Organizational Culture Model Assignment Example | Topics and Well Written Essays - 500 words

Hierarchical Culture Model - Assignment Example Because of the organization has set out their model so that they can acknowledge change to happen. They manage the market impact brought about by contenders to guarantee their prevalence in the market. They produce approaches to enter the market and guarantee they remain in the market unequivocally and for more. Second, the client is exceptionally regarded by the organization. Grumblings from them managed the client support and reaction given quickly in order to keep up the client trust in the market. The organization permits the staff to communicate with the client this guarantees they can survey the advancement and the client reaction. The supervisory crew at that point plans answer for manage the protests. Third, the organization has an approach that empowers cooperation. They make a domain that permits each representative to regard one another and manage struggle such that nobody is scaring the other party. The arrangement permits individuals to blend openly with the other their follow no matter how you look at it the organization strategy of cooperation as caused them to have the option to make determined structures since they can meet an understanding because of the fellowship. The organization has a lot of decides that oversee the staff. The guidelines are to be obeyed and tailed them. Inability to tail it for the most part makes one be rebuffed. The picture of the organization is all around ensured in that this ethic of direct was drafted to keep the working environment an expert region. All workers can understand them and comply with them. Finally, the organization has put resources into the strengthening of its own staff. They remember them for configuration making. They have made a culture in which the staff feel an integral part of the organization. This permits the administration to believe most data to be all members’ data. They are feed with very enumerating concerning the company.â

International Business Management Essay Example | Topics and Well Written Essays - 2500 words

Universal Business Management - Essay Example 182). Simultaneously, it is additionally fascinating to see that the worldwide ICT organize doesn't share numerous regular highlights however has unmistakable highlights (Shin and Park, 2007, p. 263). Because of the interesting attributes of high advances and specific qualities of ICT division, improvement in this segment has gotten convoluted (Chlivickas et al., 2009, p.324). In the accompanying pieces of this paper, the Internet history has been consolidated. The historical backdrop of the Internet portrays the job of the United States and its foes in the pre and post Cold War period circumstances. Ensuing to that, the meaning of the Internet has been given. It is trailed by the data correspondence innovation fragment, in which the idea of data correspondence innovation has been talked about. In any case, before the depiction of a portion of the significant angles identifying with the idea, the essential and far reaching meaning of data correspondence innovation has been given. Thi s definition incorporates the immaterial parts of ICT as well as the unmistakable ones. Prior to the synopsis part, worldwide patterns and the impacts of the Internet on the ICT have been incorporated. History of the Internet The web has kept on developing, addressing the requirements of a wide range of clients (Kozierok, 2005, p.122). â€Å"The Internet’s roots can be followed back to 1957 when the United States framed the Advanced Research Projects Agency (ARPA) inside the Department of Defence† (Gallo and Hancock, 2002, p.56). The development of ARPA was chiefly brought about by the US reaction to the previous Soviet Union’s dispatch of Sputnik, which was a one of a kind advancement of counterfeit earth satellite. As the threatening vibe proceeded between the two nations, the ARPA’s extreme target was to counter the measures taken by the previous Soviet Union. So as to accomplish this goal, ARPA’s mission was to put forth attempts and set up the United States as the world’s driving nation in military and protection relevant science and innovation applications (Gallo and Hancock, 202, p.56). Ensuing to that, the foundation of DARPA empowered the group of the ARPA to create and run internetwork named ARPANET, the Advanced Research Projects Agency Network, in the time of 1969. Initially, the ARPANET was worked to serve resistance and military targets, however with the progression of time it experienced various changes and alterations that expanded its utilization among others. The conventional advancement and improvement of an exhaustive arrangement of internetworking conventions began in 1973 (Kozierok, 2005, p.122). In the underlying period of this innovation, just a single convention was utilized for the reason for internetworking. In any case, with the progression of time upgrades were presented in the internetworking conventions and better forms of this innovation started to show their significance for the present and potential clients. Meaning of the Internet It is difficult to give an exact and precise definition expounding all uses and attributes of the Internet. Be that as it may, Schneider et al. (2009) quote the definition gave by the Federal Networking Council (FNC), which expresses that â€Å"Internet† is â€Å"the worldwide data framework that: (I) Is coherently connected together by an all around special location space dependent on the Internet Protocol (IP) or its resulting expansions; (ii) Is ready to help interchanges utilizing the Transmission

The Big Day! - UGA Undergraduate Admissions

The Big Day! - UGA Undergraduate Admissions The Big Day! Later today, we will be opening up the status check so that all final decisions, and I will give you a heads up when it goes live. Before it happens, though, I wanted to let all the followers of this blog know that I appreciate all of the kind words you have written, and I hope that I have answered most of your questions clearly and to the point. I have been in admissions for almost 18 years, but this is my first year writing a blog, and it was a little intimidating at times not knowing how people would respond to my posts. Overall, though, I think it has gone well this year, and I look forward to future posts! As for decisions, please remember that no matter what the decision is today for you (or your student), life will still move on, freshman year will be great at whatever college you decide to attend, and you will have some amazing experiences over the next four years. Remember to take advantage of all the opportunities that await you in college, from studying in Kenya, joining the Rugby team, or discussing your future over a cup of coffee with your favorite professor. I will be putting up three posts later today for the three decision groups (admit, deny, wait-list), along with some advice and a place for you to comment. Please remember that I will be moderating the comments, so make sure they do not contain things that would cause them to be deleted. And lastly, GO DAWGS!

Similarities Between Sherlock Holmes And Buddhism

Perhaps the most widely referenced hero in popular Western culture is Sir Conan Arthur Doyle’s fictional consulting detective, Sherlock Holmes. Holmes is known for using his abilities of deduction in order to derive the truth from details that, while at first glance seem insignificant, are in actuality the most vital. However, while Sherlock is often characterized as being an unemotional, calculating, and purely logical detective, there is literary proof that seems to suggest that he may also be a deeply spiritual man. Through Sir Conan Arthur Doyle s short stories of the man with the â€Å"long grey travelling-cloak† and the â€Å"close-fitting cloth cap,† the reader will be presented with evidence that shows how Holmes both does and does not†¦show more content†¦He even tells Watson that â€Å"[t]here is a danger there—a very real danger to humanity. Consider, Watson, that the material, the sensual, the worldly would all prolong [humanityâ€⠄¢s] worthless lives† (The Adventure of the Crooked Man, 1893). In this statement, Sherlock acknowledges the first and second noble truth, that all of humanity is suffering and that suffering is caused by desire, when he says that the worthlessness and hence eventual suffering comes from the desire of material, sensual, and worldly goods. However, Sherlock in his statement, he also recognizes that this suffering may never cease when he continues by saying, â€Å"[w]hat sort of cesspool may not our poor world become?† (The Adventure of the Crooked Man, 1893). This goes in contrary to the third noble truth which says that desire and craving, and hence suffering, may come to an end because Holmes recognizes that desire and craving are all a part of human life. Therefore, since Sherlock implies that humanity is in a â€Å"cesspool† that cannot get beyond its desire for the material, the physical and the worldly, he is adopting a rather pessimistic view of humanity th at, based on the Buddha’s earliest teachings, would be incompatible with Buddhist beliefs. Nevertheless, the detective may still yet be the Buddha figure that he was earlier claimed to be. While it may be strange to call a fictional character a

A Field Project For Our Business And Society Class By...

INTRODUCTION: As part of a final field project for our Business and Society class, group # 2, with the purpose to gain awareness into significant corporate social responsibility challenges in our community, where business can make a positive impact and difference, have agreed to volunteer for a non-governmental non-profit organization named: â€Å"La Ventana de los Cielos†. â€Å"La Ventana†, as it is regularly called, was created in 2005. The basis of this foundation is to promote, advocate and protect the right of children and adolescents with special abilities to a wholesome physical and intellectual development within their condition, based on zoo-interaction, aqua-experience and equestrian activities. FUNDATION’S BEGINING: The Foundation was started by the singer/song writer Ricardo Montaner and Marlene Rodrà ­guez Miranda, supported by their children Ricky, Mauricio and Evaluna in 2005. The Foundation counts with a Board with members of international experience. The Foundation, with its base in Homestead, near Miami, was started in 2005 and initiated its programs in May 2006. Since 2008, the Foundation has expanded the scope of its work, to also include advocacy, as a voice for persons with special abilities, in collaboration with various institutions. The Foundation relies entirely on voluntary contributions. FUNDATION’S MISSION STATEMENT: The Window of Heaven Foundation will promote, advocate and protect the right of children with special abilities to a wholesome physical and

What aspects of language, if any, are innate Free Essays

Introduction Human language is a remarkable symbolic communication system through which knowledge, belief, and behavior can be experienced and shared. The number and variety of human languages in the world is stunning – there are thought to be around 7,000 distinct languages. Human language is flexible, meanings can be changed and new symbols created. We will write a custom essay sample on What aspects of language, if any, are innate? or any similar topic only for you Order Now Humans speak a variety of different languages, and children appear to learn language effortlessly just from hearing it from their environment. By a very young age children can normally command their native language with great fluency and accuracy. Across cultures there is a universal pattern of language development in children. Children produce their first word sometime at the end of their first year. After this language acquisition appears to happen rather fast – normally developing children master language with a speed that makes learning it in an empirical sense unlikely. However does the fact that all humans exhibit certain behaviour prove that that it is innate rather than learned? Learning a language requires, amongst other things, learning the phonology (sound patterns), the lexicon (the words), as well as the rules of syntax, all of which can vary substantially across languages. This essay will attempt to understand just how much of language is innate by analyzing various aspects of language and looking at evidence from studies on language innateness. According to Chomsky (1980) there is not enough information in the child’s environment to facilitate all necessary learning. This so-called â€Å"poverty of the stimulus† led to the idea that there is an innate knowledge that serves as a starting point for learning the language. From their birth infants begin engaging in communication with their parents and siblings and listen to their speech. The child will unconsciously recognise which kind of a language they are using and will ‘set the parameters’ of a correct grammar. Infants use these principles and parameters to guide their perception of speech. The child senses that some words refer to objects and some to actions and that there is a distinctive set of rules for ordering words in a sentence. Chomsky referred to this innate mechanism as ‘Language Acquisition Device’ (LAD). LAD helps infants to pick up the complex grammatical principles of their language and facilitates fast learning (Harley, 2008). Evidence supporting the existence of LAD comes from that fact that all languages share a similar underlying â€Å"deep structure† of grammar – Universal grammar as Chomsky called it. Universal grammar provides a set of basic grammatical rules that are common in all natural languages, which explains how children acquire and master their language in a brief time period. For example all languages have words for â€Å"water† and â€Å"food† because all people need to refer to water and food. All language use nouns and verbs, have prefixes and suffixes and use a certain type of word order. Syntax comprises rules for how words are combined into sentences. If syntax was innate in us all, then teaching language would be merely the process of making conscious what was held in a level of subconsciousness the whole time and we should be able to learn language at any time. According to Chomsky Universal grammar is the basis upon which all human languages are built (Harley, 2008). Children do not simply copy the language that they hear from their environment. They deduce rules and they use to these rules to produce sentences that they have never heard before. The abstract representations of grammatical rules are language universals. Some universals might be part of the innate component of the grammar or the cognition. Languages evolve so they are easy to understand. Linguistic universals are features that can be found in all languages. They include categories of syntax, semantics and phonology. Semantics refers to the meaning of language. Chomsky viewed all semantic notions as innate. This means that even novel concepts were considered to have been latent in some sense. If children assume that semantic and syntactic categories are related they can use semantic properties of words and phrases to analyze the rules of their language and form associations between semantics and syntax. For example, a child can infer that a word that refers to a person, place or thing is a noun, the word describing an action is a verb and so on (Harley, 2008). Some view that a large dictionary (lexicon) is needed before one can understands syntax. When starting to speak children begin with simple lexical items for people, food, toys and animals. As they get older their lexicon grows in complexity. From a historical perspective lexicon undergoes its own evolution – unused words die out and new expressions are added. New words are invented to describe novel concepts and foreign words are borrowed from other languages. For instance terms such as ‘texting’ and ’apps’ were not in general use two decades ago but they are commonly present in our lexicon now. One of the criticisms of Chomsky’s theory is that he relies upon children’s intuitions as to what is right or wrong in language- but it is not clear that all people will make the same judgements, or that their judgements actually reflect the way people use the language. Chomsky also appears to reduce language to its grammar. By ignoring social context and meaning he neglects the importance of particular cultural and historical frameworks in which the child learns his first language. Pinker supports Chomsky’s view that syntax is innate. According to Pinker children are equipped with innate syntactic categories that allow them to understand that nouns refer to objects and verbs refer to actions. On top of this, children are predisposed to induce rules. Children are also innately capable of linking rules to semantic categories of thematic roles. Although the child might not know syntactic rules they able to distinguish the words in simple spoken sentences. If the child knows the surface structure of a sentence and the meaning of the sentence it can infer the underlying structure. This is known as ‘semantic bootstrapping’ (Harley, 2008). Goldin-Meadow (2003) studied deaf children in the United States and Taiwan who communicated with gestures rather than conventional sign languages. Goldin-Meadow discovered that in the absence of recognized sign language children developed complex sentence structures on their own without having to learn them first from their parents. Further evidence that there is biological drive to develop syntax comes from studies of a community of deaf children in Nicaragua. In 1981, a school for deaf children was opened in Nicaragua. The children were not initially taught a sign language, but they began developing a system of gestures helping them to communicate with one another. Over time a sophisticated sign language developed. This evidence suggests that children can instinctively break information down into independent units and then flexibly put them back together to form more sophisticated utterances with a wider range of meanings. This implies that basics of language are part of the innate gift (Kegl, Senghas and Coppola, 1999) and supports Chomsky‘s idea that children are born with an innate sense of grammar and syntax. Studies of pidgin and creole languages (Bickerton, 1981) support an idea of innate drive to learn syntax. Pidgin are basic languages invented to allow communication between speakers of different languages. Creole is the language of the children of pidgin speakers. Creole utilizes the vocabulary derived from pidgin, but has its own complex syntax and morphology. Creole speaking children were capable of creating an entirely new language from the bits and pieces of information taken from pidgin. This suggests that there was a starting point for all of today’s languages. In a course of time, languages then evolved under different circumstances and hence are different today. Recent research by Dunn et al. (2011) contradicts Chomsky’s theory that there is set of universal rules, applicable to all languages. Dunn et al. were interested in exploring the evolution of word-orders across different languages. They analysed over 300 languages belonging to different language families including Indo-European and Austronesian. They found that word orders from different language families evolve differently. For instance, some languages place the verb at the beginning of the sentence and some at the end of the sentence. Dunn et al concluded that syntax is determined more by the historical and cultural context in which a language develops than by universal factors. These results indicate that different processes occur in different language families. And how about the phonetics of languageEach language consists of hundreds of phonemes (sounds). Distinguishing between these sounds allows us to recognize and identify subtle differences in dialects and accents and see beyond the obvious meaning of words. Using the High Amplitude Sucking Technique, Eimas et al. (1971) showed that in the first few months of life, babies reliably discriminate many different phonemes, whether or not they occur in their language. Infants one and four months old could discriminate between ‘ba’ and ‘pa’ sounds. At the age of nine months the infants were able to discriminate virtually all phonetic contrasts presented to them. Eimas et al concluded that the ability to distinguish phonemes must be innate as it would appear unlikely that the infant could have learned to categorise phonemes at such a young age. In order to investigate whether human ability to distinguish between different phonemes is innate Golestani (2011) used magnetic resonance imaging (MRI) to compare the brain structures of seventeen phoneticians against sixteen control participants. Findings showed a brain area involved in speech production and analysing and distinguishing speech sounds correlates with the amount of time spent analysing phonemes. The shape of the left auditory cortex was also different between expert phoneticians and controls. These findings suggest that a person’s ability to successfully distinguish between phonemes could stem from birth. Our bodies, particularly throats and brains, appear to be adapted and specialised to the tasks of language. Our vocal cords and ears allow us to perceive and use language. Language production and comprehension are complex tasks, involving various brain areas. Certain regions in the brain appear to be specialized for commanding language tasks, such as Wernicke’s area for language comprehension and Broca’s area for language production. Lesions to certain regions of the brain cause distinctive language problems – aphasias – these are in the same area the same across species. This supports the view that language localization in the brain is innate. Specific Language Impairment (SLI) is a disorder in which language falls below person’s mental age without an accompanying brain damage. An example is a case of an English family in which a type of hereditary impairment was observed that only affects certain morphemes with other aspect of language and cognition being unaffected. However more comprehensive studies showed that the participating family members suffer from a number of other deficits inside and outside of language (Harley, 2008). Noam Chomsky claims that certain parts of the human brain have purposefully evolved to enable language production and comprehension. The opposing view is that language simply utilizes brain structures that were already present before the actual development of language. According to Ralph-Axel Mueller (1996) the specialization of certain regions of the brain for language processing is the result not the cause of language development and it cannot be concluded that higher brain functions are innate. One reason for innateness theories to be seriously considered is that human species is the only one that possesses language. In numerous studies effort has been made to teach animals (mostly primates) language. Chimpanzees like Washoe and Sarah have been trained to acquire sign language. Most impressive of all was a bonobo named Kanzi. Through training Kanzi had acquired vocabulary of 200 symbols and was able to construct very basic sentences consisting of few words. Compared with other chimps, Kanzi’s achievements were striking, but they were still far away from abilities of human children. The results of other studies have been similar – primates needed long and intensive training and were only able make simple constructions at the end (Fodor, Bever Garett 1974). Chomsky explains these findings through the presence of an innate ability for language acquisition in human children. It is the lack of the LAD what makes it difficult for primates to learn language. Pragmatics is a theory of appropriate language use in context, it studies how people comprehend and produce language and engage in a conversation. It considers the participants’ knowledge about phenomena such as social distance, relationship between the speakers and cultural knowledge. Language is easy for humans to learn to produce and understand but this is not exclusively because our brains embody knowledge of language but also because language has adapted to us. It is difficult to distinguish whether language has evolved to fit the human brain or vice versa. Languages that are problematic for humans to learn would struggle to come into existence at all. Language helps to shape our thoughts and emotions, builds friendships and ties and connects us to a particular culture or nation. For years, psychologists, linguists and biologists have been analyzing language and its structures and they been fascinated by an idea that there exists a universal innate basis of all languages which has been programmed into our brains. According to Chomsky, humans have an innate potential for language. However evidence from Dunn et al. suggests that language is not completely specified in human minds from birth and that the influence of culture needs should be considered. Language is a constantly developing mechanism guided by pragmatic responses to cultural and historical needs. Humans across the world speak different languages which differ in their rules and complexity. One of the possible explanations of structural similarities between languages across the world is that all languages attempt to communicate essentially the same semantic information. Perhaps future research could shed more light into this area. Based on the presented evidence we can conclude that complete language innateness is impossible. There is an innate predisposition to learn language, such as brain localization and the complexity of human vocal tract. There is also some innateness to specific aspects of language such as syntax and phonetics, however infants are not born knowing a language, they are biologically equipped to learn it easily. Children are eager learners and they discover grammar rules during the course of growing up in a community. Children with French genes do not find French any easier than English, they simply learn the language they are exposed to. The role of the social environment, particularly infant’s connection with the caregivers and intention in infant communication cannot be ignored. References Bickerton, D (1981). Roots of Language. Karoma Publishers. Chomsky, N. (1980). Rules and representations. Oxford: Basil Blackwell. Dunn M., Greenhill S., Levinson S., Gray R. (2011). Evolved structure of language shows lineage-specific trends in word-order universals. Nature. Advance online publication. doi:10.1038/nature09923. Eimas, P.D., Siqueland, E.R., Jusczyk, P.W., Vigorito, J. (1971). Speech perception in infants. Science 171 (968): 303–306. Fodor, J., Bever, T. Garrett, M. (1974). The Psychology of Language. New York: McGraw-Hill. Goldin-Meadow. S. (2003). The Resilience of Language: What Gesture Creation in Deaf Children Can Tell Us About How All Children Learn Language, Psychology Press, a subsidiary of Taylor Francis, New York. Golestani, N., Price, C.J., Scott, S. K. (2011). Born with an ear for dialectsStructural plasticity in the ‘expert’ phonetician brain. The Journal of Neuroscience, 31(11), 4213-4220. Harley, T. A. (2008). The Psychology of Language: From data to theory (3rd. ed.) Hove: Psychology Press. Kegl J., Senghas A., Coppola M. (1999). Creation through contact: Sign language emergence and sign language change in Nicaragua. Comparative Grammatical Change: The Intersection of Language Acquisition, Creole Genesis, and Diachronic Syntax, pp. 179–237. Cambridge, MA: MIT Press. Muller, R.-A. (1996) Innateness, autonomy, universalityNeurobiological approaches to language. Behavioral and Brain Sciences, 19, 611-675 How to cite What aspects of language, if any, are innate?, Essay examples

Was the New Deal A Success Essay Example

Was the New Deal A Success Essay 1) People supported Roosevelt in 1932 election because he was positive, energetic and made the American people feel good. He was full of good news, or at least how good things would be if he were to be elected. He made it out to be a crusade, and not just one for him, one for the people. He almost made them feel that they were electing themselves, not Franklin. D. Roosevelt. He promised the Americans a new deal. He really made the American people believe that he was going to make everything all right again. They trusted him greatly. Another reason for him getting elected was because of the opposition. The opposition was Hoover. Many Americans felt he was to blame to the depression, and to top it all he wasnt even acknowledging that there was actually a problem. People werent going to vote for someone who had made their lives awful, probably the only votes he did get was from the rich industrialists, whom he had helped. Hoover just put forward the argument that businesses work in cycles of boom and bust and that prosperity would soon return. That was his solution to the problem. He didnt help the people who needed help, he didnt believe social security was the responsibility of the government. Many Americans felt he was heartless. We will write a custom essay sample on Was the New Deal A Success specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Was the New Deal A Success specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Was the New Deal A Success specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Roosevelt was the complete opposite to Hoover. He believed in an active government, he had plans to spend money on the needy, and he was more than happy to ask for advice, unlike Hoover who felt he knew best. Roosevelt was a man of the people, the people choice, he filled them with hope, and anything was better than the alternative. 2) The photo is of a line of black people queuing for government relief on front of a poster made by the government. The poster is of a white family driving in a car all smiles, with the slogan Theres no way like the American way. The photographer is trying to show the hypocrisy of the government. In those days the blacks had life a lot worse then the whites. The depression hit them extremely hard. In 1937 there was a recession. This damaged Roosevelt badly. A lot more republicans got into congress, making it harder for him to get his bills through, and people were losing faith in him. He also laid of a lot people who his organizations employed a lot of them were black workers. The photographer is also trying to make the point of there being very little racial equality in America hes pretty much calling the government racist (black people in front of a white mans poster). 3) Source E is a Cartoon from an American newspaper. It shows Roosevelt working a pump to get the economy going again. Into the pump he keeps pouring millions of the taxpayers money. The pump is also very leaky. This cartoon isnt really for Roosevelt. Its saying that hes wasting millions of dollars of the taxpayers money. The cartoonist is saying that Roosevelt is doing a bad job, hes wasting taxpayers money trying to get the economy going again. The cartoonist is possibly a republican, and hes definitely not a fan of Roosevelt. The taxpayer is holding all the money too, showing that hes holding the burden of the nation too. This could make the cartoonist a rich taxpayer too. Source F is a cartoon showing Roosevelt with a rubbish bin. The caption is Getting rid of the rubbish. In the bin he is throwing out all of Hoovers principles, everything he said. Its got rugged individuals, a car in every garage, a pot of chicken, and a sign saying prosperity is just around the corner. There is a man (who is meant to be Hoover) and hes walking around the corner towards prosperity looking at a timetable. This cartoon is for Roosevelt. It shows how hes throwing out everything Hoover stood for, all the unrealistic targets that Hoover had, especially with the way the American economy was. Hes also thrown out the sign that says prosperity is just around the corner. Its saying that Hoover was always saying that. He was always hoping, never taking action, unlike Roosevelt whom was taking action by throwing out the rubbish and the bad in America. Its definitely anti Hoover. Source G is another cartoon showing an old man and woman. The old man is meant to be the American public, the old woman congress, and the doctor Roosevelt. Roosevelt is issuing new remedies to the old man. On the table next to the old man are loads of bottles labeled with all the organizations he set up for the new deal. Roosevelt is saying Of course we may have to change the remedies if we dont get results. I think that this cartoon is both for and against Roosevelt. I feel it is pro Roosevelt because its showing him trying to help. It shows he wants to help, and it putting a lot of effort and time in to helping. I feel it is against Roosevelt though because it is saying hes taking too long over it. He hasnt got a clearly defined plan to get America out of the depression, he just keeps changing it and hoping something will work. Congress is depicted as an old woman purely because an old woman is something that can easily be taken advantage of. Theyre frail and weak. Roosevelt uses congress to get his bills through with no problem, congress is a pushover, but thats because its made mostly from democrats. I feel somebody neutral probably drew it, as he tries to show both sides of the argument, for and against Roosevelt. 4) I feel that both are useful sources in telling us about public opinion towards the new deal, but I feel source I is probably more informative and more of the real public opinion less biased. I feel Source I is more useful because it is from a popular song. Everybody was singing it. Also what is said in the song is backed up by other reports too. Its not praising the New Deal, saying its amazing, but it is saying that its helping people and things are better. The song is what the people were thinking, how they felt about Roosevelt. He got them working again, he got them their wages, and he made them feel better about life. Roosevelts supporters wrote source H. It was used as part of his election campaign, and is quite clearly going to be biased. Bits of what is said can be backed up by other sources, but most of it is glorified to help make Roosevelt sound wonderful. 5) The main differences between Sources J and K are that Source J saying that. Roosevelt was hurting people by giving. He was taking away their prowess. A quote from the source says He didnt understand that when you give to people, you hurt them. This man is clearly stating that he feels The New Deal was a bad thing it made self respecting men into nothing. It diminished them if you like, Welfare kills a mans initiative. A dog you feed will not hunt. He feels the New Deal was almost making him out to be some kind of loser. Source K on the other hand said that Roosevelt was helping the American people. It was saying how he was a real bonus to their lives. The New Deal meant that ordinary people would have a better chance in life. Source K also said that people should be left to hunt for themselves, they should make something of themselves, not live of handouts, because after a while you become too dependent on the handouts and cant fend for yourself properly anymore. Source K however contradicts this once again by saying that the handouts were a good thing, and they were helping the people recover, and making their lives better, The idea was that all the forces of the community should be directed to making life better for ordinary people. Source K was written by Roosevelts Secretary of Labour. Because she worked for Roosevelt she was of course going to be slightly biased. She was also a member of the government anyway, so she would have agreed with their policies (well, most of them). She also wouldnt have been one of the people hit hard by the depression, so she would have more of an objective, non egotistic, view on things, and also maybe a bit of sympathy for them. 6) I agree with both the quotes, although I feel the second one is probably the truer of the two. I agree with the first because the New Deal did help many Americans. It didnt give them all self-respect but it certainly helped them to survive and get back on their feet. It did also give some people, not all, a boost in confidence. An American historian wrote source B in 1945. One things he says to back up what was said in the first quote are, What, then, are the major achievements of the New Deal? First comes the restoration of self-confidence. Source I has a line in the song which goes Hes got things in full sway, were all working and getting our pay. Those two quotes back up what is said in the first quote. I agree with the second quote more however mainly because of the last statement, It did not solve all Americas economic problems the Second World War did that. When the second world happened once again Europe was short of supplies. They needed goods which they could not get any more due to not being able to import them, or just not being able to produce them themselves. As America stayed out the war until the end it was able to supply these countries with goods, thus boosting trade dramatically. If the Second World War hadnt happened America would have taken many years longer to fully recover from the depression after all, it was the First World War that led to the boom in the first place, so obviously another world war would have the same effect. Source C says how if the Second World War hadnt happened then Roosevelt would have been in real trouble, The was rescued him and he seized on it like a drowning man. The are also sources to back up what is said earlier on in the quote. Source E for example shows how money is being wasted via a cartoon. Admittedly the cartoon is probably a bit biased, but at the same time it was clear from other sources and comments made from the time that many people felt that Roosevelt was wasting money on needless things. Source C also clearly backs this up. It says how before Roosevelt came into power there was a national debt of $19 billion, and after hed made his mark there was a debt of $250 billion. The government also may have become too powerful. Because of all the organizations it had formed, it was employing hundreds of thousands of Americans itself. This in turn meant it was paying these people too. So the government had a hand in everyones pocket if you like. They had control over the peoples money. Source C also says how 1 in 4 Americans relied on the government for employment. More evidence suggesting that Roosevelt had a little too much control. I feel Source C is a fairly reliable source too as it was written by a historian and he had many more facts, and more of an objective view. From this I feel that the New Deal was a success, but only at first. At first Roosevelt quickly helped many people by getting them jobs and helping them to survive. Unfortunately he may have gone too far with this and had too much control. He didnt really encourage his people to fend for themselves enough and in the end America became dependent on itself, not its people. Roosevelt ended up leaving the country with a huge national debt and if the Second World War hadnt happened I feel that Roosevelt would have kept pumping money into the schemes till America really was struggling and everything came back in his face. I think that these two people disagree about the New Deal purely because of who actually wrote them. Source J was written by a self made, proud, businessman. He had a lot of pride. Hed worked to get somewhere. When Roosevelt just started handing out money to people like him he didnt like it. He saw almost as an insult. He felt he didnt need it, he was able to find money and work for himself, and after all he was a proud man who was capable even in the middle of a depression. He felt people should fend for themselves, not live on handouts, he didnt like it one bit. It was almost as if Roosevelt giving him money was damaging his ego, it made him feel like he was being seen as a failure, when he felt he wasnt and that he could sort it out himself. It made him feel small.

Bone Fractures Essays - Bone Fractures, Medicine, Clinical Medicine

Bone Fractures Essays - Bone Fractures, Medicine, Clinical Medicine Bone Fractures Bone Fractures Thank goodness it's only a fracture. I thought it might be broken. People often think that a fracture is less severe than a broken bone, but fractures are broken bones. To understand why bones break, it helps to know what bones do and what they are made of. The bones of the body form the human frame, or skeleton, which supports and protects the softer parts of the body. Bones are living tissue. They grow rapidly during one's early years, and renew themselves when they are broken. Bones have a center called the marrow, which is softer than the outer part of the bone. Bone marrow has cells that develop into red blood cells that carry oxygen to all parts of the body and into white blood cells that help fight disease. Bones also contain the minerals calcium and phosphorus. These minerals are combined in a crystal-like or latticework structure. Because of their unique structure, bones can bear large amounts of weight. Bones are rigid, but they do bend, or give somewhat when an outside force is applied to them. When this force stops, bone returns to its original shape. For example, if you fall forward and land on your outstretched hand, there's an impact on the bones and connective tissue of your wrist as you hit the ground. The bones of the hand, wrist and arm can usually absorb this shock by giving slightly and then returning to their original shape and position. If the force is too great, however, bones will break, just as a plastic ruler breaks after being bent too far. The severity of a fracture usually depends on the force that caused the fracture. If the bone's breaking point has been exceeded only slightly, then the bone may crack rather than breaking all the way through. If the force is extreme, such as in an automobile collision or a gunshot, the bone may shatter. If the bone breaks in such a way that bone fragments stick out through the skin or a wound penetrates down to the broken bone, the fracture is called an open fracture. This type of fracture is particularly serious because once the skin is broken, infection in both the wound and the bone can occur. Because fractures hurt and make it difficult if not impossible to use the part of the body that is injured, most people call a doctor or seek emergency care quickly. In some cases, however, a person can walk on a fractured bone in the leg or foot, or use a fractured arm. Just because you can use your hand or foot does not mean that you do not have a fracture. If you think a bone may be broken, you should seek medical help immediately. A medical examination and x-rays are usually necessary to tell for sure and to ensure proper treatment. It is very important to control the movement of a broken bone. Moving a broken or dislocated bone can cause additional damage to the bone, nearby blood vessels, and nerves or other tissues surrounding the bone. That's why people giving first aid or emergency treatment may splint or brace your injury before medical treatment is given. Also, if there is an open wound it should be covered by a clean cloth or bandage on the way to further medical treatment. At the emergency room, clinic or doctor's office, the physician usually applies a splint to prevent further damage, to lessen the pain and to help stop any bleeding. The patient is usually asked to recline and elevate the injured part. Elevation helps to reduce bleeding and swelling. X-rays can help the physician determine whether there is a fracture, and if so, what type of fracture it is. If there is a fracture, the doctor will reduce it, by restoring the parts of the broken bone to their original positions. Reduction is the technical term for this process. All forms of treatment of broken bones follow one basic rule: the broken pieces must be put back into position and prevented from moving out of place until they are healed. Broken bone ends heal by knitting back together with new bone being formed around the edge of the broken parts. The specific method of treatment depends on the severity of the break, whether it is open or closed, and the specific bone involved. There are many different treatments for bone fractures. A plaster or fiberglass cast is the most common type of

How to Reference a Print Book †Harvard Style

How to Reference a Print Book – Harvard Style How to Reference a Print Book – Harvard Style We live in a high-speed digital world, but most colleges still have big buildings full of papery things called â€Å"books.† These â€Å"books† are full of useful information – like an offline version of the internet – that you can use in your work, so it’s important to know how to reference them correctly. Seriously though, as with most referencing systems, print books serve as the â€Å"default† for Harvard citations, with other source types (e-books, edited volumes, etc.) essentially variations of this format. Learning how to reference a print book correctly is therefore a great starting point when getting to grips with citations. Citations: Author Not Named in Text Harvard referencing uses author–date citations. When citing a source, you should include the author’s surname and date of publication in parentheses: The ‘80s were a great time for electronic music (Radcliffe, 2012). With this information, you help your reader to identify your influences and demonstrate your understanding of existing work in the subject area. Citations: Author Named in Text When the author is named in the text, you only need to include the year of publication in the accompanying citation. This should come immediately after the authors name: Radcliffe (2012) claims that electronic music became prominent in the 1980s. Citations: Page Numbers As well as the author name and year of publication, Harvard-style citations require page numbers for the relevant section when quoting a text: According to Radcliffe (2012, p. 64), the 1980s were a great time for electronic music. When the author is not named in the text, the citation (including page numbers) comes after the quotation: Critics claim that electronic music became particularly popular in the 1980s (Radcliffe, 2012, p. 127). Reference List As well as in-text citations, the other essential component of Harvard referencing is the reference list. This is a section at the end of your paper where you provide full bibliographic detail for every source cited (listed alphabetically by author surname). In the case of a print book, the details you need to include are: Surname, Initial(s). (Year) Title, Place of publication, Publisher. Note that the title is italicized. For the example citation above, the text would appear in your reference list as: Radcliffe, M. (2012) Music in the 1980s, New York, PMP Publications. Furthermore, if the book you’ve cited is not the first edition, this should be indicated after the title: Radcliffe, M. (2012) Music in the 1980s, 3rd ed, New York, PMP Publications. It’s vital to include complete and accurate information for all sources cited in your paper, as otherwise your reader may not be able to work out precisely who you’re referencing.

Critically Assess the Claims That Animals, Particularly Chimpanzees, Essay

Critically Assess the Claims That Animals, Particularly Chimpanzees, Have a Humanlike Understanding of Mental States - Essay Example This paper stresses that there are many debates between scientists over theory of mind and do animals have one? Those who are primatologists and other observors of animal behaviour term theory of mind ‘Machiavellian intelligence’, ‘metarepresentation’, ‘metcognition’, ‘mind reading’ and ‘pan’ or ‘pongo-morphism’. Now a researcher who would use the term ‘mental state attribution’ is likely to believe law-like generalisations underlie mental state ascription. This report makes a conclusion that the report states, ‘theory of attention in which organisms are subjectively connected to the world not through any particular sensory modality such as vision but rather through other (as-of-yet unspecified) behavioural indicators’. As observed, behaviour is not always valid indictor of having a theory of mind. Hence it will not be obvious to the untrained individual if or not chimps have a human like understanding of mental states. In research like povinelli’s ‘reasoning about beliefs, a human specialisation?’ a very striking point is brought up that ‘theory of mind is unique to our species, and that its original function was to provide a more abstract level of describing ancient behavioural patterns (such as deception, reconciliation, and gaze following)-behaviours that humans share in common with many other species.’ This material sheds knew light on what we thought we knew bout the human mind’ s ‘theory of mind’.

Markus Wolf in Stasi Regime Essay Example | Topics and Well Written Essays - 1750 words

Markus Wolf in Stasi Regime - Essay Example A positive contrast between the two states may be that the NS was an actual German creation that was further deep-seated, but the Communist state of dictatorship was actually an external imposition which gradually turned softer. An intellectual revolution took place after the serene insurgency in 1989, as swiftly the DDR's furtive papers were controlled by Bundesrepublik Deutschland. BRD had adequate inducement to publicize the secrets of a previous opponent. Through the meticulousness and purposeful promptness of Germans a great number of documents were provided to scholars who hardly had an expectation to smack it so heavily. The new Russian government was not much likely to reveal its history like the Germans; however, a number of its massive records had been searched out in connection with its previous settlement. Chronicles at the back of the Iron Curtain, due to which one may previously have to seek for the grains of corn in the middle of the heap of chaff, have only the natural limitations of memories. Investigating the outlawed Secret Police records in authoritarianism has a brilliant association to it. While all is required to be reserved undisclosed, these police should have kept the secrets. When the public was to know nothing, the Secret Police were supposed to know everything. (Peterson, 2001) As stated by Koehler (1999) Stasi is a... As stated by Koehler (1999) Stasi is actually the title of the ministry of State security of East Germany its actual name in German language is "Ministerium fur Staatssicherheit", which is abbreviated as "Stasi" and pronounced as "Tazi". Stasi took fame as the secret police service of East Germany. It had its command center in East Berlin in a huge multiplex building and has a number of minor amenities all over the East Berlin. It has been well known as a successful and exploitive secret police service. Stasi used to have slogan which was translated as "Defense and Weapon of the Party" which reveals its association with Socialists and corresponding to the Communists also. It came into being in 1950 with Zaisser Wilhelm as the first security state minister of Germany. In 1957 Markus Wolf was selected as the person in command for HVA in the department of foreign intelligence. He gradually attained eminent accomplishments by utilizing his secret agents for revealing the secrets of not only in business and political groups but government as well. (Childs & Popplewell, 1996) Markus Johannes Wolf Wolf, Markus, head of East Germany's international intelligence service and developer of one of the Cold War's most effective espionage operations. Markus Johannes Wolf was born on Jan. 19, 1923, in Hechingen, Southern Wurttemberg, the son of a Marxist playwright of Jewish origin, Friedrich Wolf. When the Nazis came to power in Germany in 1933, the Wolf family went into exile to Switzerland and France and finally immigrated to the Soviet Union in 1934. In 1940 Wolf entered the Moscow Institute for Aircraft Building, aspiring to become an aeronautics engineer. Sincerely believing that communism could save his country, which was blinded by Nazi ideology, Wolf

Precision Teaching: Theories, Implementation and Research

Precision Teaching: Theories, Implementation and Research Tiffany Elmore Introduction to Precision Teaching Precision Teaching (PT) has been applied in many settings and has been greatly successful in increasing learning performance in learners with a wide-range of abilities (White, 1986). It is an approach that measures whether an instructional method is successful in achieving learning goals. It focuses on directly observable behavior, monitors the frequency of the behavior performed in time and analyzes the behavior on a uniform visual display called a Standard Celeration Chart (SCC). Precision Teaching does not determine what curricula should be taught but offers a systematic approach as to the instructional tactics to apply (White, 1986). It bases the curriculum on the child’s performance, in other words, the learner knows best (Lindsley, 1971). The learner’s progress demonstrates whether the program is appropriate for the learner or if changes need to be made to the program. In order to gauge a learner’s progress, the target behavior must directly observable. For example, reading a book aloud can be directly observed to determine the reader’s skill level of the words and comprehension. However, there has been some recent support for using Precision Teaching on inner behaviors. Although, it has been shown to be effective in reducing feelings of depression (Kubina et al., 2006), it is widely used on observable behavior. In Precision Teaching, a learner’s performance is based on behavior frequency which is the average number of responses during each minute of the assessment period (White, 1986). Behavioral fluency is that combination of accuracy plus speed of responding that enables learners to function efficiently and effectively in their natural environments (Binder, 1996). Accuracy alone is not the best gauge of learning progression as it may show skewed improvement in performance. Essentially, by only assessing the accuracy of a learner’s response, an improvement in the learner’s performance is not truly reflected because the responses may be correct but the lack of speed in providing those responses also demonstrates a lack of mastery. Frequency is measured by counts per minute. The speed of a learner’s performance of responding and the accuracy of the responses indicates the learner has either mastered the material, in other words, achieved fluency, or the progress has stalled and the instructional program must be altered. Fluency applies three learning outcomes associated with fluent behavior: Retention, endurance and application (Binder, 1993, 1996 as cited by Kubina, Morrison Lee, 2002). Retention is the ability to perform the behavior after the intervention is terminated. Without retention, the learner loses the ability to perform the behavior. Endurance is the ability to perform a behavior at a specified level over a duration of time (Binder, unpublished doctoral dissertation; Binder, 1996, Binder, Haughton Van Eyk, 1990 as cited by Kubina, Morrison Lee, 2002). For learners who lack endurance may find it difficult to perform behaviors within a 30-second or 1-minute intervals and may ultimately stop performing the desired behaviors. Application is applying some element of a behavior to the entire behavior. For example, if the learner has difficulty in basic writing techniques then the application of increasing fluency in writing spelling words quickly cannot be achieved. The progress of a learner is recorded on a visual display called a Standard Celeration Chart (SCC). The chart is called a standard celeration chart since it always depicts rate of change or progress in a standard manner, regardless of the initial frequency of the behavior (White, 1986). The SCC utilizes a ratio scale which means that all changes in performance will be measured in equal ratios regardless of where they are marked on the chart. The change in frequency from 1 to 2 is the same ratio as 50 to 100 on the SCC. The charts shows whether there is an acceleration, deceleration or no change in behavior. When a behavior frequency doubles, or moves from 1 to 2, it is considered a â€Å"times 2† acceleration. Likewise, when a behavior is halved, or moves from 2 to 1, it is considered a â€Å"divided by 2† deceleration (Lindsley, 1990a). Implementation of Precision Teaching Five steps are involved in the implementation of Precision Teaching: (1) select a task, (2) set an aim (3) count and teach, (4) develop a learning picture and (5) decide what to do (McGreevy, 1983). The first step of implementation is selecting a task for the learner to learn. A task has five parts: (1) a movement that can be counted often each day, (2) a counting period, (3) a correct/incorrect pair, (4) a learning channel set, and (5) a movement that is â€Å"hard to do† (p. II-1). A movement is an observable, physical movement, something that the learner is doing. To make sure the movement occurs often, the learner should have 8-10 learning opportunities per day (p. II-5). If the movement is too hard, then the movement can be changed to a slice back, a step back or a tool movement and, conversely if a movement is too easy it can changed to a leap up movement (p. II-11). A slice back is a smaller movement of the original movement. A step back is an easier movement than the o riginal movement. A tool movement is the prerequisite body movement required to perform the original movement. A leap up movement is a movement that is harder to perform than the original movement. A counting period is amount of time spent each day counting the movement (p. II-12). The period should be long enough so the movement can occur at least 8-10 times. The counting period should not be so long that it proves difficult to count the movement. However, adjustments can be made if the counting period is too long or too short to count the movement. Similarly, Kubina and Yurich (2012) incorporated these two parts into their analysis PT. They suggested that the first step of PT is pinpointing. Pinpointing applies focusing observable behavior and measuring behavior based on frequency. Consider the Dean Man rule that states if a dead man can do it then it is not behavior. The idea is that any directly observable behavior should involve some physical movement. For example, instead of observing a child sitting still in a chair, the teacher can observe the number of times the child gets out the chair. A correct/incorrect pair involves counting the correct movements and incorrect movements (McGreevy, 1983, p. II-15). Instead of focusing on eliminating a movement without adding a replacement movement. For example, rather than decreasing screaming, it best for the learner to increase talking in softer voice. A learning channel set outlines the input channel (received) and output channel (sent). The input can vary from hearing, touching, seeing, smelling, etc and output can include saying, writing, doing, pointing, etc. The learning channel sets â€Å"tells [others] how we are teaching a task† and â€Å"reminds us that are many ways for a [learner] to learn the same movement (McGreevy, 1983, p. II-18). Lastly, the movement must be hard to for the learner to perform (p. II-20). The objective is to learn a new task rather than working on previously learned tasks. By selecting tasks that are hard to do, the learner, provided with ample learning opportunities, will hopefully achieve more corrects and fewer corrects over time and ultimately reach or come close to the aim. The next step in implementing precision teaching is to set an aim (p. III-2). The aim is final chosen objective of the performance likely achieved by a high frequency of correct responses and low to zero frequency of incorrect responses. It is critical that learners learn to perform correct movements in a prompt, smooth and decisive manner. If the learner is having difficulty reaching aim, it may be necessary to change the way the movement is taught, change the learning channel or change the movement as indicated above as a step back, slick back or tool movement. The third step in implementing precision teaching is to count and teach (p. IV-1). This steps requires counting the correct and incorrect responses and teaching the task to the student (p. IV-1). A movement is learned when the learner knows what the correct and incorrect responses are. Each task will be counted and taught daily until the learner reaches aim or the learning picture reflects a need for change. The fourth step in implementing precision teaching is to develop a learning picture. Utilizing the Standard Celeration Chart, the charts displays the correct and incorrect responses provided daily by the learner (p. V-1). The trends of the chart develop the learning picture. The learning picture shows how quickly the responses are increasing or decreasing and predicts whether the learner will achieve aim. The final step in implementing precision teaching is to decide what to do (p. VI-1). Once a learning picture has been revealed, a decision can be made as to whether to continue the current program or make a change. If the learner is not learning or not learning quickly enough, it may be necessary to make changes to the movement (i.e. a slice back), the counting period (i.e. increase 10 seconds to 20 seconds), the learning channel set (i.e. see-write to see-say), the aim (i.e can be lowered), or how the task is taught (i.e. lessons, untimed practice). Precision Teaching in Research Precision Teaching has been applied in a variety of settings and environments. It has proven useful in improving fluency in learners of all ages and all learning abilities. Precision Teaching has been implemented in professional environments as well as classroom settings. In 2002, Binder analyzed the fluency performance in a customer call center. After attending a FluencyBuilding workshops, the manager and supervisors of customer service call center decided to modify their traditional new hire training program. They focused on increasing fluency of the core fundamentals required to perform the job well. Within the fluency-based training, trainees were given lecture and tested on lecture material with a 2-minute quiz (see-mark), a 3-minute hear or see-say providing verbal responses to questions in addition to other fluency-based activities. Daily fluency goals for each exercise were set and each trainees’ performance was monitored against those goals. Trainees recorded their ow n performance and reported their performance to the training coaches. As a result of the fluency-based training, correct performances tripled each week and all participants performed within the fluent range. The participants mastered the core material much faster than in previous training programs and thus reduced the required training during from three weeks to two weeks. New hire trainees were much more fluent in the fundamental skills and knowledge than their veteran counterparts. The dramatic improvements within this program demonstrate that fluency-based programs to be successful in education, training and coaching programs involving all ages of participants within various skill sets. Precision Teaching applied within a classroom setting has proven to increase reading ability, maths skills, and improving academic interventions overall. Chiesa and Robertson (2000) utilized Precision Teaching and fluency-based training to enhance maths skills in five primary school children. The students were selected because their maths skills were not improving at the same pace as their peers. They were in jeopardy of being referred to a remedial program. The training program focused on one observable behavior, the division of two-digit numbers by one-digit. Pre-tests were taken on both multiplication and division skills to determine each student’s skill level. The students were taught how to use digital timers, plot scores and understand learning pictures on the SCC. The students were responsible for completing their maths practice sheets without teacher instruction or assistance. The five students sat together as a group during the maths period and had a personal folder t hat contained the practice sheets, answer key and charts. They completed their practice sheets within a one-minute time probe, each completed sheet was marked by a peer and the correct and error scores were recorded on the SCC. Each week one of the researchers met with the students during maths period while the teacher was working with the rest of the class. The researcher reviewed each student’s progress and determined what changes would be taken. Students that met the aim, moved on to the next level, those who did not meet the aim were provided with skills that were further reduced, or sliced back until they were able to improve to a satisfactory level. At the conclusion of the 12-week training program, the PT group had significantly improved their fluency in the maths skills task. Their responses ranged from 10 to 15 correct in one-minute which was an increase of 10 to 15 responses per minute before the program was implemented. The PT group surpassed all but one of the students in the entire class on the maths skills task. The results show that children performing at a low academic level can improve their learning significantly through Precision Teaching and fluency training. The training program did not require any more time than the allotted maths period and did not provide more instructional assistance or interaction from the teacher. This shows that PT can be beneficial and effective in the mainstream classroom and offers an alternative to expensive and time-consuming academic programs. Precision Teaching has proven to be effective in improving skills in participants with intellectual disabilities as well (Kubina, Morrison Lee, 2002). Schirmer et al. (2007) examined the effectiveness of precision teaching on teaching storytelling to child with autism. The child began working on a hear information-say story program for 10 minutes per day in order to increase the frequency of syllables used. The teacher would describe a scenario to the child and the child would create a story based on the information provided to him. After goals of increased syllable use were met, the teacher moved on a timed practice where the number of correct syllables produced in one minute was recorded. The number of corrects syllables produced increased from 21 per minute to 90 per minute in 5 days. In the last phase, the teacher changed the child’s learning channel from hear-say to see-say. The child was given a photograph and would create a story based on the photograph. Although there was an initial drop in the frequency of correct responses, the child reached the set aim very quickly. Precision Teaching and Practical Application As previous studies have shown, Precision Teaching can be applied in various learning environments with learners of diverse learning abilities. It is an instructional approach that can be applied to any established program or curricula. The main directive guiding success of the learner’s performance IS the learner. Fluency is key to the learner’s progress and any deficits in learning can be easy ascertained with the Standard Celeration Chart. This visual display allows the teacher to easily determine the learner’s progress and either continue with the program on course or make adjustments to program that are most beneficial to the learner. The SCC also helps teacher to predict future progress as to whether the learner will achieve aim or the number of incorrect responses will reach 0. Studies have shown that Precision Teaching can be used in conjunction with other instructional programs and can be effectively applied in both professional and classroom settings wi thout requiring additional time to perform the program in the workplace or classroom. Precision Teaching daily timings are recorded on the SCC but no other data is required. Also, it does not require management or teachers to provide additional instruction outside of the program or curricula already in place. Its versatility in practical application makes Precision Teaching a favorable approach to utilize. References Chiesa, M., Robertson, A. (2000). Precision teaching and fluency training: Making maths easier for students and teachers. Educational Psychology in Practice, 16(3), 297–310. Kubina, R. M., Morrison, R., and Lee, D. L. (2002). Benefits of Adding Precision Teaching to Behavioral Interventions for Students with Autism. Behavioral Interventions, 17, 233-246. Lindsley, O. R. (1971). From Skinner to precision teaching: The child knows best. In J. B. Jordan L. S. Robbins (Eds.), Lets try doing something else kind of thing (pp. 1-11). Arlington, VA: The Council for Exceptional Children. Lindsley, O. R. (1990) Precision teaching: By teachers for children.Teaching Exceptional Children, 22, 10-15. McGreevy, P. (1983).Teaching and learning in plain English(2nd. ed.). Kansas City, MO: Plain English Publications. Schirmer, K., Almon-Morris, H., Fabrizio, M. A., Abrahamson, B. and Chevalier, K. (2007). Using Precision Teaching to Teach Story Telling to a Young Child with Autism. Journal of Precision Teaching and Celeration, 23, 23-26. White, O. R. (1986). Precision TeachingPrecision learning.Exceptional Children, 25, 522-534.

Punishment for Crime should be Individualized Essay

Crime and the punishments for crimes have been the subject of debates for centuries.   When asked, most people would say that people who commit crimes should be punished for it in some way. When deciding however what kind of punishment should be given to the offender, is when the debate begins.   The reason for the debate comes about because there are significant differences in how people view punishment and what punishments should be used for different crimes. Most people struggle with the question of what kind of punishment is fair for the offender.   In the past, people have at times been treated differently for very similar crimes, this created upset among the people who cried out for equal treatment for everyone.   What those people fail to realize is that equal is not always fair.   Although some degree of structure in sentencing is needed, there should be some leeway provided in order to individualize the sentence to â€Å"make the punishment fit the specific crime†.   In order to determine what is considered fair and equal punishment, the first step is to identify what punishment is. One definition of punishment is the deliberate infliction of physical harm on an offender or his property without his consent because he is an offender, but for reasons other than self-defense (Halliday, Appendix B.).   In the legal system, punishment is inflicted upon an offender as a direct result of negative behaviors for the purpose of deterring future behaviors these are called sentences.   Different members of society however have different ideas of what kind of punishment is fair.   What some people feel is fair and just as a particular punishment for crime, others feel is cruel and inhumane.   During some eras in history, sentences for crimes were not fairly and equally handed out to all citizens.   People with higher community status were sometimes given lighter or no sentences for crimes that other people were harshly punished for.   Due to the differences in sentencing and an increasing crime rate, changes in the law and punishments were needed (Lehrer).In an attempt to make sentencing fair for everyone, President Ronald Reagan passed a Comprehensive Crime Control Bill on October 12, 1984 (Kaufman, 1). Through this, â€Å"the Sentencing Reform Act of 1984† created â€Å"The United States Sentencing Commission† which developed a set of sentencing guidelines for specific crimes.   These guidelines created mandatory sentencing for anyone who committed certain crimes, which took away all ability for the judge or jury to individualize sentences for individuals or for individual crimes (Kaufman, 1).   Although these guidelines were developed with good intentions to provide the average and underprivileged with the same rights as the wealthy, there are other factors in crimes that were not taken into consideration. It is a well known fact that not all crimes are created equal.   Murder is obviously a more serious offense than theft and should not have the same consequences and few people would argue that the consequences should be the same.   The problem of fairness becomes more of an issue when the end result of the crimes are similar.   The motive or cause of the crime however might have been completely different.   While it is easy to say that a punishment should be less severe for stealing jewels than for someone who takes a human life.   The consequences however are the same for a person who shoplifts a CD to avoid paying for it and a person who steals a can of soup to feed a starving family.   Because the end result is the same the law requires that the offenders be punished equally, but the motive in the case is quite different.   The same is true when comparing a person who commits murder over a bad drug deal compared to a woman who kills her husband after years of sufferi ng abuse.   Because the sentencing guidelines are based on the end result of the crime, motivation is not considered.   Judges are required to pass sentence based on the mandatory sentence.   Ã‚  Even over half of the Federal Judges would chose to eliminate the mandatory sentencing guidelines and 82.8 percent believe that judges would be better and more efficient at choosing the sentence for crimes (Pratt, 1). If the guidelines were eliminated or at least changed, the judges, juries or parole boards would have more freedom to take into consideration special circumstances behind the criminal behavior.   This would reintroduce the possibility for some mistakes or personal preferences, but it also allows for some leniency for crimes with less criminal motivation. The problem with mandatory guidelines has gone so far as to invade the public school system.   In schools, it is called the zero-tolerance policy.   This policy was introduced into most public schools after the shooting at the Columbine, Colorado high school and the increased number of school shootings that followed.   This policy states that any child, who brings a weapon to school, threatens to or harms other students, or indicates hostile ideation will be punished.   The punishment ranges from suspension to actual criminal charges. The premise behind the policy is to take all threats seriously.   The problem with it is that children are no longer allowed to be children.   When children get angry they often threaten them, but due to the policy children are getting suspended from school and arrested for drawing pictures of guns and for using dinnerware to peel oranges for lunch (Dart, 1).   These rules, like the mandatory sentence guidelines for adults takes all of the common sense and reason out of assigning consequences for various behaviors. In January of 2005 a Supreme Court decision provided some hope for the future of fair sentencing.   The court ruling declared mandatory guidelines unconstitutional (Edelstein, 1).   This provides the judges a little more freedom to use desertion.   The mandatory sentences are still the default sentence, but based on the circumstances surrounding the case, the judge has the right to rule outside of the guidelines if appropriate (Edelstein,1).   In these cases the judge can provide lighter sentences to people whose special situations led them to commit a crime they otherwise would not have considered. Mandatory sentences often also include parole guidelines which mandate at what point in the sentence a criminal might be eligible for parole or if parole is even an opportunity.   In cases where an inmate can not ever be eligible for parole, there is very little motivation for the person to use positive behavior while incarcerated.   The person in these cases have no hope of getting a reduced sentence because of merits accomplished while in prison.   By providing the judges to choose the sentence, parole can be made more of an option to motivate criminals to choose rehabilitation instead of continuing to have problems during the time in prison.   This would help lead to more people successfully being rehabilitated.   By providing more inmates the opportunity for reduced sentences and rehabilitation, there would be significantly less of a problem with prison overcrowding. Although the guidelines for sentencing were created to make the legal system and criminal punishments fairer for everyone, they have gone to the extreme and are now causing harm to some people.   A legal system that provided special treatment for the rich and famous was wrong, but a legal system that requires horribly abused women to undergo the same sentence as a child killer is just as wrong.   There should be some basic guidelines, but at the same time there should be provisions in which the motive of the crime and the background behind the crime should be taken into consideration.   There is no such thing as a â€Å"cookie cutter† crime and there should not be uniform punishments to for the crimes. Every person is individual and when an individual commits a crime, a little time needs to be taken to determine the best and most effective punishment for that crime.   Some people would benefit more from community service or therapy than being put in jail.   Prison in many cases proves only to harden people and makes a person less likely to be able to adequately adapt to society upon returning to it.   Parents who have more than one child do not discipline all of the children in the same way for similar behaviors, because different consequences are more effective for different people.   Based on this fact, the sentencing guidelines need to be re-examined and adapted to be sure that the best possible consequence is given for each individual and each offense.   Works Cited Edelstein, Jonathan. â€Å"Sentence Structure† 31 August 2005 26 February, 2008. Dart, Andrew. â€Å"Zero Tolerance vs. Common Sense† 19 December 2008. 25, February 2008 Lehrer, Eli. â€Å"Soft Cell†. 9 June, 2003. 25, February 2008 < AEI – Short Publications> Pratt, Robert. â€Å"Senseless Sentencing: a Federal Judge Speaks Out†. 10 January 1999.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Des Moines Register.   25, February 2008 Halliday,Roy. â€Å"What Good is Punishment?† 1 January 2003. Appendix B. What good is punishment> Kaufman, Shari. â€Å"The Federal Sentencing Guidelines: A Formulaic and Impersonal Approach to Dispensing Justice†. (1999) the Federal Sentencing Guidelines: A Formulaic and Impersonal Approach to Dispensing Justice

Spanning Two DecadesThe 50s to the 60s Essay - 1745 Words

Spanning Two Decade’s: The 50’s to the 60’s Similar? Or Distinctly different? â€Å"The postwar years are remembered as a time of affluence, consumerism, conformity, and stability, a time when American enjoyed an optimistic faith in progress and technology.†(Heretta, pg.779) These words best describe the decade that Americas experienced in the 1950’s. It was age of dad’s always-right attitude and a culture that was family centered. The standard of living for American’s was the best in the world. The times just looked to perfect lives were lived to privately. This private enjoyment was centered on the family, leisure, and consumerism. Soon everyone tried to become to â€Å"Leave it to Beaver† type of family and culture exploded. The explosion is†¦show more content†¦In turn the divorce rate was at a constant low. The Reverend Billy Graham used television and other media outlets to increase the popularity of the Evangelical religious experience. The Jehovah’s Witnesses and the Seventh Day Adventisits grew in mod erate numbers during this time also. â€Å"Although critics suggested that middle-class interest in religion stemmed more from conformity then spirituality, the revival nonetheless spoke to Americans’ search for spiritual meaning in uncertain times†(Henretta, pg.792) The Average life span rose with better federal and local medical assistance. Parents were becoming more aware of health problems and where to go to get help. They were also socially forced to keep certain gender roles that were consistent with the media. nbsp;nbsp;nbsp;nbsp;nbsp;With religion playing an important role in the average Americans lives, consumerism began to grow in the white and blue-collar workers. Their families started to spend extra cash instead of saving it. Washing machines, dryers, and new cars became commonly bought items. The Homeowner who needed some extra cash, but couldn’t work enough hours to purchase that item when he needed it, started to use personal credit. This began the craze of credit cards. †The Diner Club† introduced the first credit card in 1950: By the 1970s the ubiquitous plastic credit card had revolutionized personal and family finance†(Henretta, pg.790). The awareness of addition free time was awareShow MoreRelatedSpanning Two Decades: the 50s to the 60s1803 Words   |  8 PagesSpanning Two Decades: The 50s to the 60s Similar? Or Distinctly different? The postwar years are remembered as a time of affluence, consumerism, conformity, and stability, a time when American enjoyed an optimistic faith in progress and technology.(Heretta, pg.779) These words best describe the decade that Americas experienced in the 1950s. It was age of dads always-right attitude and a culture that was family centered. The standard of living for Americans was the best in the world. 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Ansoff Matrix on Apple - 1170 Words

soff MatMarket Penetration: -The signature product that made Apple, Apple, was the Macintosh. It first had a famous Television Advertisement in the US in 1984 introducing its signature product the Macintosh. This was led by Anya Major who was chased by agents of Thought Police, threw a sledgehammer into the screen of big brother David Graham. At the end, it says, â€Å"Apple Computer will introduce Macintosh. And you’ll see why 1984 won’t be like 1984.† This screen of big brother David Graham supposedly represented IBM, but the production crew says that it is not exactly the case. This could be a really good ad because its a very catchy commercial, and these people were famous at this time. This would attract people to buy this product because†¦show more content†¦Apple still prevails to be really creative in terms of diversifying by adding new products into the market. Expect them to release again a new one soon, which will be a hit because theyve already established their name. Apple still continues to have ways in growing their company. Once upon a time this was small time, but now it is the most valuable company in the world. Sometimes people even use the word Apple or Mac for a computer. This just comes to show that Apple has really gone to another level, shaping peoples minds of what an ideal computer should be. Their ways of operations, advertising, and growing have been really effective throughout the years. I would suggest that they put up more Apple stores, because Apple products are very much in demand in the Philippines. Its expensive to build an Apple store, but they will break-even with time. especially the colonial mentality of the Filipinos which they buy all foreign products, I believe that an Apple store in the Philippines will be a really successful venture. 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