Several Acts and Codes of Education During the Victorian Period

Instruction during the Victorian Period advanced because of a few demonstrations and codes throughout the years. Willful schools, which the Church gave, were established by the Anglican National Society after the award of 1833 was proposed. The award went to strict bodies, which were utilized to fabricate schools. It was the principal acknowledgment by the legislature to give the poor a training. The award expanded to 30,000 pounds in 1839 and afterward to 100,000 pounds in 1846. These intentional schools were paid for by private membership and were spread out over the nation. Gladstone†s Bill of 1870 was crafted by W.E. Forster, who was an impassioned churchman of Quaker root. The bill multiplied the State Grant to chapel schools and to Roman Catholic schools so they could turn into a changeless piece of the new instructive framework. There were seven tip top live-in schools that were characterized as â€Å"Public Schools† in the 1860†³s by the instructive Clarendon commission. They were Eton, Harrow, Westminster, Rugby, Winchester, Charterhouse, and Shrewsbury. They were kept up by private subsidizing and got no benefits. The Code of 1890 made it conceivable to keep up night continuation schools, which we believe are night schools. The new schools were known as Board Schools and they were paid for by neighborhood rates, or by the nearby educational committees. Church showing proceeded in every single national school. Prior to this, all the temples needed to give the instruction. The Roman Catholics and the Anglicans wouldn†t let their youngsters go to these schools, however. They felt that these schools didn't satisfactorily show their strict thoughts. Board schools were presented and the Roman Catholics and the Anglicans concurred that these schools fulfilled all their instructive needs. The demonstrations of 1876 and 1880 made participation in schools essential. During the initial hardly any long periods of Queen Victoria†s rule, 30-half of the kids went to class. The most well-known schools were Sunday schools. They went there in the event that they weren†t working and keeping in mind that there they figured out how to â€Å"read† the Bible. Its essential capacity was to fit individuals for their put in the social request. From 1870-1890 the normal school participation rose from 1.25 million to 4.5 million and the cash spent on every youngster was multiplied. After the New County Council was built up, a compelling advance towards an arrangement of optional training was taken Only 8% of male kids got any auxiliary instruction. After the 1870†³s there were a developing number of girls† government funded schools. They utilized more seasoned youngsters to instruct the more youthful and the training occurred in one enormous room. This made it conceivable to have less educators and to have lower building costs. With the section of two acts, you needed to go schools until you were 12 years old and instruction was accommodated the visually impaired and hard of hearing kids. It wasn†t until 1899 and the foundation of the National Board of Education that free state funded instruction was accessible to all youngsters in England. The accentuation on modernizing blessings, making grants serious, giving a non-old style course of study as an option in contrast to the conventional one that underlined Greek and Latin, setting up house frameworks, focusing on school soul, underscoring strong Christianity and games like football and cricket as methods for improving character, turned into a model for other Victorian government funded schools. The entire training process was intended to form understudies into youthful Christian men of honor and women. Instruction During the Victorian Period Instruction during the Victorian Period advanced because of a few demonstrations and codes throughout the years. Intentional schools, which the Church gave, were established by the Anglican National Society after the award of 1833 was proposed. The award went to strict bodies, which were utilized to assemble schools. It was the principal acknowledgment by the legislature to furnish the poor with training. The award expanded to 30,000 pounds in 1839 and afterward to 100,000 pounds in 1846. These deliberate schools were paid for by private membership and were spread out over the nation. Gladstone†s Bill of 1870 was crafted by W.E. Forster, who was an enthusiastic churchman of Quaker root. The bill multiplied the State Grant to chapel schools and to Roman Catholic schools so they could turn into a changeless piece of the new instructive framework. There were seven world class all inclusive schools that were characterized as â€Å"Public Schools† in the 1860†³s by the instructive Clarendon commission. They were Eton, Harrow, Westminster, Rugby, Winchester, Charterhouse, and Shrewsbury. They were kept up by private subsidizing and got no benefits. The Code of 1890 made it conceivable to keep up night continuation schools, which we believe are night schools. The new schools were known as Board Schools and they were paid for by nearby rates, or by the neighborhood educational committees. Church showing proceeded in every single national school. Prior to this, all the houses of worship needed to give the instruction. The Roman Catholics and the Anglicans wouldn†t let their kids go to these schools, however. They felt that these schools didn't enough show their strict thoughts. Board schools were presented and the Roman Catholics and the Anglicans concurred that these schools fulfilled all their instructive needs. The demonstrations of 1876 and 1880 made participation in schools essential. During the initial not many long stretches of Queen Victoria†s rule, 30-half of the kids went to class. The most widely recognized schools were Sunday schools. They went there on the off chance that they weren†t working and keeping in mind that there they figured out how to â€Å"read† the Bible. Its essential capacity was to fit individuals for their put in the social request. From 1870-1890 the normal school participation rose from 1.25 million to 4.5 million and the cash spent on every youngster was multiplied. After the New County Council was built up, a viable advance towards an arrangement of auxiliary training was taken Only 8% of male youngsters got any optional instruction. After the 1870†³s there were a developing number of girls† state funded schools. They utilized more established kids to instruct the more youthful and the training occurred in one huge room. This made it conceivable to have less educators and to have lower building costs. With the section of two acts, you needed to go schools until you were 12 years old and training was accommodated the visually impaired and hard of hearing kids. It wasn†t until 1899 and the foundation of the National Board of Education that free government funded training was accessible to all youngsters in England. The accentuation on modernizing gifts, making grants serious, giving a non-old style course of study as an option in contrast to the customary one that underscored Greek and Latin, building up house frameworks, focusing on school soul, underlining solid Christianity and games like football and cricket as methods for improving character, turned into a model for other Victorian government funded schools. The entire training process was intended to form understudies into youthful Christian noble men and women.

Getting university degree through online courses Essay

Getting college degree through online courses - Essay Example They can get to taking in materials from anyplace and whenever they sign on to their college entrances. That implies guardians, experts, and wiped out understudies can go to their classes regardless of their day plans. The technique likewise offers understudy improvement. Understudies can associate as the online class is shy of terrorizing. Each understudy has a voice and the various thoughts add to understudy development. The understudies are likewise offered adequate time to think before they can remark. The internet learning technique, in any case, has raised different concerns. Understudies need eye to eye communication with individual cohorts and educator. They experience disengage from the study hall condition, yet colleges are enthusiastic about tending to the issue. Gathering visits and video-conferencing are a portion of the activities the colleges are utilizing to reduce the issue. The online degrees likewise offer less directions and have no measures that control the program. Authorizing bodies have, be that as it may, been set up to certify and audit online establishments and educational plan. Web based learning has made considerable progress and more advancements are still to come. Different supporters and bodies are discovering approaches to manage the apparent weaknesses. Innovative headways keep on including worth and preferences that separation learning can offer to understudies. U.S. Branch of Education, 2010, Evaluation of Evidence-Based Practices in Online Learning, U.S. Branch of Education

Questions and answers

Questions and answers Yay, you guys asked me questions! And now, I will try to answer them. Timur Sahin asks, Forget admissions, housing, et al. Where do you see your MIT education taking you? What opportunities have been available to you that you feel get you closer to your goal in life? So I guess what I am asking is, specifically, how has MIT helped you come closer to where you want to be? How much of this was unique to MIT as opposed to what can be found in most universities? Wow, thats quite a question. Its a bit of a tough one because my goals have changed substantially since I came to MIT. When I arrived as a freshman, I thought I was going to med school. There wasnt any particular reason for thisI had expressed some interest in it when I was about ten, and after that my family sort of assumed it, and so did I. By the end of my freshman year, I decided that a lot of my interests and personality traits didnt really fit a medical career that well. Now I want to go to grad school and become a research or industrial scientist or engineer, preferably in some sort of interdisciplinary field (neuroscience, for the record, is pretty interdisciplinary, which is one reason it appeals to me). I think that at another school, I would have been less likely to figure this out I would have cruised through and gone to med school without ever really questioning myself. Instead, I was able and encouraged to take classes that I wouldnt have taken anywhere else, exposed t o scientists and engineers, and able to talk to alums who had gone into science and engineering fields. It helped me see things more clearly. MIT is unique in the incredible variety of science and engineering courses it offers, and the fact that most of them are open to any student who takes the prerequisites. My classes this term sample half a dozen different departments. I may be a neuroscientist, but Im getting a team together to take the Mobile Autonomous Systems Lab (a vision-based robotics class/competition) over IAP, and theres an electrical engineering class in micro- and nano-fabrication technology that I want to take at some pointthe more different things I learn (as long as Im learning something in depth), the more options I have in science and engineering, and the more useful I am to a research lab or corporation. MIT will challenge you more than just about any other university, which, believe me, has a long-term impact on your life. It is much more hands-on than most other universities you work in labs, build roller coasters and water slides in the courtyard, use power tools, construct hacks. It is intense, and you live it and breathe it. You spend 24 hours a day immersed in science and technology, and wander barefoot at night through the halls of a giant interconnected research complex, because unlike many universities, campus is more or less open. If youre interested in MIT, you already know that the academic opportunities are substantial, but what you may not realize is how the culture can change your outlook, and that it can be as crucial educationally, if not more so, as the fact that youre at a top university. Leftcoast mom, whom I met during Family Weekend because her son, Greg 09, is one of my hallmates, asks, We know a lot now about how it works for incoming freshmen, but what happens in terms of a housing lottery after your first year? If you want to stay put, is that guaranteed? Whats the procedure for staying in your same room, or moving to another room on your hall/entry or within your building or moving to a different building? I assume thats all decided before the pre-frosh get their I3 (Interactive Introduction to the Institute) housing DVD and do their preference ranking for their lottery, but when and how do next years non-freshmen do it? This question has a few parts, so Ill answer them one at a time. Moving to a different building: A student who wants to move to a different dorm can enter a transfer lottery with ranked preferences, similar to the freshman housing lottery. A student who wants to move from a dorm to an FSILG can just do so as long as the FSILG has a bed for them and wants them. Moving to a different hall or entry: A student who wants to move to a different hall or entry should contact the Room Assignment Chair (RAC) for their dorm to see if a transfer can be arranged. The RAC is a resident in the dorm, chosen according to dorm policy in East Campus, for instance, the Vice-President, an elected position, is also the RAC, while in Random Hall the RAC is its own position and is appointed by the previous RAC. If you want to stay put/Moving to another room on your floor: Unless a student is in a room designated specifically for freshmen (there are maybe two or three such rooms on 5th East), I think he or she is always allowed to stay in his or her current room. This is true at East Campus; if its not at other dorms, someone correct me. Many students wish to move to larger/nicer/less crowded rooms. Halls/entries usually have some sort of room wars system (on 5th East, the most senior class of students draw cards together to assign preference within class, then the next most, and onto the freshmen, with new transfers drawing with the class below them) to determine priority in choosing rooms and allocate rooms among returning students. Mollie didnt have a question, but she had a comment: (Comment that probably nobody but Jessie will understand, upon reading leftcoast moms comment above) For a second after I read that question, I was like oh no, a housing lottery after the first year! but then I remembered that particular piece of Potter report nonsense was not actually implemented. And I breathed a sigh of relief. Actually, Mollie, Im not the only one who would understand it. You should hear Matt and me yak about this sort of thing in his office. Believe me, hes quite familiar with the Potter report we were talking about it last week. Anna Park asks, Anyways, how conducive an environment does MIT students and faculty members create for science majors? Do engineering activities dominate science activities? Or are they more intertwined than mutually exclusive? I think they are definitely intertwined. Science is just as much a part of MIT as engineering (there are currently no engineering General Institute Requirements, except maybe your Institute Lab if youre an engineering major, but there are a number of science requirements), and there are only about twice as many engineering as science majors, according to Registrars Office enrollment data. Theres plenty of good-natured discussion about the way scientists approach learning vs. the way engineers do, but most people I know are some of both. After all, where would an electrical or mechanical engineer be without physics knowledge? Where would a computer scientist be without mathematics? A chemical engineer without some chemistry background? And many science-y people, including myself, develop an engineering side through being immersed in it. Ive learned, in and out of the classroom, to use various software packages, use tools, design a reasonable-sized project, play with mechanical devices, wire a circuit, and so on. My UROP is in a joint science/engineering lab (Brain Cognitive Science and Nuclear Engineering). By the way, thanks everyone for your kind comments about my Tech column. :) Questions and Answers So first off, props to Evan for answering all these questions in his own comments like 2 weeks before I got around to doing it. Way to make me look bad. =P Ive copy-pasted all his answers into this post, in case anyone missed them. Adam said: Anyway Room looks great! Its awesome that MIT allows you to do whatever you like to your room. I really like that shade of Blue/Green, btw. Evan replied: Adam different dorms have different painting policies. Burton-Conners goes something likeget permission, and paint it back at the end of the year. Some of the dorms on the east side of campus have looser policies, and some other dorms on the west side have stricter ones. *smacks forehead* I really should have mentioned that. Also, BCs policy is kind of a policy in name only. If the person whos getting your room the next year agrees, you can just leave the paint job the way it is. And most people agree, because who wouldnt like having a painted room over a white one without having to do any work? Mike said: i dont really know how to say this but ive been trying to find a forum on ther MIT site but didnt succed:( i would like to speak with an MIT student so i cant really get a glimpse of how life is in MITbecause i was thinking of applyingif someone can help meplease e-amil me: [emailprotected]thanks Well, thats what these blogs are for- to give you an idea of what its like to be an MIT student. There used to be a link on the old admissions page where you could email current students, but Im not sure if that program is still around. You can dig around on the website a bit if youd like. In the meantime, any specific quesions you have should be directed to one of the bloggers- well do our best to answer them, and sometimes pass them around if we feel unqualified to answer. Karen said: When I visited, my tour guide told us you could have cats in the dorms. Im really curious about this. I like pets, but I wonder how hard it is to keep a pet at college. Do you have a pet? If not, do you know of any other blogger thats written about having a pet? Ive looked, but I couldnt find any blog entries regarding this. Evan replied: Karen- It makes me feel important to help answer questions, and it also makes a great excuse to not to work. Mostly, though, it just makes me feel important. Here goes: There are only four cat-friendly dorms: East Campus, Senior Haus, Bexley Hall, and Random Hall, and only certain sections of those allow cats. The official cat policy is spelled out at http://web.mit.edu/dormcon/pets/petpol.pdf, and Jessie and Anthony are the only bloggers in those dorms. Burton-Conner, on the other hand, is not cat friendly, and weve even received e-mails telling us to not let the neighborhood strays into the dorm. Ruth 07 said: Ive been told that are colors are blood on concrete, which is surprisingly accurate. Hey Laura, all the grad students in my urban planning classes want to know: what are MITs parties like? Jeff, from New Orleans, saw a bunch of guy on Mass Ave pummeling a station wagon. Whats up? Oh Ruth and her contrived questions. =P See Ruth and Lauras latest MIT party adventure. Kiran asked: so, anyways, Im curious, how important are extra-curricular activities for MIT? I mean, does it really matter if you dont play sports or anything, if you want to get in? Extra-curriculars are pretty important. You dont need to have 15 of them and you dont need to have started your own, you just need to show that youre passionate about something. Your application is looked at as a whole, so its not like theyll hold it against you if you dont have x kind of activity (sport, research, science team, whatever). But if you dont have any, the person reading your application is going to wonder just what you do with all your free time and why they should admit someone to MIT who apparently has no passion to go out and do things other than play video games. (It doesnt have to be an official school club to count- I taught myself guitar and played a few shows at local coffeehouses doesnt really have a concise title, but it certainly counts!) saurav asked: this question seems out of place but is their any one in class of 09/10 who is from india??i am sure there would be many but how should i contact them?? Hmm, thats a bit tricky. I would email one of the admissions officers, who might be able to put you in touch with a student as well as answer any questions about international applications you might have. Agus said: hi laura, I already read most of your blogs and i feel that u were very exciting study at MIT. I have a few question for u please help me: 1. when your entrance time at MIT? 2. im still confuse to take step to apply as student at MIT because i graduated from my high school at year 03. Am i too old to get the bachelor degree again at MIT? Im an 09, which means I entered MIT a year ago, in the fall of 2005. Its fine if youve taken a few years off between high school and college, but if you already have a bachelors degree somewhere else, you cant apply for undergraduate admission at MIT. Liza said: MIT has always been my dream school and I was really exited to see that you did a blog for them (Ive been reading your blogs for quite a while) I dont know if you remember me. I was a freshman and you were a junior. Remember you adopted me and Ahsung during gym and like told us all about High Tech and stuff? I dont think I ever got around to thanking you about that thanx and youre awsome. I would love to talk to you. Please email me back. Yes! High Tech High represent! (or not) Feel free to ask me any questions on the blog, or if you prefer, you can email me at asklaura at mit dot edu. Amy said: Im so glad there are METS fanatics in Boston. I also agree that Jersey Girls have an additude that no one else can match. Central Jersey Represent. Amy rocks. That is all. Oh, except my METS ARE KICKING BUTT! YES!!!! P.S. I need a Halloween costume! Ideas, please??

The Evolution of The News, Newspapers and The Internet - Free Essay Example

Sample details Pages: 4 Words: 1204 Downloads: 10 Date added: 2017/06/26 Category Media Essay Type Essay any type Did you like this example? The evolution of the news media has presented an interesting tale to be told over the last several hundred years, and the changes have become more abundant over the last two decades with the advent of new technology and ways of reporting. Getting news and special interest stories to the American public has always been the top priority of the news media, but over the last several years, the way of doing so has evolved tremendously. There are several ways of getting the news to the public, among them television, radio, internet, satellite radio, newspapers, magazines, and even cell phones. Don’t waste time! Our writers will create an original "The Evolution of The News, Newspapers and The Internet" essay for you Create order The news world is far different today than it was a century ago, and things are on their way to changing even more. People have interacted with the news since the beginning of news media. The printed word was the first incarnation of news media. Newspapers and different forms of propaganda were widespread ever since the written word came into existence. However, with the invention of the printing press (Kreis, 2000), the printed word became more and more commonplace. Before long, learning to read and write became a priority for the learning processes of children all over the world and education became a major part of a childs life. Once the printing press was commonplace, the act of publishing newspapers became an everyday occurrence. At first, reading newspapers and books was something reserved for the economically and social elite. However, with advances in education and more and more people in the states becoming literate, people began to read newspapers. With the fre edom of the press instilled into the United States Bill of Rights, the press began covering subjects that was at one time off limits, such as religion, government, politics, and other sensitive material. Editorial pages began appearing and people began writing letters to the papers, voicing their opinions and trying to be heard. In the early 1900s, the invention of the radio became a major player in the world of news and the press. News reporters began covering stories and events, and for the first time, people were able to hear major history making news stories within 24 hours of the events actually happening, and sometimes even live in real time. One particular impact of radio was noticed in the audio recording provided by reporter Herbert Morrison at the scene of the Hindenburg disaster on May 6, 1937 (Widner, 2008). The day after the disaster in New Jersey, the recording of Mr. Morrison covering the explosion of the giant zeppelin was broadcast on NBC and several othe r major news networks. In those days, most of the large radio stations never broadcast recorded material and preferred to be all live, all the time when broadcasting the news. This was one of the few exceptions of that rule. Morrisons broadcast went down in history as one of the most famous ever recorded and has been referred to millions of times since. In the 1940s and 1950s, a new invention called television opened up the possibilities of better news coverage. The evening news became a staple in homes across America, especially once the country made its way into the 1960s, when most households in America had finally purchased a television set. People around America had a visual news source, and in addition to radio, newspapers, and such newspapers as Time and Life, America now had several great ways to keep up with news both locally and abroad. Aside from television going to colour, the news and the way people engaged it maintained its status quo for several years. The next big change came in 1980, when Atlanta businessman Ted Turner founded the Cable News Network (CNN), the first ever twenty four hour cable news station. This dramatically changed the landscape of broadcast journalism, and forced the evening news programs to step up their efforts to keep viewers, especially since the American public no longer had to wait until six o clock at night to catch the latest news. This also hurt newspapers to a small extent, who had to look for other ways to entertain, as well as inform in the growing competitiveness of the news market. In the 1990s, the broadcast journalism market grew by leaps and bounds. Along with several new cable news channels such as MSNBC, Fox News Channel, and business networks such as CNBC, the American public was also introduced to a new medium: the internet. The internet made its major impact on journalism with a story involving President Bill Clinton. On January 17, 1998, internet writer Matt Drudge obtained th e information that Newsweek was on the verge of reporting that the President Bill Clinton had had an extramarital affair with a White House intern but had scrapped the story (Whitworth, 2008). He posted it on the internet, and the next day supplied the womans name. That woman was Monica Lewinsky, and the story grew into quite possibly the biggest bombshell in Presidential history. This story also started a major trend of breaking news hitting the internet first before any other source and made way for internet journalism. After the Lewinsky scandal broke, it became commonplace for the internet to be the grounds on which to break sensational stories without risking the consequences of being wrong on national television. Over the next decade and up to present day, national news networks, newspapers, and several other news outlets used the internet more and more extensively in their research and work. The internet was also a place free of censorship, and reporters could get away with a lot more on their own personal web pages as opposed to working for a big corporate news outlet. Over the last several years, more and more people are getting into the journalism business, often putting their amateur skills to work on their own and not relying on an employer. In ways, this has both helped and hurt the media, but the final impact of this trend will not be seen for some time. News media has come a long way since the first newspapers were printed on the press over two hundred years ago. Now, nearly any American can access any news they want with a few mouse clicks and the push of a button. The radio, television, and the internet all now offer 24 hour, around the clock live news coverage and have made all media accessible to anyone. The convenience is there, but with so many sources, it now becomes an issue of credibility. How does one know that their source is correct and who to believe? Only through hard work, research, and a keen eye and ea r can todays journalists and readers alike engage the news and get the truth, the whole truth, and nothing but the truth. That is the price of todays journalism environment. References Kreis, Steven, 2000. The Printing Press, The History Guide website, https://www.historyguide.org/intellect/press.html, retrieved July 27, 2008. Widner, James F., 2008. Hindenburg Disaster, https://www.otr.com/hindenburg.shtml, retrieved July 28, 2008. Hughes, Lain, 2004. The New Georgia Encyclopedia, https://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-2643, retrieved July 29, 2008. Whitworth, Damian. 2008. Oral History: The Monica Lewinsky Scandal Ten Years On. Times Online https://women.timesonline.co.uk/tol/life_and_style/women/relationships/article3185449.ece, retrieved July 28, 2008.

Wilson/Frost Differences Between Realism and Imagination

When I was a child, I often passed the time by playing imaginary games in which I was sometimes a superhero, sometimes a pirate, sometimes a teacher. I played these games all the way through elementary school, and when I was ten, I invited a friend over to my house, in the hopes that she would want to play my silly games with me. But when I mentioned it to her, she told me that imaginary games were â€Å"dumb†. If it is not real, what is the point of pretending? I was completely taken aback by what she said; obviously I preferred to live in the imaginary world, and she in the real world. This situation was a classic example of the struggle between realistic points of view and illusionist points of view. Correspondingly, the husband and wives in†¦show more content†¦This shows her view that people pretend to feel sorry for the dead, but people ultimately turn back to the living and recognize the dead as truly gone forever. Amy finds this disconcerting and sickening, an d so she vows that she â€Å"won’t have grief† (106), because if she does not grieve for her child, then the child must not be dead. She therefore resides in an imaginary world in which her child has not passed away and so her husband has not been digging a grave for a dead baby. These differences in viewpoints ultimately lead to strife within the marriages. In Fences, Rose eventually grows tired of Troy’s excessive imaginary tales. She always has to counter her husband’s stories, constantly saying, â€Å"Troy lying† (Wilson 153). Due to their opposing outlooks, the two often argue over things, such as whether or not Troy ought to put his brother, Gabriel, in a home. Rose thinks that â€Å"something ought to be done to help him†, yet Troy believes that â€Å"don’t nobody wanna be locked up† (Wilson 159). In this way, Rose is the realistic one, recognizing that Gabriel has brain damage and is not mentally fit to be living on his own, yet Troy refuses to accept that his brother is incapable of taking care of himself. Another instance in which Troy’s imaginary view of the world caused discord within their marriage was when he wasShow MoreRelatedAmerican Literature11652 Words   |  47 PagesAmerican Literature t hrough Time To find out more about a particular literature time period, click on the links below: ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · Puritan Times Rationalism/Age of Enlightenment American Renaissance/Romanticism Gothic Realism Naturalism Modernism Harlem Renaissance Postmodernism Contemporary Puritan Times period of American Literature - 1650-1750 Content: ï‚ · ï‚ · ï‚ · errand into the wilderness be a city upon a hill Christian utopia Genre/Style: ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · sermons, diaries personalRead MoreOcd - Symptoms, Causes, Treatment131367 Words   |  526 Pagesdeveloped a number of counting and repeating compulsions, as well as extensive avoidance behavior, in an effort to neutralize the obsessions. 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Dr. Condoleezza Rice Free Essays

Dr. Condoleezza â€Å"Condi† Rice was born on November 14, 1954 in Birmingham, Alabama. She is the only child her parent’s name are Angelena and John Wesley Rice. We will write a custom essay sample on Dr. Condoleezza Rice or any similar topic only for you Order Now Both parents are educated; her mother was a teacher while her father was a minister and a football coach. Dr. Rice learned to play the piano at an early age she also learned to speak French. The father moved the family up to Denver because of job placement. Condi graduated at the age of 15 from St. Mary Academy High School with a 4. 00 GPA. She started college at the University of Denver and graduated at the age of 19 with a Bachelor in Political Science. She attended the University of Notre Dame and received her master in 1975. Condi being an over-achiever went back to get her doctoral degree from the Graduate School of International Studies at the University of Denver. She accomplished all of this before the age of 27. Dr. Condoleezza Rice grew up in the turmoil of racism. During this time in the 1950’s it was difficult for African Americans to be successful. Condi mother tired to shield her from the treatments of Blacks. Dr. Rice remembered when she went out shopping with her mother it was one incident where they were at the store and the cashier/owner saw Condi glancing up on some expensive hats and she yelled at her to get off. Her mother yelled at the white women by telling her not to talk to her daughter that way and the mother told Condi to touch every hat in the store. Condi parents taught her to not thi nk of herself as less of a person than white. It’s not as shocking that Condoleezza Rice could stand the hardship of racism. She made something of herself such as becoming an extraordinary public figure. In a short time she gained a great deal of power and influence over people. She became a professor at Stanford and later went to serve as the Director of the Soviet and Eastern Europe Affairs for the National Security Council during Bush’s Presidency in 1989. In 1993, Condi became the Provost of Stanford, where she balanced the $410 million dollar budget within her first year. In 1999, she resigned as the Provost and became Bush’s Foreign Policy Advisor for his campaign. She became the first female National Security Advisor. The NAACP saw Dr. Rice being an influential role model to the minorities and was awarded the President’s Award in 2002. She became the United States Secretary of State which she was appointed in 2005. Condoleezza Rice is a good leader because she has a combination of many things, especially being a proficient communicator. In addition to English she also speaks Russian, German, French, and Spanish. She carries great talent and breaks the language barriers when travelled to those speaking countries. Condi is an effective leader because she is self-assured, knowledgeable, and proficient in the environment that she takes part of. Her major experience in politics is in Russian foreign affairs so being able to speak Russian is a bonus. She carries herself at a position that people know that she is serious and committed at everything she strives to attain. Condoleezza Rice valued her faith which guides her through difficult times in her life. She feels that if you are praying and have faith then God will show you the way. I do believe that’s true prayer can get you through the toughest times in your life that you never thought would have happen to you. Her family is her support system. Unfortunately, she lost her mother from breast cancer that she battled with for 15 years. Her mother was not able to see her daughter accomplished many outstanding opportunities. Her father was blessed enough to see his daughter be the first National Security Advisor but shortly afterward he passed away. Her family was very influential while growing up which led to her going to college and opening bigger opportunities. She knew the importance of education by having her grandfather graduate from college and hears the struggles he went through, ever since than her family has been college-educated. Condoleezza Rice do not feel sorry for people, she feels that everybody can accomplish something and use that special ability that’s inside them to be productive in the society. When it comes to African Americans she seems to be stern on us. She feels that blacks should not be feeding off the benefits of what our people where force to do during slavery time. She really believes that everybody should be treated equal, so she is obviously against affirmative action. After reading this book, I was able to understand more of Condoleezza Rice, her actions and decisions. Some people may not like her and it could be the choices she made along the Bush administration. However, I understand that she is a strong woman who is not intimidated by anybody. She is very direct and stands strong on her decisions. She grew up during the segregating times but didn’t let that hold her back from accomplishing her goals. She ended up being a very powerful and influential public figure, for that I look up to her for that. I know people who would be faced with a difficult situation that would weighed them down. They will not achieve a goal that could have opened the doors of opportunities to better their future. I chose to investigate more of Condoleezza Rice because I didn’t know practically anything about her other than her being the first African American women to be the United States Secretary of State. After reading her biography I can now say how delighted I am to learned that a women that is African American achieving such an enormous ambition in her life. She have influence me to farther my education and get a master degree â€Å"in something I loved† I’m taken her advice to â€Å"always take life one step at a time. † I feel that this step will be great for my family and me. I’m a first generation in my family so I know if my parents were still around that they would be proud of me of aiming that high in education. I know that those young people in my hometown neighborhood look up to me, even though I grew up in the â€Å"hood† I didn’t let the environment hold me back from something potential. I let the environment motivate me to not become a statistics and not to have my future family being raised in that kind of environment. I know furthering your education the key to success and that’s what I’m trying to show those youngsters in the neighborhood. Instead of just talking about it I must show the kids that it can be accomplished. This makes me feel excellent on the inside that I’m bettering somebody else life. 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Virtual Audience Platform Speaking Training â€Myassignmenthelp.Com

Question: Discuss About The Virtual Audience Platform Speaking Training? Answer: Introducation Public speaking is one of the most researched anxiety tests in the academic field. This test includes thirty four questions which help to comprehend the fears that are associated with the public speaking such as giving a presentation or answering question in the class (Niles et al., 2015). There are five scores for each of the question, Strongly Disagree = 1; Disagree = 2; Neutral = 3; Agree = 4; Strongly Agree = 5. There is a methodical way for determining the total score of PRASA. Firstly, the scores for the questions 1, 2, 3, 5, 9, 10, 13, 14, 19, 20, 21, 22, 23, 25, 27, 28, 29, 30, 31, 32, 33, and 34 will be added. Secondly, the scores of 4, 6, 7, 8, 11, 12, 15, 16, 17, 18, 24, and 26 will be added separately. The third step is a formula: Total score: 72 - Total from Step 2 + Total from Step 1 According to Williams (2017), the scores of the PRASA test can be category-zed in five ways. The scores from 34 to 84 fall in the low anxiety category; scores from 85 to 92 fall in the moderately low anxiety category; scores from 93 to 110 indicate to moderate anxiety; scores from 111 to 119 fall in the moderately high anxiety category and scores from 120 to 170 are indication of high anxiety. The scores are always supposed to be between 34 and 170, if not, there must be some mistake with the score computation. () has indicated that the minimum scores in the PRASA have been hardly reported, in most of the cases the students have reported to be with higher anxiety. I had scored 119 in the PRPSA scale, which indicates that I am moderately anxious while talking publicly. I have faced this problem with giving a presentation three months back. We were given a topic a month before the presentation and we got sufficient time for preparing for the presentation. I chose a topic according to my comfort level and I was quite confident with the presentation I prepared. However, on the very day of the presentation, I was utterly nervous which resulted into fumbling during the presentation. According to the PRPSA scale, this can indicate to moderately high anxiety. There, from this incident, I could identify that I have an anxiety issue which need further attention. I also get nervous talking to someone superior such as the principal or to the professor after any conference or lecture. With the findings of the PRPSA scale results, I had identified that I am having this fear of public speaking which is sometimes leading to panic attack and jeopardizing my pr ofessional career. Therefore, it was evident that this flaw of mine requires additional attention and support for personal communication development; otherwise it will have a negative influence on my professional career in my later life as well. Self- Perceived Communication Competence Scale (SPCC) The Self- Perceived Communication Competence Scale (SPCC) has been developed for obtaining the data of how competent an individual feels, while he or she faces diverse communication contexts and different types of receivers of communication. As individuals tend to make their own decisions regarding what they have to do while they are communicating, it is very much important to measure the perception of the individual. The self perception is very much important for the person him or herself, not for the observer (Ghani Azhar, 2017). Therefore the individuals should measure their communication competence which is basically the measurement of their perceived competence. The measurement of communication competence generates alpha reliability estimates and has a strong validity. There is a definite process for calculating the scores of the scale. Public item 1 + item 8 + item 12; divide by 3. Meeting 3 + 6 + 10; divide by 3. Group 4 + 9 + 11; divide by 3. Dyad (interpersonal) 2 + 5 + 7; divide by 3. ___________________________________________________________ Stranger 1 + 4 + 7 + 10; divide by 4. Acquaintance 2 + 6 + 9 + 12; divide by 4. Friend 3 + 5 + 8 + 11; divide by 4. In order to get the total score, the sub-scores are required to be added for Acquaintance, Stranger and Friend, and then it has to be divided by 3. There are also norms for comparing the scores. Public 86 High SPCC 51 Low SPCC Meeting 85 High SPCC 51 Low SPCC Group 90 High SPCC 61 Low SPCC Dyad 93 High SPCC 68 Low SPCC Stranger 79 High SPCC 31 Low SPCC Acquaintance 92 High SPCC 62 Low SPCC Friend 99 High SPCC 76 Low SPCC Total 87 High SPCC 59 Low SPCC The higher scores indicate that the individual has higher self perceived communication competence for the primary communication contexts such as meetings, public or group and receivers such as acquaintance, strangers and friend. My scores indicate that I have a low SPCC score within the communication context. A similar incident happened around five months back also indicate to the same. My professor had asked me to lead a group of friends with seven other students with a project. While trying to lead them with the project I realized that I am quite nervous and I am not comfortable enough to interact with them. I was unable to communicate my ideas with them and was very nervous when someone was asking a question to me. Therefore I realized that I will require putting more emphasis on improving the self perception. The scores indicate that I have low SPCC scores to almost every case, even with my friends sometimes. I have also experienced issues while talking in public and interacting with others as I tend to feel shy and nervous around them, therefore I have realized that this would also require more attention as it may create with my professional life in the later life. Literature review: Most of the people in the surroundings have the fear of speaking in public. For some this fear becomes so prevalent that the individual may stop interacting with others or making any face to face interactions or taking any course which may involve active participation (Wan, 2013). This kind of anxiety can be classified as the state of apprehension and uneasiness and fear which is caused by anticipating something intimidating. As stated by Steele Plenty (2015) the anxiety while speaking publicly is quite common amongst the students, even though it is quite prevalent amongst the general population as well. The person with high public speaking anxiety tends to avoid the situations that can provide more anxiety, however sometimes these situations are unavoidable, such as in college or while taking any course. In such situations, the individual deal with an intense feeling of distress and anxiety. According to Homer, Deeprose Andrade (2016), the anticipatory anxiety can also occur becau se the individual may start to imagine about the situation, before it starts happening to them, or before any kind of actual experience. In most situations, the individuals with the public speaking anxiety tend to identify that their fear is unreasonable and excessive, but in most cases they are unable to shift their response without any kind of assistance. There are several kinds of experiences that can be faced by the individual suffering from public speaking anxiety such as seating, palpitations, muscle tension, gastrointestinal discomfort, confusion etc. Baxter (2016) has stated that around eighty five percent of the general population tend to experience some kind of anxiety or fear while they are speaking in public. It has also been indicated that the stage fright or the public speaking can be investigated and cured at some point of time. There are many individuals around who speak for their living such as politicians, business executives, actors, comedians etc. Sometimes, the students also have to speak publicly during their courses, for giving any presentation or teaching others or leading a group of unknown for any projects etc. In case of the general population, sometimes the fear of peaking publicly gets so intense that it may cause harm for their performances. On the other hand, the students who tend to become anxious regarding their public speaking, they often avoid such social events or stop talking to their classmates. Batrinca et al. (2013) has indicated that the anxiety amongst the students mostly centers on speaking or listening. The students, who get very much anxious while speaking in the class addressing the students, may be very much comfortable responding to the teacher. After getting anxious, the students can also experience difficulties to discriminate the structures and sounds of what is being said and catch their feelings. Another anxiety attack can be faced while dealing with peer groups. According to Campbell Larson (2013), this can be caused due to fear of rejection in the group and low self confidence. There can be several reasons that can cause this fear such as difficult life events or bad experiences in the childhood, stress, pressure or personality. However, it can entirely influence the self-esteem in the individual and create a sense of fear while they are talking in their peer group. According to (), low self esteem can be very harmful for the individuals sometimes as it can limit the career development. Having low self confidence can keep the individual in a same place for years, as they may be less interested in taking challenges within their work places. Other than that, low self esteem can also cause disturbed mind and individuals tend to develop a set of unhelpful behavior which may result into damaged relationship or addiction to something. Felnhofer et al. (2014) has also said that m ental health and low self confidence can both reinforce each other creating a cycle. North, North Coble (2015) suggests that there are several ways to deal with the fear of speaking publicly and low self confidence. At the initial stage, the individual requires investigating where and why the fear is caused. They may make a list of things or ways which can help them to cope up with the entire situation. In addition to that, there can be various ways which can help the individual out of the situation such as warming up the body before speaking in public or breathing deeply. This may not help directly, but it will help the individual to cope up with the situation and have a higher self confidence. Sometimes, even taking the pressure of the forthcoming events can be very much helpful for the individuals while dealing with the situation (North, North Coble, 2015). If someone has a speech on the next day, they should stop thinking whatever is going to happen; rather it would help them if they think of their previous mistakes and take them as a learning stone. It would h elp them in shaping their speech and make an effective speaker. In case of having low self-confidence, the individuals can identify the particular physical symptoms, feelings or the associated behavior which can cause such a mental situation; they can trigger such experiences and can try to make it better. Also, it is very important to understand own self-worth. Therefore they should immediately change their derogatory thoughts which they make in their minds. Removing such thoughts will improve the situation and help to cope up with the situation. In addition to that, it is also necessary to assess the behavior of the individual (Niles, 2014). There may be different situations which make them self conscious or influence them in a way that impacts their self esteem. Therefore, these negative thoughts should be removed immediately and in that way they can gradually boost the confidence in themselves. Action Plan The two identified issues with the characteristics are- lack of confidence in giving presentation and problem in giving direction to the team members for accomplishing a certain job. Thus, this section will represent the necessary actions through which the issues can be overcome. Section Planned Actions Effective strategies and practices Target date for completion Improving self-confidence to communicate in front of many people -To undertake specific short courses for developing communication skills -Learn about power networking and emphasizing empathy - Attain knowledge regarding how to speak with confidence and optimistically -Reading specific communication texts and self-help books The fine art of small talk, 92 tricks for how to talk to anyone and crucial conversation. -Opting advanced post graduate communication courses 1st and 2nd month -Highlight the major points of the presentation and gain in-depth knowledge regarding the topics. -Ask for feedbacks after every presentation and highlight the drawbacks in the communication -Overcome the problem by learning about the solutions through different books or taking suggestions from mentors and teachers 3rd and 4th month - Regularly giving the psychometric tests to assess the effectiveness of the communication skills. 5th month - maintaining personal journals reflecting on communication interactions -Assess the progress by comparing the performance in the initial stages and current times -Identifying gaps and areas of improvements so that the problem in communicating in front of others can be overcome 5th to 6th Month Developing guiding skills to direct the team members -Reading communication self help books like crucial conversation, How to Win Friends and Influence People, The Definitive Book of Body Language and Power Questions: Build Relationships, Win New Business and Influence Others to improve the leadership skills to provide guidance to the team members and followers -Learn about different leadership skills through which proper guidance can be provided to team members - Listen to the team members queries. -Identify the best suited solutions for the incident and research for other alternatives if proper solution is not found 1st and 2nd month -Implementing the theories of communication skills and body language practically and assess the development of every week. 3rd month -Reading about different leadership styles and their implementation -Giving psychometric tests based on leadership to assess the behavioral aspect -Select the best suitable leadership styles that can be adapted for guidance -Implement the selected leadership style and ask for feedback from the team members. Moreover, the performance of the members is also assessed to evaluate the effectiveness of the leadership style. 4th to 6th Month Measuring the effectiveness of the undertaken strategies 3.1.1 Improving self-confidence Less hesitation in front of others- After this action plan, I will be able to understand others and communicate my thoughts and perspective to others. Ability to make other understand- Following this action plan, I will be able to provide proper justification regarding my selected points of the presentation and answer their queries. 3.1.2 Developing guiding skills Better performance of the team-members- This action plan allows me to implement the selected leadership style and ask for. Their positive feedback from the team members also allow me to assess my guidance skills Less conflict- The better communication with my team members results in lesser conflicts that I can attained through the above action plan. Reference list Niles, A. N., Craske, M. G., Lieberman, M. D., Hur, C. (2015). Affect labeling enhances exposure effectiveness for public speaking anxiety.Behaviour research and therapy,68, 27-36. Hunter, K. M., Westwick, J. N., Haleta, L. L. (2014). Assessing success: The impacts of a fundamentals of speech course on decreasing public speaking anxiety.Communication Education,63(2), 124-135. Williams, D. (2017). Foundational Concepts Of Effective Business Communication. Bartholomay, E. M., Houlihan, D. D. (2016). Public Speaking Anxiety Scale: Preliminary psychometric data and scale validation.Personality and Individual Differences,94, 211-215. Gilchrist, E. M. C. (2013). Effects of video self-modelling as an intervention for teenagers with public speaking anxiety. Niles, A. N. (2014). Does affect labeling enhance exposure effectiveness for public speaking anxiety?. varcov, Z. (2017).Online self-help: Investigation into lowering public speaking anxiety using a virtual reality smartphone app(Doctoral dissertation, Dun Laoghaire Institute of Art, Design and Technology). Wan, J. (2013). Localization of the English public speaking course in China's EFL curriculum.Asian Social Science,9(1), 94. Shahbaz, M., Khan, M. S., Khan, R. M. I., Mustafa, G. (2016). Role of self-perceived communication competence and communication apprehension for willingness to communicate in L1 and L2.Journal of Educational and Social Research,6(1), 158. Ghani, M., Azhar, S. W. (2017). Effect of Motivation, Willingness to Communicate (WTC), Self Perceived Communicative Competence (SPCC) and L2 Anxiety on the Frequency of Use of English as L2.Journal of Educational Research,20(1), 157. Barr, M. (2016). Using Video Games to Develop Communication Skills in Higher Education. Steele, G. A., Plenty, D. (2015). Supervisorsubordinate communication competence and job and communication satisfaction.International Journal of Business Communication,52(3), 294-318. Homer, S. R., Deeprose, C., Andrade, J. (2016). Negative mental imagery in public speaking anxiety: Forming cognitive resistance by taxing visuospatial working memory.Journal of behavior therapy and experimental psychiatry,50, 77-82. Baxter, J. (Ed.). (2016).Speaking out: The female voice in public contexts. Springer. Batrinca, L., Stratou, G., Shapiro, A., Morency, L. P., Scherer, S. (2013, August). Cicero-towards a multimodal virtual audience platform for public speaking training. InInternational Workshop on Intelligent Virtual Agents(pp. 116-128). Springer, Berlin, Heidelberg. North, M. M., North, S. M., Coble, J. R. (2015). Virtual reality therapy: an effective treatment for the fear of public speaking.International Journal of Virtual Reality (IJVR),3(3), 1-6. Campbell, S., Larson, J. (2013). Public Speaking Anxiety: Comparing Face-to-Face and Web-Based Speeches.Journal of Instructional Pedagogies,10. Felnhofer, A., Kothgassner, O. D., Hetterle, T., Beutl, L., Hlavacs, H., Kryspin-Exner, I. (2014). Afraid to be there? Evaluating the relation between presence, self-reported anxiety, and heart rate in a virtual public speaking task.Cyberpsychology, Behavior, and Social Networking,17(5), 310-316.