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. How to cite Dr. Condoleezza Rice, Papers

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.

First mover, last mover free essay sample

The first mover theory refers to the competitive advantage a company earns by being the first to enter a specific market or industry. With this movement comes advantages and disadvantages. An advantage of being a first mover is the technological advantage through sustainable leadership in technology. If the firm is the first one to introduce the technology, it reaps the benefits of selling those products to consumers. It also leads the way with research and development and obtaining patents for its products. This advantage can also create barriers to entry, as few firms can compete profitably. A first mover may also be able to obtain scarce assets. The first mover gains control of the assets that already exist. If the firm has superior information, it may be able to purchase assets at market prices below those that come later in the evolution of the market. Again, the acquisition of scarce resources may limit the number of firms that can compete in the market. We will write a custom essay sample on First mover, last mover or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Being a first mover means paying less buyer switching costs that may arise from new suppliers, new software or computers, and training employees for new protocol or software. Late entrants have to pay more for these switching costs. Switching costs typically enhance the value of market share obtained early in the evolution of a new market. With being a first mover, a company does not have to compete with as many established products as a last mover. Being early into a market means that competition is not as fierce and the company can set industry standards and gain market share easier than if it was competing with firms already established in the industry. No brand reputation has been formed yet as well. With being a first mover come disadvantages as well. One of these disadvantages is late movers being ‘free-riders’ on the first movers investments in areas such as research and development and other areas. Late movers can also exploit employee screening and tap into skilled labor at a lower cost because the first movers have given the employees experience and  training. In a market with considerable uncertainty, being a late mover means some of the uncertainty is relinquished before the firm enters the market. The automobile and aircraft markets are examples of this. Late movers can jump into the market once it has been established and know that there is little uncertainty that it is going to be a profitable industry. Once uncertainty is resolved, competition shifts to price, so those with low manufacturing costs have a competitive advantage. Being a first mover means new technology is brought to consumers earlier, but late movers can exploit technological discontinuities to displace incumbents. It may be difficult for first movers to see that last movers are displacing their technology as the new technology appears while the old technology is still growing. The late movers can basically take advantage of the early technology and make improvements on it. Finally, a disadvantage of being a first mover is incumbent inertia. This means that the first mover firms may be locked in to fixed assets, may be reluctant to get rid of existing product lines, or be organizationally inflexible. Firms may want to ‘harvest’ sunk costs such as buildings or marketing channels, instead of drastically changing itself to adapt to the market. Being a last mover means entering a market after it has been established by the first movers. There are advantages and disadvantages to being a last mover that are directly related to the advantages and disadvantages of a first mover. Firstly, being a last mover means the company knows how the product has been perceived and knows that the uncertainty of the market has been eliminated. Research and development costs will be less because the first movers have done extensive research to produce products. The last movers can piggy-back off this RD make improvements to the products already established. Last movers can take advantage of trained personnel from first movers. The first movers can train employees and give them experience, and then the last movers can come in and take them away, utilizing their skills. They may have to pay a higher salary to pull them away from the first mover, but they will save money on training. Finally, being a last mover means switching costs are lower. This is related to the idea that the market is already established. Since last movers can see where the market is headed, it can invest in these assets instead of switching old assets over to the new assets. This will ultimately save the company extensively. There are disadvantages to being a last mover as well. One of these disadvantages is possibly missing a opportunity to enter a market altogether. The market may disappear altogether before the firm can really establish itself. Assets that were used to enter the market will be obsolete. Another disadvantage is less potential customers because the market is flooded with first and last movers. Other companies may have the same idea to enter the market late, and with all the different companies competing in the same market, this may cause too many similar products to be on the market. This can lead to companies not being able to differentiate themselves. Last movers may not be able to keep up with technological advancements because they have not been established very long. Their RD departments need time to make technological improvements and since they are not in the market for long, may fall behind the first movers in this area. A final disadvantage of last movers is being labeled a â€Å"copycat† or â€Å"imitator.† When a late mover enters the market, since they are competing with established products, consumers may think they are just copying their ideas and turn away from their products. It is imperative that the new products established differences so that consumers see that there is a  benefit to choosing the new product. There are several examples of firms that are first movers that have been successful and unsuccessful. The obvious first mover example is Apple, which introduced products such as the iPad and iPhone. Other examples are IBM, which introduced the first 16 bit personal computer, GM in the car industry, and Yahoo, the first online search site. There are also examples of unsuccessful late movers. An example is AOL, which led the way with dial-up internet but later was replaced with DSL and cable internet. Other examples are Napster, which ran into legal issues, Motorola, and Wal-Mart as a low cost products provider. Some examples are last mover firms that have been successful are Facebook as a social media site, Home Depot for home improvement products, Netflix for online movies, and Samsung in the phone industry. All these firms entered their respective industries late but have established a competitive advantage that makes them viable in each industry.

Ethics paper on pollution

Ethics paper on pollution Ethics paper on pollution Ethics Paper On Pollution Developed Countries Have a Higher Obligation to Combat Climate Change Prepared by Mohammad Ul Haque Id:0147217 MG660- Strategic Marketing Prepared for Professor Michael Altamiran Submission date: 10/15/2014 15 October 2015. Professor Michael Altamirano Kings Graduate School Monroe College Subject: Letter of transmittal (Ethics Paper) Dear Sir, It is an immense pleasure for me to submit you Ethics Paper titled Pollution. I have tried my best to make this report informative. However, despite of my best effort their may remain some flaws in the report. I hope and pray that the mistakes will be kindly excused. Lastly I would be thankful once again if you please give your judicious advice on effort. Sincerely yours, Mohammad Mahfuz Ul haque ID No.:0147217 MBA Program Executive Summary The main cause of the climatic change is due to pollution. Pollution is the main reason for this global climatic change and this adversity. Pollution is a big issue and it must be tackled by the joined effort of many nations. Pollution can be tackled by many means , the majority of the pollution comes from some of the Developed and Developing countries. Pollution is broadly classified into four types, Land pollution, Water pollution, Noise pollution and Air pollution. All these pollutions contribute to the global climatic change. These are the major pollutions that cause many adversities. Climatic conditions of the world depends on various factors such as rainfall, water currents, ocean tides, monsoons and humidity. Weather experts believe that all these factors that influence the weather conditions are affected by pollution. So the weather conditions of a country is affected by its pollution. Some experts suggest that pollutions also affects the crops and forests that are essentials for maintaining the weather conditions. Due to pollution weather patterns and rainfall patterns change tremendously and this brings about failure of crops and even drought in some cases. For a healthy agriculture in a country the climatic conditions and the rainfall of that country must be stable , it should not change tremendously. Thus climatic changes caused by pollution affects the agriculture of a country and thereby indirectly affecting the people of that country. It has been estimated by a survey that the food we eat , water that we drink and the air that we breathe are polluted. There are about 20% of people are dying of pollution. Pollution is caused by pollutants , they are the agents that cause pollution. Pollutants are released by many means, such as industries, houses, ship wreck , automobiles, burning of petroleum products and dumping of wastes in the open space. Pollutants are of different types, they can be dissolved in water, spread through air or get deposited in the soil and they all cause pollution in all of their forms. Pollutants that are released by industries are some times toxic and can affect the living things. Some of the toxic pollutants that are released by the industries are zinc, lead, nitrous, oxide of nitrous, oxides of sulphur, peroxides and radioactive wastes. Pollution and the global climatic conditions can be tackled by only by co-operation among various country. Most of the countries have a band on releasing certain hazardous chemicals into the atmosphere , these type of band must be made a law and they must be strictly implemented. All the industries must check their emissions for any poisonous pollutants and they must filter them before releasing their gases into the atmosphere. Every country must follow the policy of REUSE,REDUCE and RECYCLE. Table of contents 1. Introduction: 2. Types & Causes of Pollution Air Pollution Water Pollution Soil pollution Noise pollution Radioactive pollution Thermal/heat pollution Light pollution 3. Effects of Pollution: Environment Degradation: Human Health: Global Warming: Ozone Layer Depletion: Infertile Land:

What evidence is there of application of the materiality concept in Research Paper

What evidence is there of application of the materiality concept in the report - Research Paper Example The most conspicuous evidence of the materiality principle in the preparation of JB Hi Fi’s financial report is minimal disclosure overload. According to the International Accounting Standards (IAS), most of the listed companies are expected to follow the structure as presented in paragraph 114 of IAS 1. However, JB Hi Fi is a conglomerate and deals with large volumes of financial information. Therefore, the company deals with complex financial information that requires sophisticated and alternative structures of presenting financial information. The company’s structure is different from the one proposed by international accounting standards, and better communicates the links between different pieces of information. Consequently, the company has enhanced its reflection of the financial position as well as the risks associated with the operation of the business. IAS proposes that listed companies should list intangible assets followed by trade and other receivables and finally trade and other payables when preparing the balance sheet. However, JB Hi Fi has a different order of items when preparing its balance sheet. The company lists trade and other receivables, intangible assets and trade and other receivables in an ascending order. JB Hi Fi bases its list of the balance sheet items on the importance of information presented in the financial report. Furthermore, the company cautions users of financial information not to read the financial statements in isolation. Rather, the company suggests that users of financial information should analyze financial statements in additional to reading notes to financial statements. The company’s statement of financial position has the three standard categories including assets, liabilities and equity. Each of these categories contains information about items related to each other for the sake of

Michael Sandels Designer Babies Essay Example | Topics and Well Written Essays - 750 words - 2

Michael Sandels Designer Babies - Essay Example The title of the essay, Designer Babies, can elicit reader’s interest and maintain it throughout the article as they strive to comprehend the circumstances surrounding designing of babies. The article is logically organized into introduction, body, and conclusion, with captivating subtitles that are crucial elements of a well-structured essay. The thesis statement is found in the first paragraph where the author argues that some people accept sex selection for children; however, researchers have not addressed other issues such as physical appearance and intelligence. Another feature that makes the article rather captivating constitutes excellent transitions between paragraphs and effective use of rhetoric questions. Paragraph transitions are organized in such a way that they answer questions posed in the previous paragraphs, or pose a question for discussion in the paragraph. Rhetoric questions are vital in this essay as they help in engaging the reader as the article progress es. The writer does not use numbering in the article, but organizes the essay into varying lengths of paragraphs with clear distinctions between paragraph ideas. Long paragraphs are used to explain the author’s ideas, while short paragraphs at the end of the chapters are used to summarize ideas and giving conclusive solutions to questions of the subtitles. Sandel refers to historical events when discussing his opinions to support his views. For example, when discussing the use of genetic testing.

Barriers to ICT in Nigeria School Research

Barriers to ICT in Nigeria School Research Information communication technologies (ICTs) are information usage tools that are used for the production, storage, processing, and distribution and exchanging of information. The many different information tools work together, and merge to make a networked world- which gets into every part of the world (UNDP Evaluation Office, 2001). It is a progressively more powerful tool for getting involved in global markets, enhancing political accountability; recovering and making better the delivery of basic services; and enhancing many development opportunities (UNDP, 2006). Ogunsola (2005) says Information Communication and Technology is a based electronic system use for transmission of information, to respond, process and retrieve, which has influenced the way we generally live our lives. Access to global knowledge and communication can be gained (Ogunsola, 2005). The use of ICTs by student make them get more knowledge and understanding to complicated subject topics and concepts and are m ore likely to remember information gained and apply it outside the walls of the classroom. (Apple Computer, 2002). In addition, students deepen their understanding and knowledge through ICT because there is access to information at different levels. (CEO Forum on Education and Technology, 2001). Nigeria is a developing country populated with over 124,009,000 people.60% of the population in Nigeria lives in the rural area which do not even have access to social amenities like computers or IT amenities for distribution of information. Most schools in Nigeria do not have computer systems in their schools and even those that have do not make use of it or get the full utilization of the effectiveness and efficiency of information technology. The development of information technology in Nigeria has not attained the required heights which is affecting the use information and communication technology in the education system of the country. (Oyebisi, 2003) Education System in Nigeria is structured into four different levels; we have the primary education, secondary education which is divided into two different cycles-junior secondary school and senior secondary school, and we have also got the Tertiary and higher education level. The primary education is run for six years for ages from 5 to 11yrs after an examination called common entrance is written to secure admission into the junior secondary school education, the junior secondary school cycle is run for 3 years and from age 11 to 13 years and also the senior secondary school cycle also run for 3years from age 13 to 16 years after which a senior secondary school certificate (SSCE) is taken which stands as a requirement for entrance into the tertiary and higher education level. The tertiary and higher education level comprises of universities, polytechnics and college of education. (International organization for Migration). This dissertation will be a study on the secondary educatio n level in Nigeria focusing on the senior secondary school cycle. In Nigeria, the ability and effect of information technology has been known in the school system. (Yusuf, 2005).The evidence of this is shown in different reform policies laid down by the country to integrate ICT especially computer in the Nigeria school system. The federal government 1988 document policy implements the introduction of computer studies, both software and hardware, to the various levels of education in the country. The document also stated that secondary school teachers should be trained which was facilitated by introducing computer systems some of the secondary schools. In 2004, the revised National Policy on Education (FRN, 2004) focuses more on the need of ICT at all Nigeria education levels. For example, in the section 11 sub-section 102 (a) states that All states, Teachers Resource Centres, University Institutes of Education and other professional bodies shall belong to the network of information and communication technology (ICT) (p.53) and also further stated in the section 11 sub-section 102(d) states Government shall provide facilities and necessary infrastructure for the promotion of information and communication Technology at all levels of education (p.53). However, despite the written documents were accepted, they were not implemented which has left Nigeria to still be lacking in the usage of Information technology in the Nigeria education institutions. 1.1 RATIONALE FOR THE RESEARCH Information and Communication technology has made impact in all aspects of life (Oliver, 2002). Information and communication Technology has proved and provided so many positive effects in every aspects of any country, organization. Many countries have experienced drastically change in their environment especially their education factor through the use of information technology. In spite of such positive impact most developing countries like Nigeria are still yet to efficiently and effectively incorporate the use of information and communication technology into their educational system. This study will be researching the barriers and also factors that preventing the effective and efficient use of ICT in Nigeria and the steps to be taken to improve the usage of ICT. 1.2 RESEARCH QUESTION The research question developed to guide the study is What are the factors preventing the usage of Information and communication Technology (ICT) in the senior secondary school educational system of Nigeria? And what steps that could be taken to promote ICT usage in this sector? The following research sub questions were developed to guide the study: What is the current secondary school education system in Nigeria? What is the current level of usage of ICT in senior secondary school education system in Nigeria? What are the factors influencing usage of ICT in Nigeria senior secondary school education system? What are the barriers affecting the usage of ICT in Nigeria senior secondary school education system? What can be done to improve the current situation of ICT usage in Nigeria senior secondary school education? 1.3 AIM OF THE STUDY The aim of this research is to be able to identify and analyze the different barriers preventing the usage of ICT in the Nigeria senior secondary school education system and make suitable recommendations to improve the current usage. 1.4 OBJECTIVE OF THE STUDY The objectives of this study: To understand Nigeria current senior secondary school education system. To understand the current usage level of ICT in senior secondary school education in Nigeria. To identify the factors influencing the usage of ICT in senior secondary school education in Nigeria. To identify the barriers affecting the usage of ICT in senior secondary school education in Nigeria. To establish the suitable ways by which the usage of ICT in senior secondary education in Nigeria can be effective 1.5 GANTT CHART The Gantt chart shows the framework for the research in terms of time scale apportioned to the different aspect of the research. Its a representation of the different tasks and activities that will be done in the research project. (See Appendix 1) CHAPTER TWO 2.0 LITERATURE REVIEW Africa has experienced the growth of ICTs in different areas over the past decades and it includes education. The metamorphosis from teacher-centred educational method to learner -centred education the all over the world in the previous years, adds to the use of ICTs in education. Lending from the phrase Knowledge -Driven world as envisioned by (Hawkins, 2004;Inwent, 2004), it connotes that education developmental practices must centre on the same access (i.e. equal) and value of education which should emphasize the significance of change in the educational sector via use of ICTs and providing new generations with improved expertise to operate in the 21st century. The use of ICTs in African countries and Nigeria in general is rising and considerably increasing. Conversely, while there is a vast knowledge on how ICTs are being implemented in advanced countries, there is less information on the method in which ICTs are being brought in into schools in less advanced countries (Beukes-Amiss and Chiware, 2006). Observing the less-developed countries in accordance to these authors, there is usually a short access time for each month using ICTs via both the students and teachers and even a lesser time taken with good Internet access. It ought to be observed that accessibility of ICTs with reference to access in terms of proportion of teachers to students varies considerably. In spite of this, the recent and rising technologies challenges the conventional process of Learning and teaching, and the manner in which education is controlled or managed. Despite the fact that ICT is a vital area of research in its own right, it is getting a key impact throug h all prospectus areas. Simple global communication gives immediate access to a wide array of data, challenging assessment and assimilation skills (Fowowe, 2006). Rapid communication and better access to ICTs in homes, educational establishment, and at work may possibly mean that acquisition of knowledge or learning turn out to be a truly lifelong activity-activities via which the rate of hi-tech change, forces continuous assessment of the teaching progression or process itself. Besides the importance of the research, laying emphasis on the part of the Internet and students mind-set or attitudes towards it has been well thought-out. Nowadays, Internet has become our part of communal order via the provision of a variety of functions. On the other hand however, it has immense function by implementation of method of education and system at all the society. Moreover; having awareness of the educational technologies and its major parts as Internet needs being more creative i.e. readiness, to put in new growth, creativeness or originality for learning, allowing individuals have their own learning with supportive and collective intelligence, making significant learning based on the constructivist approach (Maddux, et al., 1997). 2.1 FACTORS CONTRIBUTING TO USING ICT IN THE CLASSROOM In Accordance to Cox and Preston (1999), there are quite a few factors that have been recognized which could support and influence teachers in the usage of ICT in classrooms. In order to examine these factors furthermore with reference to teachers ICT use, the research makes use of the TAM (Technology Acceptance Model) done by Bagozzi, Davis and Warshaw (1989) which was an edition of hypothesis of reason action by Fisbein and Ajzen (1980) to examine the basis for the usage of ICTs by teachers. 107 adult users who had been using a managerial system for 14 weeks were tested with this model, and it was observed that peoples usage of computer was guided by the intents of their minds to use it and that knowledge effectiveness was also strongly related to these aims. 2.2 TEACHERS AND INSTRUCTIONAL APPLICATIONS OF ICTS Several different types of technology could be used to maintain and improve learning. All from digital moviemaking, video content, to handheld technologies and laptop computing has been used in classrooms. Likewise, new usage of technology such as pod casting are constantly emerging (Marshall, 2002). From Marshals view point, a variety of technologies brings different types of package and provides different purposes in the classroom. E-mail and Word processing promotes communicational skills; spreadsheet and database programmes promote organizational skills; and software for modelling promotes the basic understanding of Mathematics and Science concepts. It is imperative to look at how these electronic technologies vary and what type makes them essential as a van for education (Berker, 1994). Available technologies in classrooms nowadays vary from simple tool-based functions for example word processors, to scientific repositories of online data. Others are handheld computers, primary historical documents, two-way distance learning classrooms and closed-circuit television channels. Prensky (2005) emphasized that even the mobile phones that a lot of people now take with them can be used to gain knowledge. In accordance with Zhao and Lei (2006) all technology is possible to play diverse roles in the learning of students. Instead of trying to illustrate the effect of all technologies by putting them as the same, researchers ought to consider the various types of technologies that are being used in class-rooms and for what intentions. Two universal differences can then be looked at from the literature. Learners can study from computers where technologies are used basically as teachers and tend to enhance students essential knowledge and skills. Furthermore, it is feasible for them to be taught with computers where technologies are used as tools that can be used in varieties of goals in the knowledge acquisition process and can be as resources to help in the development of advanced order thinking, research skills and creativity (Ring staff and Kelley, 2002; Reeves, 1998). Murphy, et al., (2001), said that the primary structure of student studying from computers is explained as DES (Discrete Educational Software), CAI (Computer-assisted Instruction), ILS (Integrated Learning System), and CBI (Computer-based instruction). Applications of this software are also the most broadly accessible applications of learning machinery in schools nowadays, alongside the word-processing software, and have immensely helped in classroom for over 20 years (Wong, Ravity, Becker, 1999). Murphy et al., (2001) elucidates that teachers employ the use of (Discrete Educational Software) DES not only to enhance teaching, as in the previous years, but to provide means for self study, bring in topics, and give chances to learn ideas otherwise difficult to get to students. The software also performs two key hypotheses about how computers can aid learning. Primarily, the users capability to relate with the software is barely described in methods intended particularly to encourage studying with the tools. Secondly, computers are seen as a medium for acquiring knowledge, to a certain extent than as tools which may perhaps support more learning. As Discrete Educational Software (DES) is known as the universal method or approach to computer use in students acquisition of knowledge. Of late, the usage of computers in schools has developed more varieties as educators identify the potency of studying with technology as a way of enhancing or improving students problem solving abiliti es and reasoning. Zhang (2005) remarks that this move that has been motivated by the superfluity of communication devices and new information now more available to students at home and in school , each of which gives new enablement to students and teachers alike for enhancing and improving student success and to meet demands the 21st century skills. 2.3 BARRIERS TO ICT USAGE IN EDUCATION The observation that teachers proficiency and lack of understanding to weigh up the use, tasks and roles of ICT in education as the two major factors obstructing teachers willingness and self-confidence in using ICT support. Likewise, (JISC, 2004) in their observation on rising development in learning technology showed that the most noteworthy obstacles seen are linked to the training of staff in the use of ICT, staff attitude, access and ICT expertise in general. Furthermore (Elgort, Marshall Mitchell, 2003) similarly reported that staffs keep on identifying a lack of time as an obstacle to the use of technology. At the same time this has been interpreted to mean that staffs have not had the moment in time to attain the essential or Basic skills needed, which now appears more probable that it reveals a sense of main concern communicated by the institution and a need by academics to see a revisit on the investment or outlay of their time in accelerating their teaching and educationa l delivery with latest technology. Earlier study of academic staff attitude and manner of approach to the use of technology has also repetitively discovered time and a lack of such examples (e.g. knowledge and skills) as major obstacles to technology implementation (Marshall, 2000). The observation of ICT, has been user-friendly by teachers in this research is significantly relevant what Cox et al. (1999) observed. This is owing to the fact that most factors that teachers regard as making it easier to use ICTs was seen by Cox et al. as adding to the constant use of ICT by teachers in their learning, and which were also seen to be of main importance to these teachers in their teaching. The issues are: making the courses easier, interesting, and more diverse, more fun for them and their pupils, more enjoyable and more motivating for the pupils among others. In addition, it should be of a worthy note that in TAM (Technology Acceptance Model) by (Davis et al., 1989), one of the fundamental themes studied was apparently ease of use. This, in accordance to Davis generally influences peoples acceptance or approval to use a particular technology. CHAPTER THREE 3.0 RESEARCH METHODOLOGY Research is a cautious enquiry or search into a research question, or venture to ascertain new, or gather old facts etc., by methodical study of a subject. A good research is organized, truthful, and regularly assisted by knowledge of experts. It is governed by an in-depth understanding of what it means to be acquainted with something, by principles for performing things observed, for putting together and evaluating evidence to enable choices to be made between competing accounts of an observable fact, for testing the reliability of conclusions (Sharp et al, 2006) The research methodology is divided into parts: The research design and the data collection. 3.1 RESEARCH DESIGN 3.1.1 Research Approach There are two types of approaches to a research, inductive approach and deductive approach. These two approaches are use to assess information. 3.1.1.1 Inductive Approach Inductive approach is a research approach that has to do with collection of data and then analyse the data, from which a theory is developed. It emphasize on having understanding on the human factor reasoning. It uses quantitative method in collection of data. The researcher is part of the process of the research. (Saunders, et al, 2009). 3.1.1.2 Deductive Approach For the purpose of this study, deductive approach will be used. Deductive approach is an approach that has to do with shifting from theory to data; there is development of theory or hypotheses, in which a research strategy is designed to test it. It emphasizes more on scientific principles. It is a highly structured approach. It uses collection of qualitative method (Saunders, et al, 2009). Deductive approach analyse the relationship between research and theory. Theories that have been developed are then tested. Theories gathered are quite illuminating until they are tested. A researchers analysis of any theory may change after data has been collected, tested and analyse. These may be because ,new theories might have been developed before the researchers finishes his or her analysis and also the data collected by the researcher may not fit into the real or initial theory. (Alan, et al, 2007) The process of deductive approach is-Theory, Hypothesis, Data collection, Findings, Hypothesis confirmed or rejected and Revision of theory. (Alan, et al, 2007) 3.1.1.3 WHY DEDUCTIVE APPROACH? The approach that will be used for this study is deductive approach because it is already established that Information and Communication Technology has made a very great impact in education but despite this Nigeria is still lacking in the use of ICT in education. Most of the secondary school students are yet to use a computer in their studies and teachers are finding it very difficult to change their system of teaching by using ICT in their system f teaching. Therefore here will now be collection of data through questionnaires to test this theory. 3.2 DATA ANALYSIS There are two types of methods used in data analysis, they are: Quantitative analysis Qualitative analysis 3.2.1 Quantitative analysis Quantitative analysis is a type of analysis that uses numerical data for its data analysis process like graphs collecting data through data collection technique such as questionnaire. (Saunders, et al, 2009). 3.2.2 Qualitative analysis Qualitative analysis is a type of analysis that uses non-numerical data for its data analysis process such as categorising data through data collection technique such as Interview. (Saunders, et al, 2009). Researchers that make use of qualitative analysis gets close to the targeted population which are being researched so as he or she can have a better understanding of them in terms of behaviour, beliefs and values. In qualitative analysis, new research concepts and theories emerges out of the collected data .Due to the relationship that tend to exist between the researcher and the people he or she is investigating, qualitative researchers play an active role in the research design and gets more involved in whole process. 3.3 PROPOSED RESEARCH STRATEGY FOR THE CURRENT STUDY The research strategy chosen must be able to answer the research question and sub-questions appropriately and also meet up the objectives set.(Saunders,et al,2009).There are many types of research strategies which include, experiment, survey, case study, action research, grounded theory, ethnography and archival research. . (Saunders, et al, 2009).For the purpose of this study, the research strategy to be used is survey. Survey strategy enables one to sampling, whereby data can be collected from a small population representing a large size population. 3.4 DATA COLLECTION METHOD The data collection method that will be used is questionnaire and which will be administered by using postal and also telephone interview. The postal or mail questionnaire will be administered to respondents which are principals, teachers and students, which will be sampled randomly, while the respondent for telephone interview will be Government official. 3.5 POPULATION TO BE SAMPLED The participant s will involve 25 principals, 250 teachers and also 250 students will be selected randomly from different senior secondary schools.10 Government officials will be used for the telephone interview. The questionnaire given will be filled by the respondents, which will be collected back. 3.6 TYPE OF DATA The kind of data to be collected include: Gender; Age; Qualification; Experience; school location, Education Level, ETC and also further questions to be asked are What is your level of computer literacy? Which kind of ICT do you have access to in your school? How frequent do you have access to the ICT items per week? What is the adequate level of the availability of ICT and access to them? What are the activities done with ICT items? What are the factors hindering the usage of ICT in the school? These are just few out of the questions to be set in the questionnaire; more questions will be added as i further into the study. 3.7 PROPOSED RESEARCH ANALYSIS FOR THE CURRENT STUDY The combination of both Qualitative and Quantitative analysis would be use for the purpose of this research for the data collected; because numerical data will be used for it data analysis and questionnaire will be used as the data collection technique and also the interview that will be conducted with the government officials will be analysed with quantitative. They will be given their opinions in the answering of the questions. REFERENCES Apple Computer, (2002).The impact of technology on students achievement. Available at:http://www.aple.com/education/research/index2.html {Accessed on{12/05/2010} Ajzen, I., Fishbein, M. (1980). Understanding attitudes and predicting social behaviour. Englewood Cliffs,NJ: Prentice-Hall. 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