people in the streets. I have been around computers for years. I understand how they affect our nation, our continent, and our world. I think computers are a necessary part of life, but they can many times do more harm than good. The United States has a major health problem. Many people are overweight, most likely due to being inactive, which is caused in part by computers. I am overweight and blame it mainly on computers. I used to spend all day sitting in front of the computer, searching the Internet. But many people dont understand that there is more to do than play on the computer. Indiana is one of the fattest states in the U.S. and many doctors are blaming it on computers or television. Many of the tasks that our parents and grandparents did can now be done over the Internet. This is a good thing, but its also a bad thing, causing people to become lazy. Shopping for Christmas gifts can now be done entirely over the Internet, allowing us to never leave our chair, or worse, never burn any calories. Computers seem to make people become lazier than ever. Our country cant handle becoming any more unhealthy. The problem is already serious enough. We dont want this to make the end of our great nation. The only way to...

Thursday, February 20, 2020

Legal Advice for Harry and Mrs.Tourniquet in Relation to the Accident Essay

Legal Advice for Harry and Mrs.Tourniquet in Relation to the Accident that Led to Employment Dismissal - Essay Example This essay declares that the main point of substantiating the school’s governor’s dismissal is negligence. However, Mrs. Tourniquet may also argue that the school had also become negligent since they had not made sure that a nurse would be available during school hours. There was negligence on the side of the school management because they were unable to make sure that pupils be given proper medical attention, when accidents occur. If Mrs. Tourniquet will use this as a defense, it does not mean that she will not be held liable, but at least the parents of the child may sue the school, and not only Mrs.Tourniquet to demand damages. Certainly, Harry or his parents may demand damages first from the school because it was their obligation to look after their child. If only there was a nurse during the time of the accident, Harry’s leg may have not been amputated, and Mrs. Tourniquet will not be provoked to do anything that is beyond her responsibility as a biology tea cher. This paper makes a conclusion that dismissing Mrs. Tourniquet does not exempt the school from the obligation of providing monetary compensation. The dismissal may not be justified by Mrs. Tourniquet’s wrongdoings, but it is a learning experience for education institutions in not ignoring the possibility of accidents taking place at any point, and at any day. To conclude, Harry may demand damages from the school. Mrs. Tourniquet is still likely to be dismissed for her negligence and misconduct.

Wednesday, February 5, 2020

Greek Periods of Art Essay Example | Topics and Well Written Essays - 1250 words

Greek Periods of Art - Essay Example The Archaic Greek Period The era assigned to the archaic Greek period of art is 800 to 500 BC. Greek art was very naturalistic in the archaic period. The sculptures created by the artists of that time represented males and females in a somewhat inflexible pose. Artists used to create statues of men and in different poses. Some artists used to create heads of warriors whereas some used to represent their gods in different forms of statues. If we take a closer look at the human sculptures of the archaic period, we come to know that the characteristic archaic smile and the human body’s anatomy are prominent in almost all sculptures. The Archaic phase is best known for the realistic representation of humans and stone sculptures. In the archaic period, the development of the Kouros and Kore statues were the focus of most of the artists. The statues of men represented warriors and gods whether statues of women representing women in the forms of goddesses, nymphs, and the other pries tesses. Standing and seated girls and nude bodies of men and women are some of the most prominent artworks of the archaic period. Artists of the archaic period used to achieve realistic likeliness in picturing the human figure and representing them in the form of abstract figures of the geometric style (Hill). The stiffness, solidity, and gracefulness represent the influence of Egyptian art on the artists of that time. Neutralism was not the expertise of the artists of the archaic period. The artists used to cover their inability to achieve neutralism by giving archaic smile, clenched fists, and outstretched palm style to the sculptures. In all of the three periods of Greek art, which the h include archaic, classical, and Hellenistic periods, there were early, high, and later phases which show the emergence, peak, and ending signs of those periods. The Classical Greek Period The era assigned to the classical Greek period of art is 480 to 323 BC. This era is known as the golden age t hat starts from the time the Athens rose to the prominence and ends with the death of Alexander the Great. Human statues were very heroically proportioned in that age reflecting the Greek humanistic belief in man’s nobility and the desire to look like gods (Esaak). In the classical Greek period, artists were greatly involved in creating human statues of different styles. One thing, which is similar in the archaic period and the classical period, is that the artists from both periods focused on the development of the human statues.

Monday, January 27, 2020

Canadian Residential School System Education Essay

Canadian Residential School System Education Essay The Canadian Teacher Magazine is an educational scholarly resource meant for use by high school students and teachers, young Canadians, communities and anyone who might be interested in the history of First Nations education. It seeks to enable readers understand the major developments impacting First Nations before the Europeans arrival up to this day. The text has three portions. The first-First Nations History-gives a short summary of the distinctive cultures of Early First Nations in Canada. It explores the system of education that was implemented before the arrival of Europeans. The second portion explores the system of education that was implemented by the government and the missionaries after their arrival. Llewellyns (2002) article on Dealing with the Legacy of Native Residential School Abuse in Canada by University of Toronto Law Journal, a scholarly source particularly describes how the residential schools system introduced to the First Nations affected school going childre n. This point is supplemented by other non scholarly sources such as Chrisjohns The Circle Game. Another non scholarly source is Dubashs film titled Indian Residential Schools in Canada, which depicts the experiences of aboriginal kids in residential schools. The third part explains how Indian Control of Indian Education impacted education among First Nations communities as depicted by Wells (2012) in his book Wawahte: Canadian Indian Residential Schools. This part is the most relevant to the topic at hand as it explores how the First Nations worked with the government in order to improve the education system and general learning environment. It is rather obvious that this collaboration was long overdue. As such, its outcome would be of benefit to both partied involved in its implementation. The credibility of these articles on Canadian Residential Schools can be ascertained as it is a reflection of the education system that existed among First Nations from the context of teachers a nd students. Today the Canadian Government has partnered with First Nations in this era of reconciliation to help establish stronger First Nations communities. Essential collaborative efforts are can be seen all across the country in areas as diverse as First Nations education, social services, governance, economies, culture, human right and resolution of outstanding claims. The term First Nations is used to encompass the wide range of aboriginal peoples in Canada, which include Indians (status or non- Status), Metis, Inuit, aboriginals and native peoples. This paper is intended to provide readers interested in First Nations education with information about current developments in federal, provincial (public and separate) and band schools across the country. As well, this study is intended to give schools, school officials, teachers and parents or guardians examples of various approaches, so that they may improve their own situations. It is based on the results of a survey of schools and on submissions from Departments or Ministries of Education (Wells, 2012). At present, the majority of First Nations students attend one of four types of school: federal day schools, which are located on reserved; provincial (public) day schools, usually off reserve; band schools on reserves; and separate schools, usually affiliated with church denominations. Since the policy of Indian Control of Indian (First Nation) Education was adopted in 1973, the number of federal schools has declined dramatically as bands have assumed responsibility for these schools (Wells, 2012). Most mainstream account accounts of the education of the education of First nations in Canada begin with the arrival of the Europeans. Although this may be accurate in terms of formal schooling, it is worthwhile to consider the education that was practiced before this contact. Traditional Education Long before the arrival of Europeans in North America, Indians had evolved their own form of education. It was an education in which the community and the natural environment were the classroom, and the land was seen as the mother of the people. Members of the community were the teachers, and each adult was responsible for ensuring that each child learned how to live a good life. The development of the whole person was emphasized through teachings which were often shared in storytelling. Each group of first Nations has its own legendary hero through which much learning was transmitted, including Raven, Nana bush and Weakachak. They were regarded as transformers or tricksters of learning, through which children learned such traditional varies as humility, courage, respect and honesty (Chrisjohn, Young, Maraun, 1997). Although there was little segregation of family for events, whether social or work-related, children were taught that there were times when they should be silent and all ow adults to speak without interruption. Silence was regarded as the cornerstone of character. Traditional education was largely an informal process that provided the young with the specific skills, attitudes and knowledge they needed to function in everyday life within the context of a spiritual world view. It taught many skills as part of everyday life, as can be seen in Rabbit Snaring, (Chrisjohn, Young, Maraun, 1997). Jeanette Armstrong describes the traditional indigenous peoples view of education as a natural process occurring during everyday activitiesà ¢Ã¢â€š ¬Ã‚ ¦ensuring cultural continuity and survival of the mental, emotional, physical and spiritual well-being of the unit of its environment. (Llewellyn, 2002). Education Provided By the Federal Government and the Missionaries In the early 17th century, missionaries were brought over from Europe to establish schools for Indians. This was believed to be the best method of bringing Christian civilization to the heathen Natives. The Roman Catholic Church was the first to get involved in educating Indians in the 1600s. The Protestant churches did not get involved until after the turn of the 19th century. Day schools were the first to be established. The day schools were largely abandoned in favor of residential (boarding) schools from the latter 1800s through to the 1950s, though a few day schools did continue to be built, and the building of day schools on reserves accelerated after 1950 (Llewellyn, 2002). Residential (Boarding) Schools Residential schools were designed to isolate children from their parents and the influences of the reserve. Schools were often located many miles away from the childs community. Children stayed at the residential schools for at least ten months of the year, from the ages of six (sometimes younger) through to 18 years. Residential schools provided a very basic education designed to prepare students for futures as working farmers, housemaids, mechanics or the like. It was to make provision for the domestic and Christian life of the Indian children. The residential schools were oppressive. After being separated from their families, the children were then subjected to a severe regimen of work. The boys were expected to clean the stables, butcher cattle, mend broken machinery and work in the fields. In fact, by the half-day plan, they were expected to spend as much time in this kind of manual labor as in school. The same was true of the girls who had spend half of their time doing laundry, sewing, working in the kitchen and doing other forms of housework (Llewellyn, 2002). The residential school was most notable for the incredibly high mortality rates among the students. Many died from the effects of tuberculosis. At about the turn of the century, it was estimated that 50% of the children who passed through these schools did not live to benefit from the education they had received therein (Dubash, 2008). The federal government became involved in the education of the Indians in the mid-1800s. The residential schools became jointly operated by the government and the church. The churchs duty was to manage the school, contribute part of the operating cost, and most importantly, provide Christian guidance to the children. The government was responsible for inspection, special rules and regulations as well as making financial grants. The highest recorded number of such schools in Canada was 80, in 1933. The enrolment in the schools varied anywhere from 50 or so to over 400 students of all ages (Wells, 2012). Most of these schools were closed by themed-1980s. However, in Saskatchewan, several remain but under the control of the First nations bands and offer culturally sensitive environment to the students. The residential schools have had a lasting negative effect on First Nations people as a whole. These schools removed children from their parents and their communities. Generations of Indian children were denied a normal family childhood. They were denied the association with family, with their extended familys perceptions of spiritualism, of acceptable behavior and of the means of survival. For many, residential schools meant the loss of their native language, the principal means by which culture is accumulated, shared and transmitted from generation to generation. The result was a tragic interruption of culture. The legacy of the residential schools was one of cultural conflict, alienation, poor self-concept and lack of preparation for independence, for jobs and for life in general. Much of what was learned and experienced in residential schools was a direct and purposeful contradiction to the philosophy of traditional First Nations societies as a whole. Integration- Education provided by provincial Governments To civilize and Christianize gave way in the 1950s and 1960s to a policy of integration. Integration, administratively defined, was the process of having First Nations children attend provincial schools (Loyie, 2009). Since the policy of integration was introduced in 1948, the government of Canada has at its highest point been successful in making provision for about 65% (about 43% today) of First Nations students in integrated schools. The integration program was introduced and continued with little or no discussion with First Nations parents and children or the Non- Native community. No specific training of teachers or of the national curriculum was designed to put up with the children of another culture. In 1967, Dr. Harry Hawthorn, a professor at the University of British Columbia, released a two-volume study on contemporary Indians (Wells, 2012). In 1972, the Winnipeg Free Press revealed a number of Hawthorns findings on Indian education. The article stated that integration has not provided the answer to the demand for significant education for First Nations children. Integration has, in many schools, resulted in only a physical presence (Chrisjohn, Young, Maraun, 1997). This program has not been one of true integration where the different cultures are recognized; rather it has been a program of assimilation where First nation students are absorbed into the dominant society. Indian Control of Indian (First Nation) Education In the 1960s, First Nations leaders began to react openly to the deplorable conditions of their people. In response to the educational concerns being raised by First Nations people, the federal governments Standing Committee on Indian Affairs was charged with the responsibility of preparing a report on Indian education. This report, presented in the House of Commons on June 22, 1971, unfolded before the Canadian public the educational problems facing Indian people (Loyie, 2009). Some of the findings included: A drop-out rate four times the national average (96% of Indian children never finished high school); A related unemployment rate averaging 50% for adult males, going as high as 90% in some communities; inaccuracies and omissions relating to the Indian contribution to Canadian history in texts used in federal and provincial schools; An age-grade retardation rooted in language conflict and early disadvantage, which accelerated as the child progressed through the primary and elemen tary grades (Dubash, 2008). The First Nations peoples response was generated by the 1969 government White Paper, based on the goal of eliminating the special status of Indians in the wake of a First Nations school strike in North East Alberta in 1971 (protesting school facilities on reserves). The National Indian brotherhood (now the assembly of First Nations) established a working committee that would reflect a national position on education (Llewellyn, 2002). The committees work culminated in the document, Indian Control of Indian Education (ICIE). In February 1973, the minister for Indian Affairs gave official departmental recognition to the ICIE document stating that: I have given the National Indian Brotherhood my assurance that I and my department are fully committed to realizing the educational goals for the Indian people which are set forth in the Brotherhoods proposal (Wells, 2012). First nations Philosophy of education is in many ways more valid and universal than the one which prevails in educational circles today. Instead of a one-sided view of history, First Nations want their children to learn a Canadian History that honors their customs, accomplishments, values and contributions. As George Manuel stated: We want our children to learn science and technology so that they can promote the harmony of man with natureà ¢Ã¢â€š ¬Ã‚ ¦not destroy it. We want our children to learn about other peoples in literature and social studies, and in the process to learn to respect the values and cultures of others (Llewellyn, 2002). ICIE is a four point policy dealing with parental responsibility, school curriculum and programs, teachers and school facilities. Parental Responsibility Under the terms of the 11 major treaties between the Indians and the federal government and the Indian act, the federal government of Canada is obligated to provide funds for the education of Indians. This is an incontestable fact. In no way does the principle of Indian control or local control contradict or nullify this fundamental federal obligation. The governments financial responsibility does not justify its dominance over lives of Indian people. This policy statement demands that Indian parents participate as partners with the government in the education of their children. Teachers and Counselors The federal government must help train Indians as teachers and counselors, in co-operation with First Nations peoples. Non- Indian teachers and counselors should receive additional training to prepare them for cross-cultural situations and teach them how to make the curriculum for Indian children more meaningful, i.e., more relevant, and also how to instill pride and cultural awareness in their students. Facilities Educational facilities must meet the needs of the local population. Substandard buildings and equipment must be replaced. Conclusion From this overview, it is obvious that the missionaries and both federal and provincial governments have failed in 300 years to administer an effective educational program for First Nations. This failure has been attributed to several factors; namely the absence of a consistent philosophy of education with clearly articulated goals and objectives, failure to provide a meaningful program based on First Nations reality, a lack of qualified teaching staff, inadequate facilities, and most important , the absence of parental and community involvement in the education of their children. Studies on the effects on integration have shown that First Nations children reveal patterns that can be identified as alienation and identity conflict. The First Nations student is caught between two cultures and is, therefore, literally outside of, and between, both. Through the policy of ICIE, the effect of parental responsibility and local control has clearly brought about positive changes within the past two decades. These include an increase in the numbers of First Nations students completing high school and entering universities and colleges, an increasing number of First nations teachers, and increasingly more research being done by First Nations providing valuable insights on the effect the various forms of education are having. More importantly, the problems and challenges associated with ICIE are becoming clearer and attempts are being made towards resolving them. Critical to improving the situation is the need for legal recognition of First Nations jurisdiction over education. This was identified very early on as a serious problem. It was noted that the Indian Act presents no direct legal foundation for the shifting of control of education from the minister to Indian bands. It empowers the minister to enter into contracts with territorial and provincial governments, public school boards, or charitable or religious organizations, but not with Indian bands. Clearly, the fundamental obstacle to Indian Control of Indian Education is the lack of legislation. Without it, we can expect only minor adjustment to the existing situation. With it, an Indian band or group of bands would be able to write its own Education Act, and determine its own administrative unite, policies, aims and objectives.

Sunday, January 19, 2020

Stem Cell Research - Genetically Unstable Stem Cells Essay -- Genetic

   A new study of problems in cloning suggests that embryonic stem cells are "surprisingly genetically unstable" in mice and perhaps in humans as well. This "may complicate efforts to turn the cells into cures," and interfere with efforts to produce all-purpose cell lines that could reliably become tissue of any desired type. "You may have to establish hundreds of lines to get the few you'd want to have," Dr. John Gearhart of Johns Hopkins University now says. Establishing hundreds of these cell lines could require destroying many thousands of human embryos, and replenishing them with thousands more when the original cell lines become too unstable for further use. Perhaps most troubling is the news that these researchers deleted from their final paper a reference to this problem, believing that any public acknowledgment of such setbacks has become too "politically sensitive." We can only wonder how much of this kind of information is being withheld without detection. We have reache d a stage in this discussion where, on the side supporting destructive embryo research, science is becoming subservient to politics.    Most Christians have grave concerns on this critically important issue of embryonic stem cell research. In our view, conducting research that relies on deliberate destruction of human embryos for their stem cells is illegal, immoral and unnecessary.    It is illegal because it violates an appropriations rider (the Dickey amendment) passed every year since 1995 by Congress. That provision forbids funding "research in which" human embryos (whether initially created for research purposes or not) are harmed or destroyed outside the womb.(1) National Institutes of Health guidelines approved by the Clinton Admini... ...ency (SCID)-X1 Disease," 288 Science 669-72 (28 April 2000).    16. K. Foss, "Paraplegic regains movement after cell procedure," The Globe and Mail (Toronto), June 15, 2001 at A1.    17. E. Ryan et al., "Glycemic Outcome Post Islet Transplantation," Abstract #33-LB, Annual Meeting of the American Diabetes Association, June 24, 2001. See: http://38.204.37.95/am01/AnnualMeeting/Abstracts/NumberResults.asp?idAbs=33-LB.    18. M. McCullough, "Islet transplants offer hope that diabetes can be cured," Philadelphia Inquirer, June 22, 2001 at A1.    19. D. Woodbury et al., "Adult Rat and Human Bone Marrow Stromal Cells Differentiate Into Neurons," 61 J. of Neuroscience Research 364-70 (2000) at 364 (emphasis added).    20. D. Prockop, "Stem Cell Research Has Only Just Begun" (Letter), 293 Science 211-2 (13 July 2001)(citations omitted).

Saturday, January 11, 2020

French Canadians as Second Class Citizens

French Canadian as 2nd class citizens Since Canada was first formed the French were looked at as the â€Å"white negroes† and second class. This has caused multiple problems in the co-operation of the Canadian people. They were treated this way from all angles. At work at school on the streets in politics and ever at home. 33% of French were unemployed and those who did work were at English owned businesses and industries. Most were being payed the same as the females during the second world war. In the schools children were being taught a different religion in a different language. On the streets 1 5th of the people spoke English. Maurice Duplessis 20 April 1890 – 7 September 1959 served as the 16th  Premier of the canadian province of Quebec  from 1936 to 1939 and 1944 to 1959. A founder and leader of the highly conservative  Union Nationale  party. During the Duplessis reign of 1946-19594 many Anglophone Canadian investors were the owners of the majority of the companies in Quebec. On March 24, 1937 Maurice passed the Padlock law. The law was ill-defined, denied the  presumption of innocence, and clearly denied the right of  freedom of speech  to individuals. Although it did have large restrictions on the English living in Quebec. This law was one great step for the French Canadians. During World War 2 many thousand of men and some women went to war, but most French Canadians did not want to volunteer to fight in the war. This brought on the conscription crisis of 1944. Because conscription was declared late in the war, only 2463 conscripted men reached the front lines. Out of these, 79 lost their lives.

Friday, January 3, 2020

The Definition of Hydrophobic With Examples

To be hydrophobic means to fear water. In chemistry, it refers to the property of a substance to repel water. It isnt that the substance is repelled by water so much as it has a lack of attraction to it. A hydrophobic substance exhibits hydrophobicity and may be termed hydrophobic. Hydrophobic molecules tend to be nonpolar molecules that group together to form micelles rather than be exposed to water. Hydrophobic molecules typically dissolve in nonpolar solvents (e.g., organic solvents). There are also superhydrophobic materials, which have contact angles with water greater than 150 degrees. Surfaces of these materials resist wetting. The shape of water droplets on superhydrophobic surfaces is called the Lotus effect, in reference to the appearance of water on a lotus leaf. Superhydrophobicity is considered a result of interfacial tension and not a chemical property of matter. Examples of Hydrophobic Substances Oils, fats, alkanes, and most other organic compounds are hydrophobic. If you mix oil or fat with water, the mixture will separate. If you shake a mixture of oil and water, the oil globules will eventually stick together to present a minimum surface area to the water. How Hydrophobicity Works Hydrophobic molecules are nonpolar. When they are exposed to water, their nonpolar nature disrupts hydrogen bonds between water molecules, forming a clathrate-like structure on their surface. The structure is more ordered than free water molecules. The change in entropy (disorder) causes nonpolar molecules to clump together to decrease their exposure to water and thus decrease the entropy of the system. Hydrophobic vs. Lipophilic While the terms hydrophobic and lipophilic are often used interchangeably, the two words dont mean the same thing. A lipophilic substance is fat-loving. Most hydrophobic substances are also lipophilic, but exceptions include fluorocarbons and silicones.