Virginia Woolf’s A Room of One’s Own Proves Students Need Schools of Their Own :: Room of Ones Own Essays

Virginia Woolf’s A Room of One’s Own Proves Students Need Schools of Their Own As indicated by the Children’s Defense Fund, in 1989 a normal of 1,375 youngsters dropped out of school each day. As a future instructor, my response to this figure is one of ghastliness and skepticism. When I move beyond the stun of such a figure and the compulsory non-serious inquiries: How might we be able to allow this to occur?, I become a specialist. I start to search for designs in the profiles of understudies who have fizzled. I consider the educational plan these understudies ingest and how it is taken care of to them. I attempt to comprehend what conditions bring about the neglecting of 1,375 understudies for each day. As a country, we have built up organizations of discovering that take into account the necessities of a few. Our schools permit a select bunch of understudies to succeed. Certain portions of our populace seem, by all accounts, to be at more serious hazard than others. The future doesn't look good for youthful dark and Latino people who don't endure secondary school. As indicated by Duane Campbell, creator of Choosing Democracy, the joblessness rate for Latino people is generously higher than the national normal and an African American youngster is as liable to go to jail as to school (15). As per the Economic Policy Institute, in 1991 43% of African American youngsters and 35% of Latino kids were living in neediness. It isn't amazing that an immense number of the 501,875 yearly school drop-outs originate from ruined dark and Latino families. Obviously it isn't just blacks and Latinos who are lost in the instructive mix. There are crowds of understudies who just don't fit into the customary government funded school worldview. Regardless of whether this poor fit is the aftereffect of an unconventional learning style, an enthusiastic incapacity or a requirement for a more significant level of educator contribution, these understudies are frequently fizzled. Such understudies may remain in school, yet they get inadequate training. Virginia Woolf, in her paper A Room of One’s Own presents a solid defense for schools which oblige the requirements of understudies who are flopped by our current framework. I didn't see the association between A Room of One’s Own and instruction upon my first perusing of the article, truly the thought came to me as I read Woolf’s exposition The Common Reader.

An Explanation Of The Swot Analysis Tourism Essay Example

An Explanation Of The Swot Analysis Tourism Essay Under these conditions a significant capacity in fixing and actualizing the propelled endeavor is the improvement of showcasing plan of the undertaking to break down the development circle by the strategy for SWOT-investigation that takes into history all the constituents and modifying interior and outside condition. Investigation of the innovation area of the undertaking completed so as to: Assignment of its conceivable quality ( S ) ; To put its potential failings ( W ) ; We will compose a custom paper test on An Explanation Of The Swot Analysis Tourism explicitly for you for just $16.38 $13.9/page Request now We will compose a custom exposition test on An Explanation Of The Swot Analysis Tourism explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom paper test on An Explanation Of The Swot Analysis Tourism explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer Build up chances ( O ) gave the organization its outside condition ; Distinguishing dangers ( T ) for the undertaking on the part of the outer situation. The truly thought of the SWOT-investigation is non simply the rundown of qualities and failings of the undertaking strength and to set up a nexus between them, however alongside in understanding the conceivable condition of affairss in the preparing and execution of cutting edge endeavors for administrative dynamic to build up a selling plan. Network of the SWOT-investigation depends on two vectors: the territory of the earth ( flat pivot ) and the area of the inside condition ( opposite hub ) , possibilities and dangers from the region of nature, the quality and fizzling of the structure. At the convergence of 22 have four Fieldss ( square ) . Table 1. The inside condition of the organization Quality ( S ) Outer condition of the organization Openings ( O ) Dangers ( T ) 1 the field of SO 2 the ST field Appraised limit Failings ( W ) 4 the field of WO 3 the field WT Field of ( SO ) are fixed by the qualities of those worries which Provide his utilization of this possibility. 2 ) Field ( ST ) are fixed by those failings in building concerns that do non offer chance to use the opportunity. 3 ) Field ( WT ) ( the capacity of the hazard ) is the most noticeably awful area for concern. 4 ) Field ( WO ) ( coming up short if conceivable ) is important to discover the possibility of chances for limit advancement plan of the undertaking. See the system of the symptomatic investigation of the propelled condition on the technique for SWOT-investigation for the structure and execution of cutting edge undertaking  « Amusement Parkâ » . SWOT-Analysis Table assembled by author Table 2 SWOT-investigation of the propelled condition  «Amusement Parkâ » the essential parametric amounts for the diagnosing, they are joined on the balance of submitted concern program and examination of cardinal nations of rating of putting fascination in footings of its turn of events. Table 2. Fundamental parametric amounts for symptomatic investigation. Second An alluring area of the undertaking ; The chance of making the stuff base and foundation of the undertaking ; Security of dealingss with financial specialists ; Experience the pioneer in the field of preoccupation ; The incorporation of a propelled endeavor in a vital arrangement of urban turn of events. Tungsten Risk of an uncomplete bookkeeping of dangers in the preparing of the endeavor ; No experience of conceivable staff in the diversion rides ; Peril of crime of capable standards during the ammo works and activity of the establishment ; No open represent the privilege to the land possession. Oxygen Acknowledgment of Estonia in the Baltic part ; Positive climatic conditions ; No simultaneous in this kind of market ; The use of occasions for 4 seasons ; The use of the understandings for the notice organization. Thymine Rivalry from different organizations resort parts ; Not well evolved development of the part ; No investigation of foreboding regular variables ; High hindrances to passage in the touristry business. 3. Examination Fieldss 3.1. Dissect the 1 field ( SO ) Fix the qualities of the innovation undertaking, which gave him spoke to establishments. A propelled endeavor is bit of the financial advancement plan in the city of Aegvidu. Execution of the endeavor gives a key model to the development of the solidarity of the tourer business. In cultural footings, it tends to issues of joblessness in the city, doing a significant part to make fulling the nearby financial plan. Contentss of the boss social locales of the endeavor are planned for propelling a solid way of life, this adds to the natural blend of an alluring characteristic scene with new design and the arrangement of care. The endeavor makes existent states of nearby specialists advancement in the part. In this regard, a propelled endeavor gets the full help of the neighborhood approval is the fate of import political centrality in the open head non only the tenants of Estonia and the Baltic States. The execution of a propelled endeavor in the nation of priority advancement, in light of the stipulation of specific advantages for financial specialists in income upgrade makes great conditions for the productivity of the endeavor all through the period. When all is said in done, this list with a little one-year diminishing recommends the steady activity of the undertaking. Extent of administrations gave under a propelled endeavor in general is new to the nearby touristry showcase. It very well may be partitioned into those administrations that are remembered for the ticket: the pool, H2O slides and other H2O athleticss appealing powers smaller than normal zoo, displays of invigorate creatures and workss, and to boot accommodates an expense Jacuzzi, sweat room, showers, providing leaving infinites for vehicles available to be purchased grouped remembrances, and so on. Given the freshness of administrations and their fascination in footings of natural immaculateness adequate restrictive belongingss, arranged selling exercises can flexibly a stable monetary status of the undertaking. 3.2. Investigate the second field ST Fix those failings of potential worries that do non offer a chance to use the opportunity. The oil certain features of inward innovation condition in the preparing and execution of cutting edge undertaking takes steps to chop down the effectivity of open introduction indexs. First of completely, it concerns the valuing of administrations for the endeavor. At the point when the asserted focusing of administrations to buyers from the nearby abroad. The second occupation, which should pay genuine going to it s bookkeeping limit indexs of achieved interest for tourer benefits in the part, with expanding conceivable and foundational limit of a diminishing in completeness. By cut bringing down the particular financial and monetary indexs this can fundamentally affect the development of tourer streams and to acquire the conceivable overall gain from a propelled endeavor. No less genuine activity that influences the effectiveness and gainfulness of the propelled endeavor is the rate-constraining capacity of characteristic variables. Regular nature of work is fundamentally reflected in the money related worth framework. Articulated regular nature of work altogether diminishes the open introduction of the conceivable market size and normal volume of existent downloads. 3.3 Analyze the third field of the WT Record the most significant employments which may affect the plausibility of a propelled endeavor. The central employment in a propelled endeavor are unpropitious common elements which are non taken into history when building up a worry program. Travel organization is situated in a zone inclined to characteristic realities and carry on topographical research in the area of it there is non water-repellent soils, which includes the growth of groundwater in the pit. Moreover, it is an undertaking is situated in the flood plain of the stream, presented to flotsam and jetsam and slope streams. While figuring the expenses of a similar organization for the continuation of the endeavor, the expenses related with the conduct of genuine ammo chips away at the advancement shower lights-outs to douse characteristic disasters are non arranged. A second every piece genuine occupation is that the calculation of tourer streams in the creation undertaking, the highlight is on sightseers populating in the constitution of a tourer composite of Aegvidu. Legally binding footings on which will sort out a continuous weight of the undertaking, recommend a joint contribution in cutting edge concerns and companions, watering spot and inn composites. In this occasion, a major for each centum of recreational administrations will be given to customers in neighboring states. In the selling plan of the organization completely thought about that the arrangement of tourer and preoccupation composites, which target bing concerns providing an extent of administrations for customers, is like those for H2O Parkss and can altogether affect the development of its tourer streams venture all in all. The third status, which is non taken into history while getting ready and actualizing the propelled endeavor is the opposition from organizations that are centered around providing comparative administrations to the imprint segment of the nearby market. The state as of now have comparable endeavors yet separately providing a similar extent of administrations, however modernized in the obvious radiation of experience. Such a situation may fundamentally affect the translational limit and the existent weight of the composite, which altogether can affect the practicality of a propelled endeavor. 3.4. Examine the field of WO Decide the utility of opportunities to happen a plan for limit improvement of cutting edge tries. A prior examination of the market and the market situation shows the adherents: Examined touristry showcase is described by similarly high limit. In the market there are a major figure of themes, offering tourer and recreational administrations, which can move as a

Internet Has Actually Had A Negative Effect On Non-western Societies - 1

Internet Has Actually Had A Negative Effect On Non-western Societies - 1 Internet Has Actually Had A Negative Effect On Non-western Societies â€" Essay Example > Internet has actually had a negative effect on non-western societiesIntroductionInternet is an important technological advancement that has provided means in which information can be shared easily. It is easier for someone in Thailand to communicate with someone who is located in United States of America (Barker and Angelopulo, 2005). However, Internet has come with its negative side (Oliver, Romm-Livermore and Sudweeks, 2008). Some of the challenges that are associated with Internet are the type of information that is transmitted, controlling and monitoring information that has been disseminated and cultural decay (Zhu and Ma, 2011). Thus, the aim of this essay is to show that Internet has actually had negative effect on non-Western societies. The discussion will be based on politics and culture has example of negatives that are associated with Internet. PoliticsInternet plays an import role in degrading and repudiating those countries, political parties, and states that champion s different ideologies from those that are championed in Western countries. Numerous websites usually provides forums that are free, and it allows every person who has views to express one-sidedly and thus degrades certain state (Ethridge and Handelman, 2012). For example, some sites states that Asian governments are not able to control political situations and other developmental policies. Other groups such as the “pro-democracy fighters” have continuously attacked Chinese government from the perspective of anti-government and anti-party views, and their socialist system. Moreover, these groups attack national leaders of the non-Western countries (Barker and Angelopulo, 2005). The western countries views do not acknowledge the views of the local government or states but champions things that are biased (Buhalis and Laws, 2001). For example, in the Internet, those countries that champions systematic reforms have been attacked stating that they do not champion human rights princ iples and they do not appreciate democracy (Ethridge and Handelman, 2012). In addition, the views presented on the Internet maximize on popular sentiment of disenchantment that result from work that is not satisfactory and frustration by the citizens and thus resulting in agitation of the populace. Generally, it means that these sites champions actions that are not satisfactory from the views of Western states (Oliver, Romm-Livermore and Sudweeks, 2008). The Internet has played a major role and has become an important tool that interferes with Internet affairs of other countries and harms national sovereignty. In certain websites, for example, organizations and agencies of some Western countries publish and supply data that try to treat sections of sovereign states has independent countries e. g. Tibet (Oliver, Romm-Livermore and Sudweeks, 2008). The approach that these Internet users are to influence people subconsciously and thus making people within these non-Western states to view their own ideologies differently (Wimmer and Dominick, 2010). Thus, the Internet ensures that the views of Internet users within the non-Western regions are manipulated to view importance and impact of Western countries. Internet provides a medium in which different people within a region can share their different views (Ethridge and Handelman, 2012). Internet comes with different tools that allows for communication between and within people. Example of tools may include blogs, chatting, social network, and emails (Barker and Angelopulo, 2005). The Internet, especially websites, allows politicians to share their views, sale their agendas to citizens, and also be able to receive information to improve certain features within their policies (Zhu and Ma, 2011). The Arab Spring is an example that illustrates the impact of Internet to politics. Arab Spring is the upraising that occurred in the Middle East whereby numerous ‘dictatorial’ governments were ousted. Some of the gove rnments that were affected include Libya, Egypt, Tunisia and Yemen. Many of these demonstrations and uprising were spread with social media especially Facebook. Thus, Internet played a major role in ensuring success of these demonstrations and uprising (Zhu and Ma, 2011).

Importance Of Joy Of Learning - 986 Words

Have you ever felt happy when you study? Do you really like learning? Nowadays, several people are placing more importance to education, while only a few of them care about how efficient they are learning.Maybe we can experiencing joy in learning to prove the learning efficiency.In my opinion, joy plays a very significant role in learning and let us talk about this topic. I read the article †joy: A subject schools lack† that is written by Susan Engel. Engel talks about children have their own way to learn because of their huge capacity for joy and they will receive lots of happiness and pleasure from learning since it is their innate ability to absorb information quickly.She uses her own experience to prove that it is important to value†¦show more content†¦As a result, I felt relaxed to solve these problems and did pretty well in math tests. I almost got full marks every time when I was in the primary school.I still want to appreciate the teacher because she hel ped me culture the joy about math. And this also affects me a lot in the next study life, even now I like studying math just because I love math when I was in the primary school. According to the authoritative figures, It is very hard for students to learn quickly because they need to adapt the circumstance and they don’t have pleasure when they are learning. In my experience, things was different, i got positive result because a friendly teacher.This detailed example states my thoughts about the joy and shows the positive impact of pleasure for learning. It is very important for all the students to try to get joy from learning. Since the joy can boost our attention and prove the efficiency. Everyone can try to enjoy what we are doing right now. There are many kinds of joy we may get from learning, we can also make joys when studying topics that don’t interest us or do very bad when we take the exam.Engel talks about joy learning and some students will get joy from go od grades, however, sometimes this kind of joy both has merits andShow MoreRelatedStrategies For Improving Student Achievement1318 Words   |  6 Pagespossible. In reading each of these essential nine strategies I tried to identify a TLAC technique that could be used to implement the essential nine strategy I was reading about. In doing this I decided I would also list them in the order of importance as I also link the strategy to the technique I thought would allow a teacher to successfully implement the strategy. 1. Setting the Objectives and Providing Feedback. It is odd to put this as number one in that it is the one area where I haveRead MoreMy Passion For Dance873 Words   |  4 Pagesand choreography is not in and of itself fulfilling. 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It is hard to put one’s self in Helen’s shoes because it is hard to imagine the hurdlesRead MoreWhy I Want to Be a Teacher868 Words   |  4 Pagesthem to become productive citizens in our community and with these types of responsibilities teachers can attain great pride and joy. Therefore, I believe that all teachers should strive for what can be considered to be a â€Å"good teacher.† A good teacher can be defined as someone who always pushes students to want to do their best while at the same time trying to make learning interesting as well as creative. 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One of five emotions, Joy, so aptly stated â€Å"Do you ever look at someone and wonder, What is going on inside their head? Well, I know. Well, um, I know Riley s head.† After viewing Inside Out, a person feels like they understand pruning felt by Riley in an accurate way. Itâ€℠¢sRead MoreManaging People Essay1733 Words   |  7 Pagesongoing management and administration of the organization. We can apply this relationship for the Joy of Chocolate company. This company was created in 1999 b Susy Campbell. Suzy targeted luxury restaurants and hotels with gourmet chocolates for their guests. And her aim was to create the gourment chocolates tat would be enhanced with local produce such as heather honey, whisky and locally grown fruit. Joy of Chocolate had achieved the dual objectivies of securing sales and developing new products wasRead More Technology Needs in the Special Education Secondary Classroom1370 Words   |  6 Pagesnon-disabled peers, are learning 21st Century skills in the general education setting using 21st Century technology. Special education students needing remediation or small group instruction are hindered by the lack of available technological devices. 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Nature Vs Nurture And Nurture - 1777 Words

Some believe that morality is an evolutionary anomaly, while some believe that morality is formed by the environment around you. Since the beginning of time, psychologists have argued over whether morality is formed and cultivated through nature or nurture. This psychological anomaly is why I am writing this paper. Ever since I have enrolled in, and taken, a psychology class during my junior year, I have questioned whether every little emotion and action is because of nature or nurture. No topic is more widely explored and researched than morality. It cannot be scientifically or psychologically proven or tested, making any claim highly controversial. This idea, of nature vs nurture, that I had previously researched my senior year of high†¦show more content†¦That’s when I had realized a person like this would be right before my eyes on from 12:45 until 2, on Tuesdays and Thursdays. Yes, that’s right. I had from that point on become set on interviewing my psycho logy professor, Jason Whetten. I had finally gotten the nerve to ask him, in person obviously, after class. As terrifying as it seemed, I quickly realized that I had nothing to worry about. To my relief, he said he would be very willing to do an interview regarding my essay topic. I then let out a mental sigh of relief. As I walked into his office to talk to him, I instantly became nervous. Thoughts rushed through my head: â€Å"What Do I Say?†, â€Å"Do I Record This?†, â€Å"What Do I Ask?†. I eventually walked in, sat in the chair, and everything seemed to fly by. He also wasn’t scary at all, surprisingly. I trusted his viewpoint and opinion upon the subject because of his vast knowledge and experience within the field. His comments and statements had helped with my assurance upon the topic. He had stated that there’s a â€Å"major theory for morality which comes from Kolberg. In this theory he talks about how a person’s morality changes as we get older. When were younger it s all about what s right and wrong and focused on the rewards and punishments. When we are teenagers, it s all about social status and what makes us look the best in front of our friends, or even what the social rules are. When we become older, our morality is based upon the world ar ound us†(Whetten, J.).Show MoreRelatedNature Vs. Nurture : Nurture1405 Words   |  6 PagesDecember 2015 Nature vs. Nurture Very few people know that the nature vs. nurture debate actually began early on with famous Greek philosophers such as Plato and Descartes. These two theorized that certain things were inborn and occurred naturally regardless of environmental factors (Cherry 1). Most people began to witness this debate in 1896 when the phrase â€Å"Nature vs. Nurture† was coined by English polymath, Francis Galton (â€Å"Nature vs. Nurture†Origins 1). 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It poses a question that many theorists have contested. Do human personalities and behaviors relate to our genetic makeup, or are we directly influenced by the environment and people that we are subjected to? What is more important, genes or environment? While some theorists take either one side over the other, some believe that both nature and nurture play an active role in human development. What is the nature side of the debate? Nature mainly refers to geneticRead MoreNature And Nurture : Nature Vs. Nurture1780 Words   |  8 PagesAs Nature Made Him: Nature vs. Nurture Human behavior is determined by both biological and environmental factors. Psychologists are interested in learning which of these factors is a greater influence on human behavior and identity. Although psychologists today generally agree that both nature and nurture play a role in conditioning behavior, there is still disagreement about the part that each of the factors have in determining behavior. The nature versus nurture debate focuses around the extentRead MoreNature Vs Nurture : Nature Or Nurture874 Words   |  4 Pages Nature or Nurture. Nature may be all of the genes and hereditary factors with which influence them to become who they are such as physical appearances and personality characteristics. Nurturing impacts people’s lives as well as how they are raised and all the environmental factors. In combination, these qualities can be the true identity of oneself. Many people may argue that nurture appears to a play huge factor in the two, but others may think otherwise. Not having both as a characteristic canRead MoreNature Vs Nurture : Nature And Nurture1821 Words   |  8 Pages Nature and nurture are usually seen as very different things, but they are actually somewhat similar and even integrated. There is a huge debate over which holds more influence over how people develop and whether they behave based on genes or their environment. In Sincero’s article Nature and Nurture Debate she discusses arguments for both sides, saying behavior may be completely in a person’s genes , or it could come from experience and influence. Many people believe â€Å"that the criminal acts, tendencyRead MoreNature Vs. Nurture : Nature Versus Nurture1337 Words   |  6 PagesNature vs. Nurture There are many different ways that behavior can be explained, especially on the terms of nature vs. nurture. Aggression is a behavior that has been extensively analyzed in a complex manner and the causes of it can be explained many different ways. Aggression can be defined as hostile or destructive behavior that can cause injury or destructive outlook especially when caused by frustration. Nature can be defined as aspects of behavior that have been inherited or are genetic, whileRead MoreNature Vs Nurture : Nature Versus Nurture882 Words   |  4 Pagestheir parents. Meaning they think Nature is a big part in their life and why they are who they are. The genes in each cell in us humans determine the different traits that we have, more dominantly on the physical connections like eye color, hair color, ear size, height, and other traits. However, it is still not known whether the more abstract attributes like personality, intelligence, sexual orientation, likes and dislikes are gene -coded in our DNA. The nurture theory has experiments showing a child’s

Web Content Management Systems Free Essays

Templates: Standard output templates can be created and applied to change the design of the entire web page can be changed centrally. Access Control: Some of the web content management systems allow the content manager to manage access rights to certain groups or users, 0 0 Access rights can be provided or certain pages can be blocked for specific user groups Access right can also be managed to allow or block access for ‘logged on’ or ‘anonymous users’ Scalable Expansion: WOWS’ provide the capability to expand a single implementation (one installation on one server) to various domains. Work flow management: Workflow is the process of creating cycles of sequential and parallel tasks that must be accomplished in the SMS. We will write a custom essay sample on Web Content Management Systems or any similar topic only for you Order Now For example, one or many content creators can submit a story, but it is not published until the copy editor clearness it up and the editor-in-chief approves it. Collaboration: WOWS allows many people to collaborate on a single web page. Many authorized content writers can work on one document or web page simultaneously, these changes can be authorized to make them permanent or denied to revert to the original document. Document management: SMS software may provide a meaner of collaboratively managing the life cycle of a document from initial creation time, through revisions, publication, archive, and document destruction. Content fertilization: SMS software may provide a meaner of allowing each user to work within a virtual copy of the entire web site, document set, and/or code base. This enables changes to multiple interdependent resources to be viewed and/or executed in-context prior to Content syndication: Content management systems help in content distribution by he likes of IRS feeds, emails can also be sent out to registered users in case the content is updated. Multilingual support: The content can be displayed in multiple languages. Versioning: Like many document management system, versioning can be done on the web content as well. Authorized content editors can pick up writing from a point in the article already published. This feature is very useful in contents that require regular updating. Types of content management systems There are three types of content management systems: 0 0 0 Online SMS Offline SMS Hybrid SMS Online SMS: The online content management systems are capable of displaying content on demand when a user visits the web page. E. G. A certain template can be applied to the weapon from the web cache when a user is visiting the web page. Offline SMS: These are sometimes referred to as â€Å"static-site generators†, here instead of displaying the content on-demand, the content processing is done before publishing. Since pre-processing tools don’t require a server to display content on- demand. Offline SMS can also exist purely as a design time tool. Hybrid SMS: These intent management systems write executable content, in which SMS itself doesn’t have to be deployed on a server but server similar functionality of the online SMS. Most popular content management systems 0 0 0 0 0 Wordless Joana Mood Text pattern Refinery SMS Drupes Concrete 5 Donned nuke Embrace Tiny SMS Advantages of SMS Cost effective With a content management system, a web page can be maintained for a fraction of a price of hiring a web developer. Easy customization The web page can be easily customized without coding. Most WOWS provide a GUI using which the intent can be customized using user friendly features such as ‘drag and drop’. SEE friendly Websites managed by WOWS are more Search Engine friendly for the following reasons; 0 0 0 Regularly updated content- Some search engines give preference to regularly updated content while displaying the results. URL rewriting can be implemented easily which produces clean URL without parameters. Auto generated IRS feeds increase the number of subscribers to the website. Disadvantages of SMS Latency issues Larger Cams can experience latency if hardware infrastructure is not up to date, if loaded every time data is updated grow large. Load balancing issues may also impair caching files. (1) Tool mixing Because the URL of many Cams are dynamically generated with internal parameters and reference information, they are often not stable enough for static pages and other web tools, particularly search engines, to rely on them. (1) Managerial Implications of Implementing a SMS In today’s business scenario, where having an e-presence is no longer a differentiating factor but a necessity, where profit margins are wafer thin. WOWS’ can lay a crucial role of meeting both goals of having an e-presence at the same time keeping the costs related to maintaining a website in check. With a WOWS except for the implementing costs the rest of the functioning is relatively cost free, as any ‘non- technical’ person with little or no training can maintain content using a SMS. WOWS’ allows for frequent updating of content, which would help keep the content fresh and help in SEE. References 0 0 http://en. Wisped. Org/wick/content_management_system http:// www. Masseuses. Com/tag/l (I-popular-content-management-systems-online/ How to cite Web Content Management Systems, Papers

Develop and promote positive relationships free essay sample

The importance of good working relationships in the setting. It’s very important to have a good working relationship within a setting because it reflects and promotes a positive environment, that is not only inviting for children but for the parents also. Staffs are also approachable and children will be relaxed and confident and will feel that they are able to trust you. Parents would also find it easier to form professional relationships with staff members, this helps to make separation and transitions easier for the child and parent. It also makes discussing important information about the Childs individual needs or concerns easier. Forming good relationships with other colleagues makes the setting run smoothly, information is easily passed on. The working environment is relaxed and more enjoyable. K2 Relevant legal requirements covering the way you relate to and interact with children and young people The relevant requirements covering the way we relate to and interact with children are The United Nations Convention On The Rights Of Children 1989, this legislation ensures that children are listened to, shown respect and have the right to make choices (within reason). They must be protected from discrimination and have the right to freedom of expression. The Children’s Act 1989 brings together various pieces of legislation; it covers child protection and the responsibilities a parent must adhere to, as well as ensuring that children’s welfare is of a paramount importance. K3 Relevant legal requirements and procedures covering confidentiality and the disclosure of information. The Data Protection Act 1998 requires anyone who handles personal information to comply with a number of important principles. It also gives individuals rights over their personal information. This act covers all information held on paper or computer systems and all organizations that store personal data must register with the Data Protection Commission. The eight enforceable principles that must comply with are: †¢Fairly and lawfully processed. †¢Processed for limited purposes. †¢Adequate, relevant and not excessive. †¢Accurate. †¢Not kept longer than necessary. †¢Processed in accordance with the data subjects rights. †¢Secure. †¢Not transferred to other countries without adequate protection. To comply with these principles every school processing personal data must notify under the Act. Data Protection within the school is also checked with auditors and ofsted. Any passing on of a child’s personal information to other professionals must have written consent from the parents or main carer, or the school would be in breach of the Data Protection Act. All admission details of children leaving the school are passed on to their new schools, but historical data is kept on the school’s IT Management system. This information is stored under a secure password protected application. The different types of personal data which is held in the school are: Name and address of the child. Gender. Contact details of parents/carer including emergency telephone numbers. Development records/profiles of each child. Observations including photographic evidence on each child. Medical information. Absence/attendance records. Unique pupil number. Within the school any general information such as doctor /dentist or other professional appointments should be shared between colleagues only. We also have a medical room within the main school which contains medical records and photographs of those children who have food allergies and other serious conditions such as diabetes. Again this confidential information is only accessible by members of staff. It is also essential and important when working with children not to discuss them or their family outside your setting. No information should be passed on without parental consent, unless requested by the police or social services. The only time that you are allowed to breach confidentiality is when you are safe guarding a child or in an emergency. K4 Relevant legal requirements covering the needs of disabled children and young people and those with special educational needs. Legislation and the special needs code of practice: SEN and Disability Act 2001: Providers should make reasonable adjustments to include children with SEN e. g. provide / attend training. A written SEN policy is needed. A SENCO should be identified. Education Act 1944: Children with special needs should be educated alongside their peers. The views of parents should be recognized. Children’s handicap should be diagnosed. Disability Discrimination Act 1995. Those who provide goods and services to the public must make sure that they do not discriminate against those who have a disability, including children who may have learning or physical difficulties or long term illness. Code of Practice 1994. A five stage process to assess a child’s special needs is identified. If needed a statement is written to say how those needs will be met. Code of Practice 2001. A staged system of assessment consisting of Action and Action plus is introduced to support children whose needs may not require a statement or to contribute to the process of statementing. Education Act 1989. Children with disabilities should be educated in mainstream schools wherever possible. Health, education and social services should work together to asses a child’s needs. Children’s Act 1989. Every local authority should provide services for children with special educational needs in their local area. Early identification of special needs is important. K5 The types of information that should be treated confidentially: who you can and cannot share this information with. Who should have access to any records? Head teacher, teacher, parents/carers, Ofsted, SENCO, Social services and other professionals. 2. Where should records be stored? Records are stored in secure cabinets. In a software package. These records are on the individual teacher’s laptops which are password protected and stored in a central storage room overnight. All back up discs are also stored in secure cabinets. 3. How can records be checked for accuracy? External moderators from the Local Educational Authority check the software for accuracy and EYFS profiling. Regular meetings with current examples of tracking and profiles take place between the school and the moderators. 4. Who should be allowed to carry out observations and assessments? Teacher, Key person, SENCO and assessors. 5. Who can give permission for observations and assessments to take place? Written permission forms are signed by parents/carers at the start of the academic year for all new children attending the school, this also covers photographic observations/evidence. K6 The meaning of anti-discriminatory practice and how to integrate this into your relationships with children and other adults. It is paramount that all children and families feel that the setting is welcoming, non-threatening and that they are respected and valued. These means that all practitioners should have excellent communication skills and have the ability to listen carefully, question, understand and respond in a positive manner. Developing and building a trusted two way relationship means that you will be able to support both the family and child throughout their time in your care. The school also promotes that all individual children are given equal access to the school’s curriculum, care, moral and spiritual input, sports, arts and play opportunities. This support also includes the children being healthy, safe, enjoying and achieving and; making positive contributions to the community and society. A SEN register is held in school of all children who have been identified as having special needs. Other registers record different circumstances which may affect children’s access to the curriculum such as English as an additional language, medical needs, gifted and talented. K7 How you adapt your behaviour and communication with children to meet the needs of children in your care of different ages, genders, ethnicities, needs and abilities. It is still essential with this age group of children and young people to build on good relationships; they will be experiencing many physical changes and may feel anxious about puberty. Adults need to able to listen and be sensitive to the changes they are going through. It is vital that they have positive adult relationships, with an adult who can listen carefully, are sensitive, non-judgmental and have empathy to their individual needs. Within this age group they face far more peer pressure, wanting to fit in with their peers, feeling concerned about their outward appearances, even facing issues such as sex and experimentation with alcohol and drugs. Having a good relationship away from a family member where the children or young people can feel that they can express their own views and opinions and be respected and spoken to as an equal over important issues in their lives is paramount. Therefore they still require an adult who can give them advice, reassurance, praise and encouragement and understand their needs. K8 Strategies you can adopt to help children to feel welcome and valued in the setting. I ensure that all children in my setting are given the opportunities to play with an activity of their choice and that their views and beliefs are listened to. All children must be praised and encouraged, valued and listened to. I make them feel welcome and valued by being a positive role model and by taking an interest in what they do and say. K9 What is meant by ‘appropriate’ and ‘inappropriate behaviour when interacting with children, the policies and procedures to follow and why these are important? The school’s policies and procedures all members of staff must have a full and active part to play in protecting all pupils from harm, and at all times the children’s welfare is of paramount concern. We should all be working together to provide a caring positive and stimulating environment that promotes the social, physical and moral development of all the individual children. All members of staff are expected to develop their performance portfolios and undertake annual performance management meetings to improve on their teaching standards. The importance of following the school’s policies and procedures in appropriate behaviour are that you are contributing to the overall ethos and aims of the school and safe guarding the children. Helping to promote inclusion and acceptance of all pupils and encouraging interaction with others. Appropriate behaviour helps to develop the children’s confidence, self esteem, resilience and independence giving them a feeling of being respected and valued. Inappropriate behaviour from members of staff could result in the children lacking in confidence and lowering their self esteem. The children we feel that their views and opinions are not respected or valued. The children will become less independent and it will promote bad behaviour resulting in an environment where they will not learn or feel safe. Using unprofessional behaviour when interacting with children could become a child protection issue. Therefore it is inappropriate to be too personal or give personal information to the children in your care. K10 The importance of encouraging children to make choices for themselves and strategies to support this. By encouraging children to act in this way you are helping them to develop and make them become aware of their own needs and areas of improvement. This can be done by allowing the child to try and solve problems or necessary decisions before advice is given. Options can be given to the child to help them choose a path to take K11 The importance of involving children in decision-making and strategies you can use to do this. Within the foundation stage, the overall area is split into specific activities such as role play, home corner, writing table, messy area, quiet area and the outside area. The children can make decisions on when, how and for how long they stay at an activity. With all of the activities, there will be under pinned planned learning intentions and outcomes, some of which will have adult led or adult engagement involved. By letting the children play independently and by not interfering or leading the play, the children will develop social and emotional skills and learn to play alongside others or co-operatively. It enhances their imagination and creativity, develops communication and language skills as they work through ideas and concepts, also enabling the children to take risks and make mistakes and learn through their experiences. In involving the children in decision-making it will build on their confidence and self esteem and they will feel that their views and feelings are valued. K12 How to negotiate with children according to their age and stage of development. The first step in negotiation is to ask what dont you want to do and why. Using age related language, experience of the situation, the child and or children will in general be able to come to or reach an outcome. All children need choices it is not age specific, it depends on what level they are at in their development and understanding, for the choices that you give them. For example under 3 year olds, Its tidy up time, ask them to tidy away three things, give them a choice of what three things they are going to pick up. With children 3 years of age and over they start to learn for themselves about negotiating through their play by figuring out what the rules are, who’s going to go first, sharing toys and activities. As children get older it is important for them to be involved in negotiating and decision-making as it develops their ability to become responsible, understand consequences and prevents them from feeling excluded and powerless. Giving children choices puts the responsibility and power back into their hands. Within a school there are several ways in which you can negotiate with the children, including rewards such as stickers for those children who can undress independently for PE. For example if a few children who refuse to get changed, rewarding them with a sticker encourages them to try to undress independently or with our support. Maybe reward house points for good behaviour in following our ‘rules’ or trying really hard and working at their best ability. In the outside area we time the use of the bikes, scooter and cars so that all the children have a turn. We ensure that all the children have a choice of independent or adult led activities. When negotiating we are consistent with our actions and give the children explanations and consequences and listen to their views and feelings. K13 Strategies you can use to show children that you respect their individuality Keys to good practice: Provide activities that encourage self-expression. Provide opportunities within the foundation stage in creative development for the children to express themselves in exploring different media such as painting, drawing and modelling. The children can develop their imagination and expression in songs, music and dance, imaginative play and role play. Celebrate diversity by learning about each other’s culture, religion and beliefs. Encourage the children to listen and talk to each other in our weekly show and tell activity where the children can share a special toy, achievement or a special outing with us and their peers. Provide open-ended activities that children can put their own ‘stamp’ on. Allow the children free flow play where they can make up their own rules and games by providing different areas for role play and activities. Have independent activities based around our themed topics in which the children can expand on such as ‘buildings’. The children make 3D and 2D â€Å"Three little pigs† houses which is an adult led activity. By allowing them different mediums the children independently made houses by chalking out a town in our outside area, making houses with constructions toys, junk modelling, tents, and building their own using building bricks and homemade cement. Avoid comments that single children out as being different. Ensure that we listen and talk to the children include them in choices and decision making, acknowledge their interests and abilities by respecting their backgrounds, experiences and culture. Acknowledge children’s particular strengths and talents. Ensure that you respond to the children in different ways depending on their personalities. We share achievements or talents in special assemblies where the children can show their certificates or their talents to the rest of their peers. Show interest in things that the children enjoy doing. By knowing the children really well you can encourage them to try a new way of completing an activity such as if you know a child likes painting try to persuade them to try a different medium like a collage or junk modeling to create a picture. K14 How to balance the needs of individual children with those of the group as a whole. Within the setting daily routines of which the children have to adhere to such as registration and weekly timetable to adhere to. The school’s planning process involves grouping the children together by learning ability, style, physical and social groups and the teaching resources and levels are matched and deployed to deliver different styles of teaching to these different groups. K15 The importance of clear communication with children and specific issues that may arise in bilingual and multilingual settings All communication is a two way process and it is paramount when working with children that you listen carefully, question, understand and respond in a positive manner to what is being communicated to you. This will give the children the fundamental skills to take part in family life, school, employment and social activities. Within the setting we provide opportunities for the children to development their communication and language skills by different activities: It is important to give children clear communication and sufficient time to express themselves. †¢Showing our understanding and respect. †¢Giving children confidence and self esteem. †¢Encouraging independence. †¢Children can express their feelings and views. †¢Encourages socialising skills. †¢Gives children choice. †¢Showing we understand their needs. †¢Develops their language and communication skills. Also within our setting we have several children who are bilingual and multilingual with two or more languages these children have extra weekly support from our EAL co-ordinator. With these children we also ensure that we give clear and understandable instructions and in some cases use hand gestures or picture clues to help with their understanding. K16 Why it is important for children to ask questions, offer ideas and suggestions and how you can help them do this †¢It makes them feel part of the school. †¢They can have their say. †¢Gives the children a sense of responsibility. †¢Encourages their independence and confidence. †¢They will have a sense of belonging and pride in their school. †¢The children’s views and opinions are being listened to. †¢They will look after the new area or equipment (respect it). †¢Gives the children choices. †¢Builds relationships. †¢Develops their communication and language skills †¢They feel respected and valued. †¢They will explore and experience different activities / environments. †¢Develops their knowledge and understanding of the world. I feel that this is important to include the children in decisions about their environment, activities and learning opportunities because it gives them a sense of responsibility, independence and they will feel respected and valued. We do this by ensuring that the children have time to ask questions in a relaxed and natural way throughout their school day. K17 Why it is important to listen to children? It is important to listen to children so they know that you are interested in what they say and that you care for them. You also get to learn about the child when they are talking to you, for example if you need to help them with their language development or help them in their learning. †¢The children will feel that you are not interested in them. †¢Demonstrates that you are a role model to the children. †¢It builds the children’s self esteem and confidence. †¢It builds on good relationships with the children and other adults. †¢The children feel respected and will be happy to share suggestions and decisions. †¢Develops the children’s communication and language. †¢Helps the children to learn socialising, negotiation skills and independence. †¢The children may need to disclose a safeguarding incident. †¢It shows that we understand the children’s needs. K18 How to respond to children in a way that shows you value what they have to say and the types of behaviour that could show that you do not value their ideas and feelings. All children respond well to positive reinforcement of expected behaviour boundaries. By just giving general statements such as â€Å"do not interrupt† or â€Å"well done† does not reinforce or teach good values. Also by asking open questions you can demonstrate that you are listening to the child and or children and giving them time to express their feelings, views and opinions. K19 The importance of being sensitive to communication difficulties with children and how to adapt the way you communicate to different situations. Communication difficulties with children: †¢Hearing difficulties or deaf. †¢Poor vision or blind. †¢Ill health. †¢Special educational needs. †¢Physical disability. †¢Poor language skills or English as an additional language. †¢Disruptive child. †¢Speech problems. Cultural Differences and English as an additional language 1. Smile and have friendly facial expressions. 2. Use hand gestures to gain understanding. 3. Use pictures. 4. Show warmth and encouragement. 5. Use culturally relevant learning materials. 6. Group EAL co-ordinator who shares the same home language. 7. Have some key words in their home language. 8. Use translator. 9. Always treat children with respect and as individuals. 10. Ensure that you take into account their cultural differences, their life experiences and the way they prefer to communicate. 11. Respond appropriately to their non-verbal communication. Hearing impairment 1. Ensure that you always speak clearly and listen carefully. 2. Remove all distractions. 3. Always check and ensure hearing aids are working. 4. Use written communication if age appropriate. 5. Use sign language if and when appropriate. 6. Use a trained interpreter if a high level of skill is required. 7. Explain things using short, clear sentences and draw or use pictures, as required, to illustrate what you mean. 8. Use physical objects when learning new words or concepts. 9. Ensure the child as your full attention and that you maintain eye contact. Visual impairment 1. Use methods of multi-sensory interactions such as touch, sounds and smell. 2. Use different tones of voice with lots of expression. 3. Do not rely on non-verbal communication. 4. Use environmental sounds. 5. Develop routines when interacting with the child, such as using their name and touch in a consistent manner. Have clear signals that show the beginning and the end of your exchanges. 6. When explaining an activity or object ensure all visual communication is clear and understandable. Physical and learning Disabilities 1. Use alternative and augmentative communication such as hand gestures and eye pointing. 2. Use visual aids such as communication boards or displays, photographs, drawings and symbols to represent words or activities. 3. Use chat books or photograph album containing photographs, pictures, symbols, words and messages. 4. Use speech generating devices such as communication boards or displays on a machine which speak a message when a particular button is pressed. 5. Use spelling, using an alphabet board or typing device to spell out words and messages. 6. Use formal signing or signing which is particular to an individual. 7. Use object symbols that include normally objects or small versions of objects which represent an activity, object or person. Such as a set of car keys can represent it is time to go in the car. 8. Use a multi-sensory approach when providing information and learning taking into account the five senses and present information and activities in a different way enhancing learning and involving the children by doing, touching and seeing. 9. Ensure that your surroundings are appropriate and accessible. 10. Judge correct level of understanding. 11. Respond at the correct level repeating information when necessary. 12. Be prepared to wait and listen carefully. These children can be supported by: †¢Senco. †¢Parents. †¢Children under two by the health visitor. †¢EAL co-ordinator. †¢Other professionals †¢Nurture assistant. In terms of our physical environment we have no children with visual or speech impairments or with physical disabilities within the current foundation stage. So therefore we have no need of changing our different areas to accommodate any of these children. I would ensure that we accommodated these children by ensuring that the environment was spacious and accessible, bringing activities to their level or the floor. I would also use more visual and tactile aids. K20 How you can help the children to understand the value and importance of positive relationships with others. Within our school we encourage the children to develop positive relationships with others by praising good behaviour and following our rules. We act as positive role models such as praising nice manners. I have a rule for example, that if you accidently kick a ball over the fence I will let the children retrieve it if they can ask me with lovely manners. If they don’t ask nicely I make them wait and think about what would be a polite way of asking to retrieve the ball, thus instilling positive and desired behaviour. K21 The importance of children valuing and respecting other people’s individuality and how you can encourage and support this. †¢Act as a role model showing that you respect others individuality, feelings, views, ideas and cultures. †¢Have positive images and toys, books and dolls within your setting. †¢Have activities that encourage negotiation, sharing and building on relationships. †¢Demonstrate positive behaviour. †¢Have activities which encourage the children to talk to, listen and find out about others. K22 Why it is important for children to understand and respect other people’s feelings and how you can encourage and support this. †¢Stops the children’s frustration. †¢The children will feel that their feelings are being viewed. †¢Encourages empathy and social skills. †¢Encourages and promotes positive and expected behaviour. †¢Builds relationships. †¢Develops the children’s communication and language. †¢Develops personal, social and emotional skills. †¢Develops the children’s knowledge and understanding of the world. K23 Why it is important to be consistent and fair in dealing with positive and negative behaviour. †¢Being consistent and fair the children will understand right and wrong. †¢The children will understand expected behaviour boundaries and rules. †¢The children will understand consequences. †¢The children will understand that you are not showing favouritism. †¢The children will understand what is acceptable and what is not. Within my setting we reward positive behaviour with praise and other recognition such as house points and stickers. This is done in the presence of the child’s peers to encourage and reinforce positive and desired behaviour. With negative behaviour, if safe to do so we give no attention as it is often a play by the child for your attention. However, some unsafe and disruptive behaviour must be addressed immediately in a consistent and fair manner. K24 Strategies you can use to encourage and reinforce positive behavior Children may have negative behaviour due to: 1. Lack of sleep. 2. Feeling unwell. 3. Problems at home. 4. Sibling rivalry. 5. Tension at home. 6. Some children do not know how to play with others. 7. Bored and frustrated. 8. Lack confidence in socialising with others. We acknowledge positive behaviour and give reasons behind any boundaries such as we walk in school because we might fall over and hurt ourselves or others. We are consistent and fair by rewarding praise, house points and stickers for following the rules. We control negative behaviour by reinforcing and reminding the children of our rules. K25 Strategies you can use to challenge and deal with different types of behaviour which are consistent with your organisation’s policies The school policy aims and expectations are that every member of the school community feels valued and respected and that each person is treated fairly and well. The school’s policy encourages and promotes good relationships and that we work together to help everyone learn. We also aim to help the children grow in a safe and secure environment and for them to become positive, responsible and increasingly independent members of the school community. The school’s main ethos is to reward good behaviour as it believes that this will develop an environment of kindness and co-operation. The school employs sanctions to negative behaviour which are appropriate to each individual child, taking into consideration each child’s needs and the issue. The role of members of staff are to ensure that the rules are enforced in their class, that each individual child is treated fairly and consistently, to monitor repeated incidents and to seek advice from appropriate leadership team if necessary. We also use behaviour observations to help us understand the needs of the individual child such as requiring extra support from key worker, SENCO, EAL Co-ordinator, Management or other professionals. We also use different strategies and resources such as SEAL (Social and Emotional Aspects of Learning) to help individual children with their behaviour. K27 Why it is important to encourage and support positive relationships between children and other adults in the setting and strategies you can use to do this †¢It demonstrates that you are showing respect and sensitively. †¢Promotes good and positive behaviour. †¢Act as a role model for the children. †¢Promotes good communication in a caring and clear way. †¢It promotes good manners. †¢The children feel that they are listened too and that you value what they have to say. †¢It creates a positive atmosphere and environment where the children feel welcome and valued. †¢Promotes a friendly, consistent environment where the children will feel their views are worthwhile. †¢Ensure that you always give reasons and take time to explain your thoughts and actions. The main strategies that we use in the school are we work very closely in a team in the Foundation Area; we have a consistent approach with dealing with the children’s behavioural issues. We encourage the children to interact and build on relationships with all of us by acting as role models and by reinforcing our key rules. We also spend time with all the children across both classrooms in teaching and delivering our planned activities each week including taking phonics sessions, guided reading sessions, show and tell, PE and music, key person story time and supervision of the outside area. We have effective communication across the team to enable us all to keep up to date with any issues such as medical conditions, negative behaviour incidents, records of ongoing assessments / observations, developmental progress and achievements of the children in our care. K28 Why positive relationships with other adults are important. As a practitioner it is important that you maintain and have positive relationships with all adults that you come in contact with to support and develop the children in your care to grow into secure, confident and happy people. Having collaboration and support from parents, colleagues and other professionals will enable you to develop strong relationships which will enhance and benefit the children by demonstrating positive and desired behaviour. The children will cope better with transitions from home to school, to new classroom, to new staff and or support from other professionals. K29 Why it is important to show respect for other adults’ individuality and how to do so ? It’s important to respect other

The Seal Killers Essays - NYPD Blue, Pinniped, Uncle,

The Seal Killers This is the realistic fiction story of two people who catch two commercial fishermen killing off seals. In the beginning, a guy named Andy agrees to fly from Montana to California to work for his uncle at a gas station for boats. In exchange, his uncle would teach him all about boats. It was Andy's dream to drive out in the sea. He goes out in a boat with his uncle and he teaches him some things. They noticed that seals were dyeing. Andy's uncle said it might be some kind of disease. So then his Aunt gets sick so his uncle has to spend time with her and didn't really have time to teach Andy about boats. One day Andy was working at the boat gas stop and a girl his age comes to fill up. She didn't look at him though, she was looking at the dead seals. She said that she really hated that and the commercial fishermen were killing them for lots of reasons. One was they were eating the boat and scaring the fish away. Anyway, then she left and came back in the evening. She filled up and introduced herself. Her name was Molly and she knew a lot about boats. Andy said where he came from and how he wanted to learn about boats. So then they made a deal that she would teach him how to use the boats and in exchange they would try to track the seal killers. So then a huge boat comes to the gas station. It was owned by the Jackson brothers. They were the two meanest commercial fishermen in the town. Molly had a suspicion that they were the ones killing the scenes. Then they take Andy's money and he tells his uncle. His uncle said those guys are crazy and that he shouldn't bother them. A few days later, Andy and Molly go where the Jackson brothers hang out and they follow them. They heard them saying something about killing seals tonight. So Andy and Molly go on Andy's uncles boat and follow the Jackson brothers. They spotted them and started shooting them. Then Andy and Molly speeded up but the Jacksons crashed into rocks and got stuck. So then Andy and Molly called the police and the fishermen got arrested. Andy learned a lot about boats and his uncle was very proud of him.

Free Essays on Grocery Store Project

Grocery Store – Packaging Assignment When price is determined by the number of items that can be purchased with a given amount of money, larger items with less packaging seem to be more costly, but when the price is determined other factors, such as how much a product costs per ounce, then patterns start to emerge that suggest the opposite might be true. I suspect that products with less packaging tend to seem slightly more expensive than products with more packaging, but that they generally end up being more cost effective when other factors are taken into consideration. My theory is that these patterns are important to understand because they show how making careful decisions and reducing consumption can be beneficial for the consumer and is important for the future well being of the world and its inhabitants. To investigate the relationships between the food retail industry and the various costs associated with it, I visited an Albertson’s store to make observations. The location I visited is where I do the grocery shopping for my family when I go home. The predominantly white, middle-class neighborhood that surrounds the store has earned a reputation for being very laidback on weekends, and very fast paced and active during the week. As I watched what the other customers put in their baskets, I collected the following information about the items bought, the prices, the prices per ounce, the sizes of the products, and the caloric values. Category Item Name Total Price Price Per oz. Size of Item Calories Dairy 1 Bonbel Semi soft Cheeses $3.99 $0.89 4.5 oz 70 cal 2 Albertson’s Cheddar Cheese $7.39 $0.23 32 oz 120 cal/oz 1 Milk $3.89 $0.03 1 gallon 100 cal 2 Milk $0.90 $0.06 1 pint 150 cal Produce 1 Green Salad Cup $1.29 $0.22 6 oz 2 Yellow Banana $6.24 $0.39 Meat 1 Hormel Bacon Strips $5.99 $0.50 4 strips/packet 80 cal 2 Albertson’s Bacon Thick Sliced $5.99 $0.25 24 oz 110 cal Hea... Free Essays on Grocery Store Project Free Essays on Grocery Store Project Grocery Store – Packaging Assignment When price is determined by the number of items that can be purchased with a given amount of money, larger items with less packaging seem to be more costly, but when the price is determined other factors, such as how much a product costs per ounce, then patterns start to emerge that suggest the opposite might be true. I suspect that products with less packaging tend to seem slightly more expensive than products with more packaging, but that they generally end up being more cost effective when other factors are taken into consideration. My theory is that these patterns are important to understand because they show how making careful decisions and reducing consumption can be beneficial for the consumer and is important for the future well being of the world and its inhabitants. To investigate the relationships between the food retail industry and the various costs associated with it, I visited an Albertson’s store to make observations. The location I visited is where I do the grocery shopping for my family when I go home. The predominantly white, middle-class neighborhood that surrounds the store has earned a reputation for being very laidback on weekends, and very fast paced and active during the week. As I watched what the other customers put in their baskets, I collected the following information about the items bought, the prices, the prices per ounce, the sizes of the products, and the caloric values. Category Item Name Total Price Price Per oz. Size of Item Calories Dairy 1 Bonbel Semi soft Cheeses $3.99 $0.89 4.5 oz 70 cal 2 Albertson’s Cheddar Cheese $7.39 $0.23 32 oz 120 cal/oz 1 Milk $3.89 $0.03 1 gallon 100 cal 2 Milk $0.90 $0.06 1 pint 150 cal Produce 1 Green Salad Cup $1.29 $0.22 6 oz 2 Yellow Banana $6.24 $0.39 Meat 1 Hormel Bacon Strips $5.99 $0.50 4 strips/packet 80 cal 2 Albertson’s Bacon Thick Sliced $5.99 $0.25 24 oz 110 cal Hea...

Mandatory Volunteerism Essay Example | Topics and Well Written Essays - 750 words

Mandatory Volunteerism - Essay Example A current debate that is seemingly drawing a lot of focus revolves around whether community service ought to be made mandatory within the high schools in America. Many schools stipulate that to qualify for graduation, students are obliged to take part in community service for a predetermined period. The proponents of mandatory community service intimate that it develops leadership skills among students. It is a stepping-stone for future job positions that value leadership. On the counterargument side, opponents argue that community service should not be made a subject of force. Opponents hold that it is a bad idea for schools to bend the arms of students to volunteer. In spite of the fact that teaching students to offer voluntary services to the community is ideal, establishing a systemic requirement that compels them to do so is a grave mistake. They hold that volunteerism is an essential value to instill upon teenagers but it is the role of parents, not teachers, to pass the value on to the developing teenagers. Volunteering in the community ought not be a prerequisite for any achievement, in this case a quantifiable tenet for students to attain prior to submitting their forms. The counterargument intimates that true volunteerism ought to emerge from the will of an individual and the motivation they have to help others. Making it mandatory therefore functions to kill that drive. By making volunteering mandatory, school officials are in essence replicating the mandatory system ascribed to penitentiaries all over the country. Moreover, by implementing mandatory volunteerism, students carry the extra burden of an external criterion that is a prerequisite for graduation. A considerable number of students tend to concur with this paradigm as cited by a survey carried out by the council charged with the excellence of the

How the west was won Essay Example | Topics and Well Written Essays - 500 words

How the west was won - Essay Example Through foreign treaties, political sabotage, military conquest, and digging mines, and pulling in enormous migrations of foreigners, the United States expanded greatly from coast to coast. With time, the American frontier drifted into history, and the myths of the west firmly held to the imagination of Americans and foreigners alike. From this understanding, this paper will give a detailed analysis of How the West Was Won. The outer line of settlement moved steadily towards the west from the 1630s to the 1880s, with some movements from towards the north. The ‘west’ was always the area beyond that boundary. Thus, the Midwest and parts of the American south have a frontier history with the modern western states. Politicians prioritized the west during the colonial period (Leslie 73). In terms of expansion and settlement, the English, Dutch, and Spanish happened quite differently. The Dutch traded in the Hudson River valley, taking up tracts of land, but they did not push westward. In contrast, the Britons gave priority to individual land ownership among farmers (Otten 85). Some American politicians began to argue that the United States should absorb the whole of North America. Bills were introduced into the senate, in an attempt to allow granting of free land to reward those willing to travel and claim the Rocky Mountains. Other politicians were of the opinion that such legislation would trigger war with Britain, and the bill did not sail through (Addison 4). There were several reasons, which made people risk travelling to California and Oregon. Emigrants emphasized on the importance of leaving the swamps of Mississippi, which were infested with fever. Antonie Robidoux claimed that he had never witnessed any case of fever. Stories regarding the high quality crops and the possible yields after growing spread widely. Claims were thrive that the motives, which brought

Are Ghosts An Illusion Of The Mind Philosophy Essay

Are Ghosts An Illusion Of The Mind Philosophy Essay Ghosts are just one of the many subtopics that reside within the topic of paranormal. Paranormal experiences are studied using parapsychology: a scientific approach to supposedly paranormal experiences. With the use of H. J. Irwins brilliant book called, An Introduction to Parapsychology Third Edition, and Bobby Elgees article called, Evidence of the Paranormal and Ghosts, we are able to deduce a theoretically sound explanation of what is paranormal and since when has the topic been studied. Then, we analyze the survival hypothesis and the ability of a soul to live outside the body. After, we proceed to the definition of ghosts and their usual whereabouts while setting the conditions that they usually appear in as well as to who they appear. Finally, we go on to claiming that these experiences are not really ghosts, but either hallucinations or just simply paranormal due to the witnesses wild conclusion that it couldnt be anything other than a ghost. Ghosts: An Illusion of the Mind Ghosts are not what you think they are, far from it. They arent the friendly little ghost you see in Casper, nor are they the Bloody Baron from SpongeBob Squarepants who haunts the ocean for eternity. They might not even be anything at all, just a word people exploit to an unknown object which might have a logical explanation. Yet, most cultures in the world believe in the body having a soul which like the heart, can exist and survive in another body. Yet, even if such an idea is generally believe by a large population of the world, it may not be true. Thought or belief proves nothing, for if it were, then a group could believe in radioactive helicopter bunnies and it would be fact. Yet, people need proof, therefore, to believe ghosts, we need proof that they exist. Life isnt neither what people see in movies, read in books nor see in pictures. Therefore, neither are ghosts. In order to prove ghosts dont exist, we have to analyze the parapsychological and the paranormal, the survival theory, the situations in which ghost usually appear and how most experiences are most likely fakes. According to Bobby Elgee, the word paranormal simply means not scientifically explainable.' (Elgee, 2009, pg 1) Meanwhile, parapsychology is known as the study of apparent anomalies of behavior and experience that exist apart from currently known explanatory mechanisms that account for organism-environment and organism-organism information and influence flow (Irwin, 1999, pg 1). Therefore, it is the commutation of a being to another, or a being to a surrounding. In other words, parapsychology is using a scientific approach to study experiences that may be paranormal and to determine whether or not the evident paranormal quality of a given class of parapsychological experience is authentic or ontologically real. (Irwin, 1999, pg 9) According to Irwin, recorded instances of parapsychological experiences of course may be found among all cultures and in all historic periods. (Irwin, 1999, pg 13) Yet, the testing of such experiences for accuracy and authenticity was slower to emerge. Some, such as Henry More and Joseph Glanvill showed themselves alert to the possibility of fraud, delusion, and unreliable observation, but their views more religious than scientific as they were endeavoring to ascertain the earthly presence of the devil and diabolical forces. (Irwin, 1999, pg 14) It was later that Francis Bacon made a call for objective scrutiny of parapsychological experiences (Irwin, 1999, pg 14) which was more scientific than More and Glanvill, but at the time society was not receptive to such a view and Bacons arguments went unheeded. (Irwin, 1999, pg 14) Then, a center in England called the Society for Psychical Research where parapsychologists are united in their conviction that the objective investigation of pa rapsychological phenomena was called for, despite the prevailing disinterest in such research among the established divisions of science. (Irwin, 1999, pg 13) Even today, most of society disregards the subject as scientific, yet parapsychology is under taken as a scientific endeavor regardless of its subject matter, flaws in any of its research procedures, and the skeptical rhetoric of its critics. (Irwin, 1999, pg 2) Therefore, Irwin states that, All ESP experiences thus are parapsychological, but we require proof that any of them could be paranormal. (Irwin, 1999, pg 2) How do parapsychologists know that an experience is truly paranormal? According the Elgee, Competent paranormal investigators will attempt to rule out the anomaly (Elgee, 2009, pg 1) or anything that seems abnormal or irregular. If someone captures a photo of a strange orb or mist, parapsychologists would ask all questions possible in order to rule out irregularities such as: is it a reflection? Is it a bug? Is it dust? Is it condensation on the lens of the camera? Is it a problem with the developing and/or printing process? (Elgee, 2009, pg 1) Yet, according to Irwin, parapsychologists focus of study is purely a matter of appearance, of how an experience seems to be. (Irwin, 1999, pg 2) Therefore, even if the survival hypothesis proves not to provide a legitimate basis for their conceptual integration, each of these experiences appears to entail the existence of a nonphysical or spiritual self (Irwin, 1999, pg 9) thereby, the experience is parapsychological. The authenticity of the experience relates to the question of whether the issue of underlying processes concerns the question of how? (Irwin, 1999, pg 9) For it to be paranormal, the question of must be raised. How is this possible? How did this come here? How did it happen? If the question of how cannot be answered, it is hence called paranormal. Yet, there are groups today that are causing a steadfast declination in the belief of the paranormal. They are damaging the credibility of legitimate and accomplished paranormal researchers and parapsychologists by posting photographs that are easily dismissed as well-known and easily identifiable camera malfunctions and other artifacts of the photographic process. (Elgee, 2009) If people keep on claiming that every small malfunction is an apparition or paranormal experience, then nobody would believe if a true paranormal experience emerged. It would be the boy who called wolf all over again, except with ghosts, orbs, mists and many other strange paranormals. According to Irwin, the survival hypothesis concerns the notion of postmortem survival, that is, that a disembodied consciousness or some such discarnate element of human personality might survive bodily death at least for a time. (Irwin, 1999, pg 175) Simply stated, the survival hypothesis is the notion that there is some element of human existence that survives death. (Irwin, 1999, pg 8) For an apparition or spirit to appear, it has to be able to survive outside the body. Due to the fact that apparitions, ghosts as a matter of fact, can be of the living, we can assume that survival does not necessarily imply immortality or eternal existence (Irwin, 1999, pg 175) after death of the body, but more of the soul being able to survive outside the body for a limited time. Therefore, when comprehending an experience in which an apparition is involved, parapsychologists must be able to believe that a disembodied consciousness or some such discarnate element of human personality might surviv e bodily death at least for a time. (Irwin, 1999, pg 175) Due to implications of an existence after death, the survival hypothesis has obvious religious connotations. (Irwin, 1999, pg 175) Yet, since the topic is being studied from a scientific point of view, these are of no concern. Therefore, when looking at the topic from a scientific point of view, we ask questions. In order to analyze, the first step is to ask questions in order to be able to understand all aspects of the situation. Becker asks, is there a nonphysical element of human existence that can separate from the physical body, can survive organic death, can reattach its organization as an integral personality after death, can appear before and haunt the living, [and] can be born again in another body? (Becker, 1993, pg 9) Yet, it cannot be scientifically proven that there is a life after death since there is no evidence. That is a question of faith at this point in time since there is no scientific evidence of the exis tence of ghosts or an afterlife. (Elgee, 2009) Therefore, we have to assume accordingly that in case of a life after death, we could thereby presume a ghost to be real. Yet, until then, all suggestions are merely that and nothing else. A ghost is a type of apparition. According to Irwin, an apparition is encountered in a perceptual-like experience and relates to a person or animal that is not physically present, with physical means of communication being ruled out. (Irwin, 1999, pg 243) Therefore, for it to be an apparition there has to be evidence that the figure is not there and has no possible means of a connection to the witness. Yet, Irwin states that it is held to be pointless to speak of apparitions unless we mean this term to refer to the hypothesis of an objective entity. (Irwin, 1999, pg 243) He goes on to say the having defined the term thus, it is up to parapsychologists to ascertain if these hypothesized objective entities actually exist. (Irwin, 1999, pg 243) Therefore, it is up to parapsychologists to study all rational explanations until there are no explanations, naming the experience as paranormal, but not necessarily an apparition. As Eglee states, If weve done a good job ruling out everything, w e may just be left with something paranormal. Thats it. (Elgee, 2009) We cannot call something unexplainable by a name other than paranormal, or seemingly an apparition. Otherwise, it would be metaphorical to calling someone you dont know Bob. You may assume it to be Bob, but he is just an unknown somebody until evidence proves otherwise. One problem that could be raised against any definition of the apparition (Irwin, 1999, pg 243) is that it could be a hallucination. Unless witnesses by more than one sanitary person, an apparition could be a persons mind playing tricks on the so-called experient. Therefore, parapsychologists have gone from studying the apparition to studying the apparitional experience in order to adopt a phenomenological approach (Irwin, 1999, pg 244) in the field of study. According to Irwin, so-called ghosts are recurrent haunting apparitions, that is, the same figure is witnessed in the same location on a number of occasions often by a number of different experients. (Irwin, 1999, 250) Here, we witness Irwin suggesting that for the figure to be a ghost, it has to be seen in the same location, more than once and by different witnesses. He also adds that some ghosts reportedly perform the same actions in the same location on each occasion they are experienced. (Irwin, 1999, pg 244) He states that they appear real and solid as well as that their appearance changes as the experient moves around it. They occlude objects they move in front of and are occluded by objects they move behind. (Irwin, 1999, pg 244) He also includes instances in which they may cast a shadow or when the experient may perceive their reflection in a mirror. (Irwin, 1999, 244) This disproves the transparent misty forms popularized in fiction (Irwin, 1999, 244) Irwin states that most figures are experienced within 10 feet of the subject and in the majority of cases (à ¢Ã¢â€š ¬Ã‚ ¦) the figure is not recognized by the experient. (Irwin, 1999, pg 247) If an experience is defined as paranormal, is truly justifiable to be able to call the irregularity a ghost? Even Elgee proclaims, To take the next step and call a possibly paranormal photograph a picture of a ghost is a leap of faith that I, personally, cant swallow. A person can certainly make that statement, but at that point it becomes an opinion, a statement based on belief and faith. (Elgee, 2009) He goes on to proclaim that, At that point, I can choose what I believe. Theres simply no evidence backing it up. (Elgee, 2009) Even in spirit communication there are points where the truth simply depends on faith. The medium could be lying, unless it is one of the rare instances where the medium received some skill the personality demonstrably possessed while alive but which the medium himself/herself does not have. (Irwin, 1999, pg 177) Ghost recognition is simply to irrational to be studied scientifically. As Elgee proclaims, ghost hunting doesnt lend itself to a well-controlled scientific experiment. (Elgee, 2009) He goes on to state that, The methodologies are weak, the equipment used was never originally designed to detect ghosts, and it is nearly impossible to replicate the results. (Elgee, 2009) Therefore, how can it be proved that ghosts exist with the use of insufficient methods and equipment that was not made for ghost hunting? Even Irwin states that, in no way is there any presumption here of the existence of the paranormal even though many contemporary parapsychologists (à ¢Ã¢â€š ¬Ã‚ ¦) actually regard parapsychology as the study of the paranormal. (Irwin, 1999, pg 1) If someone who has spent most of his life studying the paranormal refuses to proclaim the existence of it, then how can we believe the many who claim without proof that a minor irregularity is something major such as the ghost of dead perso n? Are there really such things as ghosts due to the fact that most of the apparitions seen are dead? According to Irwin, about 70% of recognized apparitions are of people whom the experient knew to be dead. (Irwin, 1999, pg 247) He goes on to proclaim that the number of ghost an experient witnesses may vary with the age of the individual or more precisely, with the number of deceased persons the individual knew. (Irwin, 1999, pg 247) Therefore, it assumed that the more dead people you know, the more likely you are able to see ghosts. Is it truly ghosts? Or is it the mind playing memories of actions you have seen the diseased performing in a certain place every time you pass by. For example, you see your dead grandmother planting flowers in the garden every time you walk by on a visit. Most experients are likely to lie or jump to conclusions, therefore, we can presume that the operation of fraud (à ¢Ã¢â€š ¬Ã‚ ¦) remain potential interpretations (Irwin, 1999, pg 177) of such proclamations as the sightings of ghosts or other apparitions. It might even be a story used to increase the experients reputation in order to make him/her more interesting. One of Irwins students reported the experience of strolling along a deserted beach and feeling someone walking beside her. (Irwin, 1999, pg 247) Most of humanity gets the same feeling while walking alone, especially in the dark, yet, usually, there is no one there and it is a trick of the mind. The student goes on to proclaim, that she did not see or hear anything to indicate there was something there (Irwin, 1999, pg 247), yet, the sense of a presence was very strong and she felt very comfortable with it. (Irwin, 1999, pg 247) Could it not have been a cool breeze that caused the student to feel comfortable and, assuming it was warm since she was on the beach, the breeze was strong due to the oceans current? No, the student jumped to the conclusion that it was an apparition or spirit, but unfortunately, the student has no proof. Another experience is of one totally deaf man described hearing the rustle of an apparitional figures dress. (Irwin, 1999, pg 247) Is it really true, or is it the yearning of the man to actually hear something, that his mind played tricks on him? Since most experients whom are able to witness many ghosts or apparitions have known many deceased, could it not be assumed that it is just the mind projecting an image of that we wish to see? A similar analogy would be that of a man trapped in a desert seeing a mirage of a lake. What we see, is simply what we wish to see and nothing more. By analyzing the parapsychological and the paranormal, the survival theory, the situations in which ghosts usually appear and how most of those experiences are easily proven fakes, we have come to the conclusion that it is impossible for ghosts to truly exist unless evidence prove otherwise. Even if, later on, experients actually turn out to have a sixth sense that could perceive the dead, could it not be just that: a sixth sense?

Going Against the Grain: “Updike a&p”

Going Against the Grain: â€Å"Unity of Effect† in Updike’s â€Å"A&P† â€Å"A&P† is a short story by John Updike that tells the story of three girls who enter a grocery store and attract quite a bit of attention from: Stokesie, the manager; Lengel, a checkout clerk; and – most of all – Sammy, also a checkout clerk. The story follows the thoughts and actions of Sammy as he observes the three girls who are only dressed in bathing suites. The notable points are Sammy’s interaction with another customer, the interaction with his fellow checkout clerk Stokesie, and ultimately his boss and manager Lengel.The story comes to an unexpected climax after Lengel tells the girls to leave the store because of their indecent clothing and as a result Sammy decides to quit. Throughout this short story, John Updike works towards the reader realizing the negative connotations of rebellion and conformity; this is accomplished through several different na rrative devices including – but not limited to – â€Å"first person narration† and â€Å"the unreliable narrator. The first noticeable narrative device utilized by John Updike is that of â€Å"first person narration† where the voice that is created for Sammy is poetically graphic and intentionally provoking; this is clear when one observes how Sammy’s internal narration switches between sharp wit and common slang. This is also proof that Sammy is capable of clear, intelligent thought even though he is merely nineteen years old. The way he chooses to describe things in his mind is truly remarkable as he refers to one of the girls’ hair as â€Å"oaky† and that the light from outside seems like it is â€Å"skating around† the parking lot.It is interesting, however, how Updike continually refrains Sammy’s language by beginning his sentences with phrases like â€Å"You know† and â€Å"Really† which, in effect, keeps the overall language of Sammy seemingly natural. It would make sense to assume that during the course of the story, Updike is deliberately making Sammy use this â€Å"natural† language mixed with sharp wit in order for the reader to be able to distinguish Sammy’s voice from that of Updike himself.Indeed it would ruin the story if Updike used Sammy’s voice to be a stand-in for Updike, or a spokesman for the â€Å"authorial† point of view. Another narrative device that Updike makes use of during this story is that of an â€Å"unreliable† narrator, which essentially means that Sammy voice, which narrates the entire story, should not be simply accepted as infallible, but rather that Sammy’s narration should be thoroughly analyzed.This concept of the â€Å"unreliable† narrator is made clear when one looks at Sammy’s comment on the female mind and how it is completely unknowable; this needs to be taken not as Updike’s ge neral feeling on the particular topic, but rather an account in the characters voice. The device of â€Å"unreliable† narrator can be made even more clearly in the example where Sammy says that â€Å"once you begin a gesture it’s fatal not to go through with it† (343). This can absolutely not be a statement that Updike intended the reader to think he himself was saying.Updike put these words in the mouth of Sammy because they represent an idea that is highly debatable which is coming from a nineteen year old who just might have reason to regret the actions he completes. Understanding this narrative device in Updike’s story is essential to being able to grasp the true plot of â€Å"A&P,† which is the slow revelation of a young man’s character. The final narrative device that will be described here is that of John Updike’s excellent use of â€Å"symbolism† throughout the entire short story that gives rise to the originality of Sa mmy’s thinking and the town in general.One notable use of â€Å"symbolism† within Updike’s story is that of colors. â€Å"Holding a little gray jar in her hand† (341), â€Å"Stokesie with his usual luck draws an old party in baggy gray pants† (341), â€Å"Lengel sighs and begins to look very patient and old and gray† (343). With the above examples pointing towards Updike’s use of the color gray, it is even more important then to notice that the only things that are described in color are the three girls.It could be interpreted that the fact of everything being gray besides the girls shows how the only things important to Sammy at that moment are the girls. In order for Updike to characterize the town, he decides to use animals. â€Å"The sheep pushing their carts down the aisle – the girls were walking against the usual traffic† (339-340). The symbolism is fairly obvious as sheep are known to simply do what the group doe s and not to change their routine; they don’t think on their own, they just follow each other.This could possibly symbolize how tight knit the community was, or how these three girls were an unwelcomed break in the towns routine. Through these three narrative devices, it is clear to see that in Updike’s telling of Sammy the checkout clerk, the reader is supposed to get a sense of the negative connotations of rebellion and conformity. The reader is forced to critically analyze the decisions and thoughts that Sammy makes as a result of the three girls entering â€Å"A&P†, as well as notice the downfalls of stringent, unwavering conformity.