Advantages and Disadvantage of Total Instrument Operation

The first advantages is that total station can be a relatively cheap means of fast, high-precision measurements. -Total station needs line of site, but It does not need volleyball of the sky. Total station can be used Indoors, In a mine, or under tree cover that would not be suitable for GAPS measurement. -Third, total station Is suited to take ground measurements. Whereas GAPS Is best suited to grid or geodetic measurements, total station Is best at ground coordinates.Using GAPS to derive ground coordinates (and distance) requires use of an estimated call factor and a mathematic geode to approximate distances on the Earth's surface. -The final advantage to total station is that you don't necessarily need to occupy the point you are trying to measure. Using more advanced functions like offsets, resections, etc. You can measure a point indirectly though combinations of multiple angular and/or distance measures. Disadvantage -Firstly, line of sight is the principle disadvantage to opti cal measurement. GAPS does not need LOS. Secondly, (barring use of a robotic system) total station measurement requires at least a two person survey crew. GAPS only requires one person to survey. -Cumulative error is the third disadvantage. Human and machine error Is tattled with optical work. With each setup and stationing error is imparted to the measurements and subsequent setups and measurements accumulate the errors of previous setups. If you have a 5†³ gun, as much as 2. 5†³ of angular error Is Inherent to every shot. The error in gaps in not cumulative. Each shot has a â€Å"knowable† sphere of error that does not add up from shot to shot to shot. The final disadvantage Is that measurements are not geodetic. An estimated scale actor and correction for earth curvature Is necessary to make measurements relative to the ellipsoid, which Is the basis of the TM/State Plane grids. Advantages and Disadvantage of Total Instrument Operation By Bernardino -Total station needs line of site, but it does not need visibility of the sky. Total station can be used indoors, in a mine, or under tree cover that would not be suitable for -Third, total station is suited to take ground measurements. Whereas GAPS is best suited to grid or geodetic measurements, total station is best at ground coordinates.The final advantage to total station is that you don't necessarily need to occupy the point you are trying to measure. Using more advanced functions like offsets, -Cumulative error is the third disadvantage. Human and machine error is additive previous setups. If you have a 5†³ gun, as much as 2. 5†³ of angular error is inherent to -The final disadvantage is that measurements are not geodetic. An estimated scale factor and correction for earth curvature is necessary to make measurements relative to the ellipsoid, which is the basis of the TM/State Plane grids.

Men At Forty

â€Å"Men at Forty† is a very well written poem so clearly the diction was chosen well. There are so many things that can be considered diction when writing like if you want to be more sensuous which means you write to appeal to the senses or you have the choice to make it emotional of even esoteric so only the few amount of people who have the proper knowledge to understand it do. A couple of words that describe how this poem was written are precise, emotional, abstruse and esoteric could even tie in with that.Precise writing is marked by exactness or accuracy and â€Å"Men at Forty† in my eyes is very accurate. I do believe that what Donald writes about is exactly what happens once a man gets to forty. In the first stanza it says â€Å"Men at Forty Learn to close softly The doors to rooms they will not be Coming back to. † This is a metaphor about how since he is older he must come to terms with the fact that he might never reach some of his goals in life. Emot ion is a big part of writing because what's the point in writing if there is no emotion.No one will even want to read your writing because they get bored easily with it. In stanza 3 it states â€Å"And deep in mirrors They rediscover The face of the boy as he practices tying His father's tie there in secret† this is very emotional because the man Is looking in the mirror and he still feels young but that is on the inside the outside shows he is growing old, and no one likes growing old because it's a sad reality that we are getting closer and closer to death. This poem can be very abstruse because It could go over some peoples' head.

Psychology from Descartes’ Perspective Essay

A definition of psychology takes only a few brief words: It is the systematic study of behavior and the factors that influence behavior (Calkins, 1916). Yet that simple statement covers a wide range of subject matter so vast that, just like the universe itself, its boundaries defy imagination. problems and seek ways to cope with them (Murchison, 1929). The factors that influence behavior are also many and varied. The most important is the human brain, but the brain itself is immensely complex; it is made up of 10 billion nerve cells, of scores of different kinds performing different functions, that are intricately connected and interconnected and constantly exchanging messages coded into little jolts of electricity and chemical activity (Murchison, 1929). The definition of psychology includes systematic study because psychology uses the rigorous and highly disciplined methods of science. It does not rely on some mysterious and supernatural explanation for human behavior, as our early ancestors presumably did. It is not content to describe behavior as some philosopher of the past, however brilliant, may have imagined it to be. Psychology is skeptical and demands proof. It is based on controlled experiments and on observations made with the greatest possible precision and objectivity (Calkins, 1916). Throughout the Middle Ages, intellectual and philosophical figures scrutinized behavior primarily from a spiritual rather than a scientific perspective. Then again, a number of philosophers of the 17th and 18th centuries provided sizeable inputs to the expansion of psychology. Great thinkers of all times have attacked and criticized the god-idea with philosophical arguments. Despite this, the god-idea is still alive. Propped up by questionable arguments and means, it still clings to life. Rene Descartes is one of the inquisitive minds in history. Since Descartes has found a piece of certain knowledge, that he exists as a thinking thing, he starts to look around for more of self- evident truths. He discovers that he has quite a few of them, prominent among these being the truths of mathematics and logic, and he is optimistic about his chances for developing a system of certain knowledge. Then he realizes a kink in his plan. These clear and distinct perceptions are only indubitable so long as he is attending to them (Hocking, 1912) Rene Descartes portrayed the body and mind as unconnected elements that heavily shape each other. Descartes proposed that the transmission between body and mind happened in the pineal gland in the brain (Kemp, 1990). Additionally, Rene Descartes assumed that there was no problem that human reason could not solve if the correct method was employed. This was also the assumption Locke called into critical question, namely the belief that the human mind has capabilities that enable it to discover the true nature of the universe. To his contemporaries, Descartes was wasting his time by trying to discover what must be absolutely true in the real world. He is not arguing against material objects, just material object substances. He says that something can exist when either he sees or feels it, when he perceives it, or when some other spirit perceives it (Palmer, 2001). View of material object substances was that they are caused by the object itself or by God. And God would be a deceiver if he caused the ideas, but God isn’t a deceiver so material object substances exist in and of themselves. Some psychologists reject Descartes’ ideas because he thinks that God is the cause of material object substances, but that doesn’t make him a deceiver (Palmer, 2001). Descartes aimed at the more modest objective of clearing the ground a little, and removing some of the rubbish that lies in the way of knowledge. Descartes hit upon a bold and original interpretation of how the mind works, and from this, described the kind and extent of knowledge we can expect from the human mind. The scope of our knowledge, according to Descartes, is limited to our experience. This was not a new insight as both Bacon and Thomas Hobbes had urged before him that knowledge should be built upon observation, and to this extent they indeed could be called empiricists. And so through the centuries, humanity remained absorbed in the attempt to explain human nature. The philosophers like Rene Descartes speculated. Literary giants wrote of human passions, struggles, triumphs, and tragedies. But the facts were not available; only personal opinion and guesswork. It was impossible to know for sure how we see and hear until modern science learned about light and sound waves and the way they affect nerve endings within the body. Human moods and emotions could not be analyzed until science identified the substances secreted by the human glands and the complex way the glands interact with the brain. The process of heredity could not be understood until biologists discovered the chromosomes, genes, and the chemical key to life called DNA. The influence of environment was unclear until psychologists established the facts about learning and about development from infant to adult (Kantor, 1963). Though Descartes may have seen science and psychology as unified science, the relevant eternal worth of each exhibits the enormous disparity between them. Descartes’ version of psychology is rooted in conjecture that has ever since been abandoned with improved comprehension and technology brought to light, while his role in biology was found on competent annotations deduced with ardent insight that survived centuries of criticisms (Calkins, 1916). Even today, we do not know the full story, and perhaps we never will, for human behavior is so complex that it may forever defy complete understanding. But psychologists aided by the progress of other scientists have found some of the answers, and they are making new discoveries all the time. The psychological experiment, psychology itself, has come a long way since the science began. At the start, the idea of taking approach to the study of behavior required a radical shift in human thinking and invention of brand-new techniques of study. The early psychologists lacked the tools necessary for sophisticated exploration. All in all the science has had a remarkably rich history, and it would be impossible to list all of Rene Descartes’ influential ideas that have made important contributions. The progress has been especially rapid in recent years, as knowledge has built on knowledge, and many of the facts and terms were unknown even a few decades ago. Each new finding made by Descartes’ descendants raises new questions and demands new explanations, and it is unlikely that psychologists will ever complete their exploration of the vast domain they have entered. But they have gone a long way toward probing the very core of human nature and human experience, including mental processes and behavior in all their great variety from a baby’s first faltering attempts at learning to an adult’s complex emotions, strivings, conflicts, and social adjustments or maladjustments. Without taking the scientific approach, it is difficult to reach valid conclusions about human behavior. The nonscientist is almost bound to commit numerous mistakes of observation and interpretation and to make judgments based on faulty or insufficient evidence. All of us tend to generalize from our own feelings and experiences, though what we see in ourselves is not necessarily characteristic of people on general. Or we generalize from the actions and opinions of the people we know, which again are not necessarily universal. Thus the findings of Descartes often come as a surprise, even to psychologists themselves (Murchison, 1929).

Annotated Bibliography Example | Topics and Well Written Essays - 250 words - 25

Annotated Bibliography Example [http://www.nytimes.com/2014/05/05/opinion/finally-some-optimism-about- obesity.html?_r=0 ] The article compares the responses of the government and related institutions in fighting obesity; with the previous actions taken to reduce smoking in the country. The authors feel that the fight against obesity may be successful like the one of tobacco, which became successful in 2009 when the state raised smoking taxes. The article discusses the effects of the obesity pandemic in the United States where a third of adults suffer from the disease while two thirds are overweight. The article argues that the continued rise in the prevalence of the disease would lead to the swelling of productivity, human, medical, and transport costs in the United States. Heuer, Chelsea A. â€Å" ‘Fattertainment’ – Obesity in the Media.† Obesity Action Coalition. 2015. Web. April 19, 2015. [http://www.obesityaction.org/educational-resources/resource- articles-2/weight-bias/fattertainment-obesity-in-the-media] The article explains how the media has increased awareness obesity by using images, movies, commercials, and programs that ridicule obese people. The author argues that the media’s focus on the disease is caused by the American ideology that people are responsible for everything that happens to them. The author, however, argues that although this is a good strategy, it discourages the obese people from losing excess weight. Kotz, Deborah. â€Å"Cause of obesity epidemic remains elusive.† The Boston Globe. July 13, 2014. Web. April 19, 2015. [http://www.bostonglobe.com/lifestyle/health- wellness/2014/07/13/cause-obesity-epidemic-remains- elusive/EEpcpoWB9Fyi6CDUgCw8RP/story.html ] Kotz’s article compares the findings of various studies that have been conducted in the past to find out the exact cause of obesity. The author argues that the varying findings of these researches indicate that no one has found out the real cause of the disease. This means there

Modern Democracies Research Paper Example | Topics and Well Written Essays - 1750 words

Modern Democracies - Research Paper Example This means, in communities that act by voting, that rule belongs to the majority, as no other method has been found for determining peaceably and legally what is to be deemed the will of a community which is not unanimous† (Bryce, and Bryce 20). Keeping in accord to this definition if the modern systems of governance are followed, mainly two types of approaches towards democracy can be found, namely: multi partisan and bipartisan. In a democratic system as the common people have the sole authority to select the government by their voting power, thus, depending on their political ideology, creed, and dependence on political system parties are formed and they aim at functioning as the representatives of common people in the context of conveying their requirements to the government. In a bipartisan political structure as that of the United States the nature of democracy is determined by two major parties. The incidents of fraud in election had a major role to play in leading the U nited States political scenario to adopt the bipartisan structure. ... However, since mid 1980s several neo-liberal reforms were implemented quite in accordance with multi-ethnic, multi-lingual and multi-cultural demography of Brazil. The multi-cultural demography of the nation played one of the most important roles in the genesis of multi-partisan political structure and consequently provided the common people of the nation with freedom of choice so that urgent reforms can be introduced in different domains of the democratic existence within the Brazilian political context (Lemanski-Valente 89-90). Thesis Statement: The approach towards democracy in both bipartisan and multi-partisan system is to a great extent dependent on political culture of the respective nations. However, in respective system, approach towards democracy generates certain issues that will be focused with adequate attention on the structure of the United States of America (bipartisan) and Brazil (multi-partisan). The issues in approaching democracy from countries with bipartisan str ucture (such as the United States): The bipartisan structure of the United States received greatest challenge in late 1980s in approaching democracy once the Cold War was over. Ensuring democracy to the U.S. citizens became highly difficult during this time as the Cold War aftermath period was jeopardized by three major factors, namely wide spread of the liberal economic principles due to capitulation of the Soviet Union as well as of the communism; increasing economic interdependence among nations that was considered to be incompatible with traditional ideals of national sovereignty; and finally, the challenge over national sovereignty within the national itself due to negative impacts of

Suit Sales and Production in UK Research Paper Example | Topics and Well Written Essays - 3250 words

Suit Sales and Production in UK - Research Paper Example The store must there take advantage of the consumers who prefer luxurious good or even take advantage of a decline in the price of its goods in order to increase demand for its products in order to increase sales and therefore increase profits. Twenty consumers were interviewed in order to find out what level of price they were willing to pay for a suit, the respondents were men and each respondent was interviewed for the purpose of collecting data, after randomly selecting a sample of 20 individuals who were to volunteer for the study it was found out that the mean price for the suits that the consumers were willing to pay was lower than the prevailing market prices. Suit sales involves the purchase of these product at wholesale prices and then reselling them at a profit, the level of sales will depend on the prices attached to the product, however this will depend on the consumers preferences, some consumers may prefer high priced good because they have the assumption that the high price is a sign of quality. We will assume that we produce for the medium class individuals who are the majority in the market, using this assumption we will then assume that the store will only sell men suits whose study is accompanied in this paper, through the consideration of all the costs involved in sales we will be in a position to determine expected sales levels and also profits. Methods: This study involves two methods of collecting data. The first form of data collected was to collect the consumer's willingness to pay which involved a random sample of twenty who were involved in a face to face interview. The interview involved the collection of data aimed at determining the consumers willingness to pay, also it contained finding out how frequently consumers purchase suits. All the respondents were to be men due to our first assumption and this sample was collected randomly. The second study was to determine the price level of existing companies in the market, due to time constraints and financial constraints the best method for collecting this data was to be online, data on the prices of these suits was done through the official websites Top shop, Burton, Marks Spencer, Austin reed store, Armani and Hugo Boss. The choice of stores was in such a way that the study considered the various what segment the stores targeted depending on the income group, low pricing stores include top shop and Burton, medium priced stores include Marks Spencer and Austin reed store and finally the high pricing stores include Armani and Hugo Boss. Results: From the sample of twenty data was collected and the willingness to pay of these consumers was determined, there were variations in the data collected depending on the consumers preferences and economic class, the data collected is summarised in the table below: F X FX frequency class mid point price range class 0 to 100 2 50 100 101 to 200 14 150 2100 201 to 300 3 250 750 300 to 401 1 350 350 total 20 3300 mean 165 From the twenty respondents only 2 people agreed that they would pay 0 to 100 pounds for a suit, 14 agreed that they were willing to pay 101 to 201 pounds for the same suit and 3 respondents stated that they would pay 201 to 300 pounds and finally only one respondent agreed that he was willing to pay 0ver 301 pound for a suit. The data was grouped data and after analysing the data the mean price

Evidence-Based Practice Project Assignment Example | Topics and Well Written Essays - 750 words

Evidence-Based Practice Project - Assignment Example There are five categories of adopters in this theory including earlier adopters, early majority, late majority and laggards (Sahin, 2006). In the implementation plan of the research geared towards understanding the use of echocardiography in the treatment of heart diseases, the diffusion of innovation theory will be helpful. From the PICOT questions, the target population is teenagers that suffer from heart problems to the extent that their productivity is affected. It is from this population that the five categories in the diffusion of innovation theory will be taken out from for the implementation plan. The intervention under the PICOT question is securing and protecting these teenagers from succumbing to heart problems through a research program that will provide the required information on the best way to solve the heart problems that they face. Here, the five-stage adoption process in the diffusion of innovation theory will be used in implementing the intervention in the five categories established from the chosen population. The first stage is knowledge or awareness stage (Sahin, 2006). In this stage of implement ation, I will search for information that will enable me to gain knowledge of the clinical change required for the teenagers. this will involve asking questions from professionals in the area and researching on the information. This stage will feature the comparison aspect of the PICOT question because information has to be compared in carrying out the study (Santos, Pimenta, & Nobre, 2007). The second stage is the persuasion or the interest stage. This stage involves gaining interest and persuasion about the advantages of the innovation (intervention). This will involve looking at the intervention both from the positive and negative side and weighing the two to determine whether the advantages are more than the disadvantages. This will lead to persuasion on exactly the side to take with regard to the intervention. This stage

BUSINESS FINANCE Assessment 1 Research Paper Example | Topics and Well Written Essays - 4250 words

BUSINESS FINANCE Assessment 1 - Research Paper Example Q3) Face Value = $1000 N= 30 years Coupon rate = 8% (a) YTM if Price is $900. Since Price YTM > coupon rate. Price at 9%: 80 x PVIFA (9%, 25yr) + 80/ (1.09) ^26 + 80/ (1.09) ^27 + 80/ (1.09) ^28 + 80 / (1.09) ^29 + 1080/ (1.09)30 = $ 897.3 Price at 7%: 80 x PVIFA (7%, 25yr) + 80/ (1.07) ^26 + 80/ (1.07) ^27 + 80/ (1.07) ^28 + 80/ (1.07) ^29 + 1080/ (1.07)30 = $ 1123.8 Price at 8%: $1000 By interpolation, YTM = 8% + (1000-900)/ (1000-897.3) YTM = 8.97% (b) YTM if Price is $1000. Since Price = Face value YTM = Coupon Rate Hence YTM = 8%. (c) YTM if Price is $1,100 Since Price > Face Value YTM Price at 7% = $1123.8 Price at 9% = $897.3 By interpolation, YTM = 7% + (1123.8-1100)/ (1123.8-897.3) YTM = 7.11% (d) The relationship between yield to maturity and bond price is that the yield to maturity is that discount rate that makes the present value of the bond's coupon payments equal to its price. Q4) a) Eps = $6, r = 15%, ROE = 15%, G =, Price = (i) Plowback ratio = 0 % g = ROE x Plowback ratio = 0.15 x 0 g = 0% Po = Div/ r -g Since nothing is plowed back in the firm, all the earnings are given out as dividends, therefore Div = 6 Po = 6/ 0.15-0 Po = $ 40 (ii) Plowback ratio = 40% g = ROE x Plowback ratio = 0.15 x 0.4 g = 0.06 or 6% Po = Div/ r -g Since 40% is plowed back, 60% is given out as dividends, therefore Div = 6 x 0.6 = 3.6 Po = 3.6/0.15-0.06 Po = $ 40 (iii) Plowback ratio = 60% g = ROE x Plow back ratio = 0.15 x 0.6 g = 0.09 or 9% Po= Div/r-g Since 60 % is plowed back, 40% is given out as dividends, therefore Div = 6 x 0.4 = 2.4 Po = 2.4/ 0.15 - 0.09 Po = $ 40 b) Eps =$6, r =15%, ROE = 20%, g =, P = i) Plowback ratio 0% g = ROE x Plowback ratio = 0.2 x 0 g = 0% Po =... Since project E has the highest profitability index, it should be chosen first and then project C. Since the investment budget is of $ 8 million, investing in these two projects would also equal to $ 8 million. Since X Ltd has a higher standard deviation, it means there is more risk and a greater variation of returns and thus a high chance that the expected return will not originate. Co-efficient of variance is another measure of determining riskiness of a business and since X Ltd also has a higher co-efficient of variance, it signifies that it's a more risky business. Thus 100% investment in Y Ltd is a better investment. Other than that, if recession hits the economy, X Ltd will completely go out of business. This is one more reason for not opting for investment in X Ltd. d) Value investors are those who use dividends to value their investments. Regular income is wanted by them and they look for quality companies with earnings records and projects they believe the market has under-valued. They tend to hold the under valued stocks for a longer duration and eventually take advantage of the rise in share price that the earnings growth brings in the long run. Growth investors are those who use stock prices to value their investments.

Imperialism was always seen as positive for Westerners, but as Essay

Imperialism was always seen as positive for Westerners, but as destructive by the peoples of Africa and Asia. To what extent does this statement appear to be true - Essay Example This was a major step by these countries in the west but to the subjects, i.e. Africa and Asia, this was a bad dream if not a nightmare. Africa was specifically chosen because in Africa, declining empires and wars among the locals left many states vulnerable. Furthermore, it would make available of the raw materials e.g. rubber and tin not locally available in the region and would also create a ready market for the goods. The force of European commerce, culture and power in Asia resulted to a rise to growing trade in goods/commodities that were a key development in modern world free market economy. The motives of this imperialism which were accomplished by the end of the 19th century were improving communications, medical advances, and military technologies. By 1860, Africa was still developing internally on its own terms. The dynamism and importance of Africa on the global continuum supports the theory that Africa would have evolved/developed and sustained level of advancement/devel opment and civilization without the contact with imperial forces. Also, many states had been weakened by slave trade1. On one hand, the imperialism was damaging as it led to large portions of Africa came under European colonial rule. When the imperialists saw how divided and uncivilized the local people were, they thought that with a little help they can easily conquer and rule the land. Another factor that enhanced their morale was the primitive weapons used by Africans and also they took advantage of the hospitality of the local people. This style is called ‘divide and rule . Westerners sought to fight African tribes among themselves which made it easier for them to take control and earn the ‘free’ land. Another damaging factor was famines that resulted in regions where farmers grew cash crops for export for imperialistic nations instead of food for local use. Indigenous people lost

Writing a Business Plan Essay Example | Topics and Well Written Essays - 250 words

Writing a Business Plan - Essay Example The cell phones will be widely used by all members and for all purposes of communication as they will have been tested by the relevant authorities to ensure that they do not pose health problems to the users. The plan of starting up a cell phone recycling company was occasioned by the recent developments reported by the United Nations with regards to endangered species in various parts of the world caused by human activities conducted to encourage the production of cell phones. The cell phones produced by the company will cater for average citizens who spend heavily in purchasing phones yearly. The cell phones will tremendously help them to cut their expenses in purchasing phones while at the same time conserving the environment. Secondly, the cell phones will also cater for underprivileged individuals as they will obtain them at an affordable cost The main competitors will be other companies dealing in the same line of cell phone recycling. However, the company will have a competitive advantage over them because of highly trained staffs, more financial incentives and providing customers with a means of mailing or transporting their used cell phones and electronics within the company’s premises free of charge. The cell phones will be extremely effective as they will have the latest technology updates. The shape of the design will be different from those of existing cell phones to give it uniqueness over other phones. The cell phones will also be developed within months and will be launched in the markets in six months time by a team of highly trained engineers with a specialty in different fields. The main source of revenue for the company will be from the sales of the cell phones. It will also involve the donations given to the company by Non-governmental organizations and other well wishers keen on conserving the environment. The prices for the cell phone will be cheaper compared

Carl Rodgers and B.F. Skinner Essay Example for Free

Carl Rodgers and B.F. Skinner Essay B.F. Skinner, who favored the behaviorist approach to psychology, criticized the psychoanalytical theory by suggesting that psychology should be the study of behavior and not just the mind. However, Skinners approach was radical, in that he did consider our inner thoughts and feelings, but denied that they had anything to do with behavior. His study of behavior involved close contact with the experimental laboratory, where he experimented with small animals such as rats and pigeons. As the experimenter, he was able to study the use of stimuli and reinforcement of behavior. Skinner pointed out that aggression, like any other form of behavior, is a result of social and physical issues in our environments. With this in mind, he believed that human behavior is therefore controllable. In Skinners view, if aggression is apparent in a person, then it is determined by past and present relevant events, together with genetic endowment, hereditary factors that are passed through our genes in the process of evolution. He argued that full knowledge of these two sets of factors, genetic endowment and personal history; hold the key to controlling behavior such as aggression. The behaviorist approach fails to acknowledge individual free will and choice however, and the frustrations involved in the inability to express these. It is often these unobservable issues that cause behaviors, such as aggression. When looking at positive reinforcement, Skinner often refused to consider the mental causes of aggression. For example, if a drunk tries to start a fight with you in a pub, Skinners theory would indicate that the best form of action from previous experience would be to walk away. This however, ignores the events leading up to this point, and you may decide to stay and fight or maybe stay and make friends. The mind selects a response according to the desired consequence, which is a natural part of every function we perform but is not a straightforward case of positive reinforcement. Sigmund Freud developed the psychoanalytical theory of the personality, where he divided it into layers; the unconscious, preconscious, and the conscious. These represented different levels of awareness in our minds. He also described the personality as the id, which is essentially what we are born  with and is where the basic sexual and aggressive drives reside, the ego, which starts to develop as soon as interaction with the environment begins, and the superego, which represents the moral aspect of humans according to societys standards and values. He believed that we are born with these inner feelings of aggression, which we use as a tool to obtain the things we want, but unfortunately, society restricts the use of this horrible behavior for obvious reasons. The display of aggressive behavior would cause us to lose love and respect ending in lowered self-esteem. In order to get through life without imposing this unacceptable behavior upon society, we have in our superego, incorporated something called guilt, which in turn makes us feel ashamed of this pushy, demanding insistence of gratification side of ourselves. However, this causes within us an eternal conflict that rages on through our everyday lives, in the unconscious level of our minds, where we only dimly recognize it. Carl R. Rogers was the founder of the humanistic approach to behavior and like Maslow, he believed that there was nothing bad about human behavior and that we are capable of healthy growth towards Self Actualization. This means that we have the potential to reach fulfillment and achieve warm relationships with others through acceptance and understanding of what we as humans are. In order to understand the actualizing tendency, Rogers claims that we should firstly be congruent, meaning that we should be aware of our inner feelings and accept them as a part of our nature. In this respect, what we express from those feelings is pure and true. Secondly, we should be able to empathize with our fellow man, in that we can understand what everything means to them from their point of view, as if we were in their world. Thirdly, we should be able to accept things as they are and who our fellow man is, without judgment or prejudice. These are three essential ingredients for healthy growth towards being a fully functioning person. Obviously, with an approach such as this, there is little room for negative feelings such as aggression. Because of this positive force for healthy growth, Rogers believed that aggression could possibly be a result of a state of incongruence, where we may feel conflict between our sense of self and our  ideal self. For example, when we become aware of our own set of values but are told by our parents to respect their set of values, taught to us previously, and the use of conditional regard is applied to enforce those values. This could possibly cause aggression by way of retaliation. However, he would not see aggression as inevitable or even an appropriate response, only as a possible response.

The nature of crime Essay Example for Free

The nature of crime Essay The nature of crime embodies the offences made against the state representing society and the population. Within this concept is the operation of principles going to the rights of the victim and the accused in the criminal law process. This process encompasses the commission and elements of the crime going to the actus reus (action of the accused), mens rea (intention of the accused) and causal link to make out the crime; the criminal investigation by the police; the criminal trial process under the adversarial system; the standard of proof beyond reasonable doubt; and the verdict to sentencing options available to the judiciary. This can be illustrated in the case of R v Munter (2009) NSWSC whilst demonstrating the causation in the death of a man assaulted by Munter acting on the mistaken belief that this man was breaching water restrictions, but showing that his intention to kill was absent whilst his actions contributed to the outcome. In this case, Munter received a custodial sentence for manslaughter. Summary and indictable offences Criminal conduct is categorised by summary and indictable offences under the Summary Offences Act 1988 (NSW) and the Crimes Act 1900 (NSW) respectively according to their severity. A summary offence is a less serious matter heard in the Local Court (before a magistrate generally resulting in a bond, fine or a jail sentence of up to two years. By contrast, indictable offences are more serious matters heard at trial in the District Court (most serious offences of manslaughter, murder and aggravated sexual assault being heard in the Supreme Court) following a committal hearing in the Local Court and before a judge and jury. Offences can be committed against people and property but fundamentally these offences breach the law of the state with sentencing imposed by the state but not necessarily in the interests of the victim. From homicide (murder and manslaughter) to, assault (common or aggravated) and sexual assault these can be contrasted with property and economic offences involving larceny, robbery or ‘break and enter’ or white-collar crimes involving  embezzlement, tax evasion and as can be seen in the case of R v Rivkin (2003) ALR, insider trading in which the accused used confidential stock market information in relation to Qantas shares for personal gain in which he was sentenced to nine months periodic detention. The different categories of crime Categories of crime are branded by the type of offence, jurisdiction (NSW or Cth), the seriousness of the offence (summary or indictable) and the parties to a crime. This can include offences against the person which is reflected as being a serious crime (homicide, assault and sexual assault). The case of Boughey v The Queen (1986) where a doctor strangled his wife during a ‘sex game’ allegedly should have known that the act constituted a ‘reckless indifference to human life’ and therefore was convicted for murder clearly demonstrates this category of crime. Offences against the Sovereign refer to the main offences of sedition and treason within this area. The Vietnam War ‘draft-card burning’ is an effective example which demonstrates the crime of sedition where thousands of American men protested based on the involvement of America’s involvement in the Vietnam War. This led to the case of United States v. O’Brien where both parties argued before the Supreme Court in relation to the concept of sedition where O’Brien was burning his draft-cards at a rally. (Does this have any relation to the Anti-Terrorism Act No.2 (Cth) 2002? and was introduced after 9/11) Economic offences is another area of the criminal law and more significantly, is the largest area of criminal law as it encompasses most common types of crime. This includes crimes against property (larceny, robbery and ‘break and enter’); white-collar crimes (embezzlement, tax evasion and insider trading; and computer offences (hacking, unauthorized accessing, or modification of data). The media article – Fear in the Fast Lane (ABC, 2009) demonstrates a situation of an economic offence and more specifically, hacking. It was based on the Alice Springs Turf Club where hackers accessed the online gambling system and brought it down. Main drug related offences include the possession of a prohibited drug; use of a prohibited drug; cultivation (the growth of plant drugs i.e. cannabis) and the supply of a prohibited drug. Such legislation which has been passed to assist with the enforceability of keeping these types of crimes minimal include the Drug Misuse and  Trafficking Act 1985 (NSW); the Summary Offences Act 1988 (NSW); and the Customs Act 1901 (Cth). Driving associated offences are some of the most commonly committed offences in NSW. Many of these offences will relate to the strict liability offences concept such as speeding. The most common driving related offences include: exceeding the speed limit; driving without a license or while disqualified; ignoring road signs; and driving above the legal blood alcohol limit of 0.05. Public order crimes are offences that relate to acts that are deemed to disturb the public order in some way; i.e. disturbance in public. Some of the most common public order offences can include: obscene, indecent or threatening language in public; possessing a knife in public (with no reason); obstructing traffic; and damaging public fountains or protected places. Preliminary crimes are offences split into two main categories of attempts of an offence and conspiracy. The concept of conspiracy occurs when two or more people plot to commit a crime together. In addition, the failure of an attempted crime can result in the equal possible length of sentence for that particular crime which is demonstrated in Section 344 of the Crimes Act 1900 (NSW) where ‘a person who attempts an offence can be liable for the penalty’. Parties to a crime The concept of parties to a crime relates to the fact that other people can be involved in the act, either before or after the crime. This can effectively be reflected within the preliminary offence of conspiracy. The level of punishment is usually determined by that person’s level of involvement in the crime and indeed there are four main categories of ‘parties to a crime’ which are: principal in the first degree (this is the principal offender); principal in the second degree (present at the crime i.e. encourager); accessory before the fact (someone who helped before the crime); accessory after the fact (someone who helped after the crime i.e. driving a getaway car). A range of factors that may lead to criminal behaviour A range of situational and social crime prevention techniques There are many significant factors which affect criminal behaviour. The scientific study of crime and criminal behaviour is known as criminology. This covers many aspects of why people might become criminals. Firstly, the psychological  factor is relevant during the drug rehabilitation process and particular sentencing programs. Secondly, social groups that people associate with will often influence a person’s attitude and views of acceptable behaviour. For example, an abusive home environment may impact on one’s future life. Thirdly, the economic factor is extremely significant as people from disadvantaged backgrounds (i.e. Sydney’s western suburbs) are more likely to commit crimes. This relates to the impact of poor education and lack of skills. Fourthly, politically, offences against the sovereign or against the state are likely to have some political factors influencing their commission. For Example; the G8 Summit protest or the 2009 Copenhagen Climate Change Conference are both a major influence. Essentially, it is vital to understand the factors and motivations behind crime as it related to the possible impact of crime prevention (situational and social). Situational crime prevents usually involves one of the two following approaches: firstly, planning and architectural design, which focuses upon the influence of physical environments upon crime; and seconly, focused (situational) approaches, which rest on rational choice theory. Basically, situational crime prevention aims to make it more difficult for criminals to carry out a crime and therefore stop the crime before it is committed. Social crime prevention relates to the prevention of some of the social and economic factors that might contribute to a person committing an offence. This includes the prevention of a poor home environment/parenting; social and economic disadvantage; poor school attendance; early contact with the police and other authorities. Fundamentally, it is progressively being fixed as such youth programs are run to teach dispute resolution skills and social skills that will encourage potential offenders to make better choices about their actions and their futures.

Contrast Of Films And Literature Film Studies Essay

Contrast Of Films And Literature Film Studies Essay There are many things to be considered when comparing literature and film. Using the knowledge gained in class, the differences between literature and film will be explained with a focus on the film and literature of Oedipus Rex. This play makes you think and shows us how important the theater was and still is as a way of communicating a playwrights ability to build something from the inside out. In addition, adapting literature to a film is a challenge for sure, and since the beginning, films have been considered the realm of the actors and the script itself. The process of characters construction, the techniques, the language, and the references are very important aspects to be considered while making films because after all they are based on the play itself, which the directors will reduce in size to fit in a time frame between one and three hours. By looking and thinking critically, plays and films are dedicated to each other; films are just a new way of thinking. Many films were made based on books which were used to tell a story about something. For example, telling the reader or the viewer about the life of a person doomed to be destroyed by its own wrong doings; a kingdom whose people are suffering because of political arrogances due to family problems including a drunk king that cares about his own well-being; or a love story ending in tragedy dramatized by the separation of the two main characters. Of course there is more to these stories that films do not always depict, in some cases the literary text makes us think about morals, gives us advice, or poses questions about real life circumstances. Sometimes the film does not always portray this and a more in-depth analysis will be found by reading the actual play. The video created in 1984, Oedipus the King with Michael Pennington, Claire Bloom and John Shrapnel, translated and directed by the late Don Taylor, can show the spectacular performances of all the actors, especially King Oedipus. The techniques used by the director draws attention, while the other elements used in the video including the sound, light, and fog direct you to another point of view and create the reality of the situation. The costumes were appropriate for the time period, except for the main character, Oedipus the King was dressed in a white suit while the others were dressed for the correct time period. Maybe this decision was made by the director to separate Oedipus from the rest of the actors, or it is possible it could be a mistake not realized until after the film was done. The film is fantastic but it cannot be, in any way, a replacement for the original play by Sophocles. (http://www.encyclopedia.com/video/OpqVmviDEvk-oedipus-king-part-212.aspx) One of the differences among the film and the play is the approach for understanding. If people who has recently read the play and have been asked what the play intends to tell, it is possible to have some different answers, which will be in accordance with the concerns and priorities of each reader. Now, if a group of people was just done watching the video and have been asked the same questions, even after the film not being the same as the original script, the possibility of having the same answer is much more like because the film captures the viewers attention at the same time by all the effects used. The version of Oedipus the King starring Christopher Plummer, made in 1967 by U.K production directed by Philip Saville, brought the story to life. In the beginning of the film we can see Oedipus as adult attacking his father on the wagon and killing him. This part is presented as slides of pictures to demonstrate how it began; each picture can be used as a flash back, as you watching the film, to explain a little more about the details and the use of images as an alternative from language used for plays. Sometimes people can lose interest reading the play, but with the growing fascination and effects of films its almost impossible to lose concentration in what is going on. (http://www.youtube.com/watch#!videos=atN3Ko8Ni3Mv=EUzr-48JIwM) The Chorus in this video, with no doubts, calls the attention of the viewers and carries a very important part of the video. It symbolizes the people of Thebes and acts as a guide, directing our attention to the truth about what is going on. In addition, it acts as the voice of reason, when Oedipus does not. After each part, the chorus has a task which is to clarify and guide the audience to what is happening with more details, explanations and sometimes mediators. For example when Tiresias reveals Oedipus fate to the Chorus, the chorus remains inert: But that a mortal seer knows more than I know-where Hath this been proven? Or how without sign assured, can I blame Him who saved our State when the winged songstress came, Tested and tried in the light of us all, like gold assayed? How can I now assent when a crime is on Oedipus laid? (http://www.gutenberg.org/files/31/31-h/31-h.htm / (Ant. 2) after last words of Teiresias) Most of the Greek plays written were done in very different society than the one we live in today and most of the time it was presented to one entire community in which were used to seeing and experiencing this kind of activity at that time. This is one of the main challenges in which directors face today to produce a film. The directors have to work not only with the spectacular mythical traditions of the play but they have to somehow combine the old tactics into a modern way to draw the attention of viewers. (http://wogone.com/iq/Sophocles_Oedipus_Rex_in_Modern_Film.pdf) One of the differences between literature and the films are the interpretations. Most of the audiences today grown without the recognition of ancient literature and begin their journeys focusing directly to films. After learning that about the particular film they have watched was made from a play or a book, the viewers can become more interested to the subject and most of the times they find themselves reading the scripts. In a dissertation undertaken as part of the requirements for the degree of B.A. joint honors in Classical Literature, Civilization and Russian Studies called Sophocles Oedipus Rex in Modern Film using the film done by Pier Pasolini, an Italian poet, intellectual, film director, writer and creator of Oedipus Rex filmed in the summer of 1967, N. Woodbridge from the University of Birmingham wrote: Another major choice facing the director is whether to produce modern tragedy in the medium of the theatre or of film. Theatre is often considered more conducive to Greek tragedy as it was the original medium used. Film can be thought to be incompatible with Greek tragedy as there are obvious difficulties in transferring plays which have existed for 2500 years into a medium that has only existed in the last century. (http://wogone.com/iq/Sophocles_Oedipus_Rex_in_Modern_Film.pdf / line 31) In this work Pasolini had a true vision based on the original work of Sophocles. The movie adaptation is considered by many to be a frustrating and boring film while others classify as a beautiful work. Many also felt that the double period of time was a bit confusing, modern at the beginning and end of the film and basically ancient in the middle. However, Pasolini used a chronological order showing the full circle of his work. In addition, his work was very close to the original work of Sophocles, it shows that the life of Oedipus was predetermined and governed by his fate. The dedication and talent of Pasolini and his production team were the main input responsible for the perfect adaptation of this famous tragedy into film version. The tragedy of Oedipus, whether written or in film, shows the values given by the Greek tradition. Reading or watching people somehow sympathize with Oedipus, crying to his tragic fate and at the same time purifying the emotions of the readers and viewers. The tragic error of Oedipus was his pride and arrogance to his indestructibility. People also can feel suspense and fear because the reader knows what will happen to Oedipus in the end. The perfect demonstration of how life can change and show a person cannot, in any way, diverts its fate. Sophocles used a combination of special intelligence and creativity by mixing mythology and tragedy into this perfect play. Without a doubt, all tragedies created by Sophocles are considered exceptional for its quality of work and its power, bringing more attention into our new generation.

Frankenstein - Societal Changes in Film Essay -- Essays Papers

A Look at the Story of Frankenstein and the Societal Changes in Film Frankenstein’s monster, a misunderstood creation fabricated by Victor Frankenstein in Mary Shelley’s classic story, has been terrorizing readers and audiences alike for well over one hundred and fifty years. Since the story was first written in 1818, there have been numerous plays, and over one hundred films, each adaptation trying to portray its own vision of the original story. Mary Shelley came to create â€Å"the prototype of a new literary genre – science fiction† (Hardwood 14) while James Whale crafted his beautiful film creation, Frankenstein, to portray conservative values and civil rights while still telling the classic story. Other versions of Frankenstein and modern films such as Blade Runner and The Terminator use the â€Å"Frankenstein myth† to show how technology must be contained. Yet the most popular and admired of these variations incorporate changes to the original story that connect not only with the audience’s fear s, but societal fears including the Great Depression and evolving technology. Mary Shelley and Her Monster While an entire book can be written on Ms. Shelley and her life, I am choosing to focus solely on her social and family contacts and issues surrounding her life that pertain to the writing of Frankenstein. These issues include her parents and lovers, the social crowd in which she entertained with, the contest and dream that lead to the story’s creation, the science that prompted the story to involve an unnatural creation of life, and some theories touching on the social and political agenda of the story. Mary Shelley was born to William Godwin and Mary Wollstonecraft, both influential writers and intellectuals of the... ...e still is only a mother and really serves no other purpose. Both these movies came out in the early 1980’s, a time in which computers and technology was first being researched and discovered. These directors tapped into the their audience’s fear of machines like Mary Shelley tapped into her audiences fear of creating life. Concluding Thoughts Mary Shelley came up with an idea for a story while having a nightmare in the middle of the night. That nightmare was then transferred onto paper and then to the silver screen, each new adaptation changing the original story to get the most fear or response from the audience. I feel that we have not seen the last of Frankenstein or the themes he carried with him for the last 187 years, and as Martin Tropp states, â€Å"Something about the story is never exhausted, always current, always able to attract a new generation† (2).

Analysis of The Birthmark by Nathaniel Hawthorne Essay -- Nathaniel Ha

Analysis of The Birthmark by Nathaniel Hawthorne Although â€Å"The Birthmark† by Nathaniel Hawthorne was written in the mid-1800s, its themes and ideas are still a part of society today. The 19th century was a time of change, just as this, the millennium, is a time of great change. Hawthorne’s ideas about science, beauty, and life still play a major part in our lives, despite many improvements. Even today, people try to play â€Å"God† and change things that nature has put in place. It’s human curiosity; how much can be changed, how many things can be perfected? The themes in this short story-- religion, gender, and science--were relevant in Hawthorne’s day, and still are many years later. The theme of religion is hidden in the desire to erase the birthmark. In trying to â€Å"perfect† Georgiana, Aylmer is testing God’s creation. He doesn’t believe that how God created Georgiana is perfect, and he is obsessive about making her his idea of perfection. Aminadab, Aylmer’ s servant, tries to tell his master to leave the birthmark alone. He tells Aylmer that if Georgiana were his wife, he wouldn’t worry about something so trivial. However, the scientific ideas on Aylmer’s mind won’t let him forget the birthmark. He believes he can remove it with the help of science. Even so, science has no part in creation, according to Hawthorne, and Georgiana’s death after the removal of the birthmark signifies that theory. Her death is Hawthorne’s way of showing that judgment and perfection are God’s duti...

The Educational Benefits of Video Games Essay -- Persuasive Teaching E

The Educational Benefits of Video Games The repetition of the statement claiming that video games do not help children in their educational enterprises is unfair. There have been numerous studies conducted providing evidence that children gain structural knowledge while engaging in video game play (Pillay 2002). Certainly, different styles of video games may produce different results. It is important for us to understand the different benefits from the various styles of games. Because students play a wide variety of games, they may have a repertoire of schemas with different information (Pillay 2002). Visual Skills A majority of the studies conducted discussed results regarding visual skills. The appreciation of visual skill increase is attributed primarily to action video games. Due to the number of varied tasks, the demands may result in brain changes and improve visual skills. Action video games could be used in the treatment programs of people with visual problems (Chudler 2003). They may increase children’s hand-eye coordination and attention to detail (Cesarone 1994). Action video gamers tend to be more attune to their surroundings. Medal of Honor is one game highly recommended to increase visual attentiveness. Studies of those who played this game show they could drive down the street and more likely identify a child that was running after a ball than a non-video gamer (Roach 2003). Researchers Greene and Bavelier at the University of Rochester in New York conducted a study and had students play action video games. The students had to play four days a week for six months. Those who were trained playing the video games:  · Had better visual skills and visual attention  · ... ... simulation. Retrieved October 1, 2004 from the World Wide Web: http://creativeteachingsite.com/videogames.htm. Pillay, H. (2002). An investigation of cognitive processes engaged in by recreational computer game players: implications for skills of the future. Journal of Research on Technology in Education, 34.3, 336-350. Roach, J. (2003, May). Video games boost visual skills, study finds. National Geographic News. Retrieved October 1, 2004 from the World Wide Web: http://news.nationalgeographic.com/news/2003/05/0528_030528_videogames. html. Rosas, R., Nussbaum, M., Cumsille, P., Marinov, V., Correa, M., Flores, P., Grau, V., Lagos, F., Lopez, X., Lopez, V., Rodriguez, P. & Salinas, M. (2003). Beyond nintendo: design and assessment of educational video games for first and second grade students. Computers & Education, 40.1, 71-94.

Learning Plan Essay

The learning plan described in this paper is to have students debate a topic related to the Civil War. The debate topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons? † The main concept of this learning plan is to have students work collaboratively to research facts, and recall and use facts from the Civil War unit to incorporate into their arguments. (It should be noted that the learning plan described in this paper will take several classes to complete, however the learning plan procedures will only address the class where the debate will occur. ) It is  assumed that debate skills were taught in a previous class. The learning theory certainly incorporates constructivist aspects. They are constructing knowledge rather than absorbing it. This is constructivist approach is illustrated through the collaborative nature of the assignment, as well as through the research that students’ must produce. In terms of the use of technology and media; the students will be instructed to research one source of information, from the internet, related to their argument. They must submit a one-page analysis of the information in which they found along with a references page. This must be submitted to the teacher a week before the scheduled debate. The teacher will assess the content of the paper, but the references page will also be important. Teacher must evaluate the kinds of internet sources that the students have used. The credibility of the internet source, and the strength of student’s research will be analyzed by the teacher. The purpose is to assess student’s traditional literacy and critical analytical skills (assessed when evaluating the content), and information 1 2 LEARNING PLAN: HISTORY DEBATE CLASS literacy/interpretation skills of online material (assessed by reviewing the  reference page). Finally, the teacher will hand back papers to the students, and he/she will instruct each group to use at least two of their group members’ papers into their group’s arguments. Media and technology will also be incorporated with the use of social media. The teacher will tell students that their debates will be recorded and submitted to youtube or a private school website (if issues of privacy are raised). Others will be allowed to view the video to evaluate the strength of each team’s arguments. Based on the comments of public viewers, a winner will be chosen (by popular vote). This popular vote will be incorporated as a small percentage into the assessment. This is being done as to allow students to participate in new media opportunities within an educational context. Learning Plan Context Setting †¢The high needs school will be a High School in the Bay Area, either in San Francisco or Oakland. †¢There will be 25-30 students in an individual classroom. †¢The lesson will take place the week after the Civil War unit is finished. †¢It is anticipated that the unit will last about two weeks, therefore the debate class will occur during the third week. The actual debate class will take up one class period. †¢The content area is US History/Politics. The grade level is Juniors (11th grade). †¢In sum, the curriculum unit is 11th grade, US History/Politics, Civil War unit. 2 3 LEARNING PLAN: HISTORY DEBATE CLASS Standards †¢According to California standards for literacy in History/Social Studies in 6-12th grades. A student must be able to demonstrate analysis of primary and secondary sources, and connect these insights to the understanding of the whole text. This ability will be addressed and assessed when students must incorporate information learned from the textbook with information gained from the internet, and use both  sources of information, into their debate. The student’s ability to undertake this task will be evaluated by the teacher with the submission of student’s sources, and also during the debate. (http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf. ) †¢ Also according to California standards, students must be able to evaluate various explanations for events and actions. This standard is illustrated in the nature of the activity. A debate, in itself, evaluates different explanations for one event, which makes it an ideal means of addressing this standard. (http://www. cde. ca.gov/be/st/ss/documents/finalelaccssstandards. pdf. ) †¢Finally, according to California standards, students must be able to evaluate differing points of view on the same historical issue. Once again, this standard is illustrated within the nature of a debate. It is also illustrated when students submit their own analysis of internet research (http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf. ) Learning Objective 3 4 LEARNING PLAN: HISTORY DEBATE CLASS †¢Students will be able to collaboratively demonstrate their knowledge of Civil War policy, events and information, from the textbook and from  online sources, by formulating arguments to be presented within a debate. Learning Theory Applications †¢Constructivism is certainly at play in this lesson plan: †¢The activity allows knowledge to be organized into schemas, concepts, and worldviews. †¢This activity is emphasizing the use of authentic activities by constructing knowledge through interaction with the environments (internet and peers), and applying it to real-life situations (debate). †¢The collaborative component certainly illustrates constuctivism; learners will help each other create conceptual connections. †¢Finally, students are working autonomously with the help of the  teacher as facilitator, supporter, and model (Ormrod, 2006). Learning Accommodations: †¢Individualized Education Plan for Special Accomodations: In each team, all students will be assigned a role. For example, â€Å"speaker†, â€Å"writer†, â€Å"time-keeper†. A student’s IEP will be taken into consideration when assigning roles. A student with an IEP, will be assigned a role that best fits their IEP. For example, a student with ADD, may be best suited to be a time-keeper since their attention span is not as focused. They may be anxious to change the pace of the group’s discussions, and therefore they may be eager to keep track of the time. 4 5 LEARNING PLAN: HISTORY DEBATE CLASS †¢Language Development needs: When assigning the internet-based research; the teacher will give ELL students a website to navigate to, instead of having the students navigate the internet themselves. Teacher will give explicit instructions as to where to look on the website so students do not feel too overwhelmed with the English language. Teacher will ask the students to try to comprehend some of the information, however if this proves too difficult, then the teacher will ask the students to find 15-20 words from the website that the student did not understand. The student will then find the meanings of these words in their own language. They must write at least a paragraph about the Civil War unit incorporating five of the words that they found on the internet. Also, at least two of these words must be incorporated into the arguments of their team. †¢Gifted and Talented needs: This is a challenging component to consider because a gifted/talented student does not necessarily mean an academic-rigorous student. To really tailor the lesson to address the interests of a gifted/talented student, then the teacher will have to be familiar with the personality of that particular student. However, some situations will be addressed here. First of all, from the research, the lesson itself befits that of a gifted/talented student. Competition, which characterizes a debate, usually suits the nature of gifted/talented students. (http://www. teachersfirst. com/gifted_strategies. cfm) The first situation to consider is a student who is gifted/talented, but not academically 5 6 LEARNING PLAN: HISTORY DEBATE CLASS rigorous. This student will be given a leadership role within his/her team. He/she may be assigned to organize/manage all the ideas of the students. He/she is the one who will be given the rubric for what the  teacher is assessing when observing the team’s discussions and arguments. He/she is the manager, and he/she will be assessed on their ability to keep his/her team on task. In this way, this student isn’t necessarily doing more â€Å"academic† work, but he/she is being challenged in a rather difficult manner. A second situation to consider is to have a gifted/talented student who is academically rigorous. The teacher will give this student a second component to add to his/her research paper. The student must connect textbook material and internet material to the US politics of today. This is increasing the  cognitive process from analyze (which all students must do with their research papers) to evaluate (Anderson and Krathwol, 2001). The student can choose to incorporate this extra component into their team’s arguments. Resource Accommodations: †¢Low tech: There are no computers, projector, or internet access in the classroom. If this is the case, teacher may have to allocate time in different lessons to use school facilities where computers are available. Computers must be used so that the teacher can show students the kinds of websites that are credible, as well as to use sites, like youtube, to show students examples of debates. Computer use is necessary so 6 7 LEARNING PLAN: HISTORY DEBATE CLASS teacher may have to take time before or after school to meet with students (who are willing) to show them the above-mentioned websites. †¢Mid tech: One computer connected to a projector is available in the classroom. The teacher can use this computer to show examples of credible websites, as well as to show examples of debates online. †¢High tech: Class is equipped with several computers. Teams can go online themselves to view videos of debates and start research for their paper. In this way, the collaborative nature of the lesson will  start even earlier (in the pre-planning stage). Content-Based Literacy Skills †¢In terms of text-based literacy; students must incorporate information from their textbook into their arguments †¢Critical thinking, reflective thought, and text-supported thinking will be illustrated when students must draw connections between internet-based information and textbook information while doing their analysis/research paper. This connection will be evaluated when student’s cute their sources within their paper. (This explanation will also illustrate students’ information literacy. ) New Media Literacy Skills  Ã¢â‚¬ ¢Performance: This skill is illustrated when students view sample debates on the internet and use this as models of performance in their own debates. 7 8 LEARNING PLAN: HISTORY DEBATE CLASS †¢Collective Intelligence: This skill is done when students are within their respective teams and they must draw upon their own and others ideas, research, and knowledge to formulate strong arguments. †¢Judgement: This skill is illustrated when students must judge which websites and information are to be included in their research/analysis paper. †¢Networking: Once again, this skill is illustrated when students must  search, connect, and analyze information on the internet for the purpose of their research/analysis paper (Jenkins, 2001). Learning Material: †¢Textbook: Learners will need textbook so that they can recall information. †¢Paper, pen: Leaners will need so that they can write down information. †¢Rubric: Both the learner and teacher needs. Learners need it so that they are aware of what’s expected of them while working in teams and formulating their arguments. Teacher needs it so that he/she can refer to it when assessing the team’s progress. †¢Notes: Learners will need them as a reference when formulating arguments. †¢Stopwatch/watch: This will be given to the student whose job is timekeeper. †¢Video Camera: Used to record the debate Learning Plan Procedures Phase I: Motivation Activity †¢Teacher will show a short clip of a very powerful, interesting debate. Possibly a presidential debate. The clip will only show the most 8 9 LEARNING PLAN: HISTORY DEBATE CLASS poignant part (according to the teacher) of the debate. Hopefully the clip will be no longer than 5 minutes long. (if there’s no computer available, then teacher must bring in her/his own computer. ) †¢In a class of 30 chair/table. There will be 15 chairs/ tables on each side  of the room. They will be facing eachother. †¢Learners will enter the classroom and sit down immediately with their team. †¢The teacher will then show the video as soon as the class is seated and quiet. †¢This activity is being done to motivate, encourage, and remind students of what a good debate looks like so that the output of the students’ debates can match skills such as speaking (clear and concise) and eye-contact of the debaters within the video. Phase II: Input (Teacher Driven) Activity: †¢During this class, the teacher will, serve only as facilitator, therefore not much activity will be driven by the teacher. However, after the video, the teacher will remind students of the rubric that was given to them, and tell students that she/he is only their to assist in the logistics of the debate (time, flow, managing emotions if this becomes a problem). The teacher will also instruct students to take notes on each other’s arguments because this assignment will be important for their homework assignment. She/he will also remind student that they will be recorded. †¢Teacher will tell all students to take out their rubrics. †¢She/He will go over some key point from the rubric as it relates to the debate. 9 10 LEARNING PLAN: HISTORY DEBATE CLASS. †¢The teacher will tell students to make sure that they keep these key points in mind because these points will be assessed during the debate. †¢The teacher will instruct students to have their rubrics out for the entire class so they can monitor their team’s progress by themselves. †¢Teacher will formally go over key questions from the rubric that he/she hopes the teams have incorporated into the nature of the debate (clear speech, eye contact, concise points, respectful behavior) as well as into the content of the debate. In term of the nature of the debate, questions might look like â€Å"Is my team being quiet/respectful as the  other team presents their arguments? †, â€Å"Are my responses to the other’s teams arguments not insulting? † etc. In terms of the content of the debate, questions may look like, â€Å"Did my team incorporate facts from the textbook? †, â€Å"Did my team use at least two credible internet sources within the argument? †, â€Å"Did my team follow special instructions assigned by the teacher (e. g. incorporating ideas from IEP students, ELL student, gifted students)?. † †¢This activity and these questions serve to remind students of the importance of the collaborative nature of the learning objective. They  also serve to remind students that they must be able to demonstrate their understanding of the Civil War unit, as well as their understanding of outside sources within the context of an argument. Phase III: Output (Learner Driven) Activity 10 11 LEARNING PLAN: HISTORY DEBATE CLASS †¢Students will take part in a debate. The topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons? † This activity will illustrate the learning objective in several ways. First, the collaborative nature of the previous classes will finally be demonstrated. Second, the students must illustrate their knowledge of  Civil War policies within their arguments. Third, both sides’ arguments must include information from outside sources. †¢The teacher will select one team to present their arguments first. †¢Recording will begin †¢The speaker of that team will stand up and come to the front of the class. They will present their team’s argument. In the argument they must mention the sources in which they got their information. For example, if they got a particular piece of data from the textbook, then they must state â€Å"As is presented in the textbook†¦Ã¢â‚¬ . If they got a particular piece of data from the internet then they must state, â€Å"As is  presented on so-called website, or by so-called author†¦Ã¢â‚¬  They must also explicitly state how they used the â€Å"special instructions† from the teacher. For example, â€Å"(ELL’s student’s name) found that ‘compromise’ was not a possible solution of the Civil War. † In this example, it is assumed that compromise was on a list of words that an ELL student did not understand. He/she presented these list of words to his/her team. The team reviewed the list, and chose to use the word compromise as part of their argument. †¢The student will finish the presentation of his/her argument. 11 12 LEARNING PLAN: HISTORY DEBATE CLASS. †¢The teacher will tell the next team to present its argument. The team will follow the same procedure as above. †¢The teacher will then stop recording of the debate. †¢This debate will naturally lead to questions, comments from both the teacher and the students. Phase IV: Culmination †¢The teacher will ask the groups to clear up any misunderstandings or misinformation the teams may have had within their argument. This is to give other team members a chance to speak about the argument, which reinforces the collaborative effort of the lesson. †¢The teacher will also ask students how their team’s or the other team’s  information and debate skills differed and how these things were similar to the debate presented in the beginning of the class. †¢As a smaller activity, the teacher will instruct all the students to come up with one question, comment, critique of the other team’s argument. This assignment will illustrate each student’s understanding of the Civil War Unit because it challenges students to relate, connect, or counter-argue their own knowledge of the unit. This question will be submitted to the teacher. Phase V: Extension †¢For homework, students will write a one-page analysis of the opposing teams arguments. The student will address the opposing side’s arguments. He/she will evaluate the argument’s weaknesses, strengths; and why he/she disagreed or agreed with the points that were made. 12 13 LEARNING PLAN: HISTORY DEBATE CLASS Learning Plan Analysis Formative assessments will include analyzing the collaborative efforts of the team, the behavior of each team during the presentation of the opposing team’s arguments, how well each team member took on their role within their team, and how well the team incorporated textbook information, outside information, and ‘†special instructions† from the teacher into their  argument. A summative assessment will include the teacher’s evaluation of the internet analysis/research paper, the one-page analysis of opposing team’s argument, teacher’s evaluations of the strength of the arguments, and finally the â€Å"popular vote† (the results of youtube or school-based website). Weaknesses of this lesson plan include time constraints, and the many assessments involved. It may be difficult to accurately assess how well each team members took on their roles. Some students may still be taking on more work than others. Also, incorporating ELL/IEP students proved to be a difficult task.. Strength of the lesson is it fosters team work, analytical skills, and gives students more power in the direction and implementation of a lesson. The teacher will implement these varied assessments in its first year, and then will evaluate the effectiveness of these assessments for future classes. The learning theories applied in the first phase was Vygotzky’s Cognitive Process. Students are witnessing two adults debating and they are expected to try to learn/imitate the behaviors of those adults. In the second 13 14 LEARNING PLAN: HISTORY DEBATE CLASS phase, social cognitive theory is at play. The teacher both models desired behaviors/outcomes, as well as emphasizes self-efficacy and self-regulation. In the third phase, constructivism is illustrated. The debate is student-driven because the students are demonstrating their constructed knowledge within the debate. The assessments have a behaviorist component. Negative reinforcement (decrease a behavior) is illustrated when the teacher warns students that if they are not respectful or a team member does not contribute meaningfully, then they may be marked down (Ormrod, 2008). References Anderson, L. W. , & Krathwol, D. R. (2001) . A Taxonomy for Learning, Teaching, and Assessing, 28-31. California Department of Education. (2013) California Common Core State Standards. http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf Jenkins, H. , Clinton, K. , Purushotma, R. , Robison, A. J. , and Weigel, M. (2006). â€Å"Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. † Chicago, IL: MacArthur Foundation. Ormrod, J. E. (2008). Educational Psychology Developing Learners, 8. 25-36. Teachers First. (2014) http://www. teachersfirst. com/gifted_strategies. cfm 14 15 LEARNING PLAN: HISTORY DEBATE CLASS.

New Hire Essay

Dear Mr. Hendricks, My name is Brad Johnson and I am writing you today because I understand you are looking for a new mechanic for your racing team. I would like to inform you of my experience in order to prove to you that I am the right fit for the job that you are offering. I have been following your career as the owner of the top NASCAR team for quite some time now and have always dreamed of being involved with such a successful race team. I have looked forward to being a mechanic since my freshman year of high school. I already have a racing background and hope to expand my horizons by becoming involved with NASCAR and Hendricks racing. I am only twenty years old, but I have been racing and wrenching on my own machines and vehicles since I was nine years old. I have paid keen attention to your team’s track record and I know that your engines are some of the most reliable engines out on the track each and every week. I would like to become the head mechanic for Hendricks racing someday in the near future, but as of now I would be perfectly fine with working as an apprentice to gain my experience and hopefully take over the head mechanic position. I have not only gained mechanical experience from working on my own vehicles and machines, but I have also gathered experience from work and school. I took auto shop in high school for two years and at that moment I knew what field I was to enter after high school. I also had a part time job at fabrication shop in Morgan Hill, California. This shop was Pacific Fabrication and I worked as an intern to broaden my knowledge in the automotive field. I learned a lot at this shop and continued to pursue my career in this industry. After working as an internship for a year, I decided to take my knowledge even further by joining the ThinkBig program offered by Caterpillar at Delta College in Stockton, Ca. I have been going to school to earn my Associates degree and also to get training to become a journeyman technician. I was hired by Peterson CAT as an apprentice and have been working with Peterson for over a year now. Thankfully they have put me through school and helped me grow in the field of a dealer service technician. I love what I do but am looking to go further in life by gaining  more experience and working on machines that I truly have a passion for. To be honest, many people discount my credibility as a technician because I am very young still and may not be as experienced as most of your other tech’s that work for you, but what I lack in age and knowledge, I make up for in my willingness to learn and my ability to reach my goals. I hope you consider me for such an opportunity. I could be a beneficial asset to your company. I have always been interested in high power engines and would love to become your next engine builder. I have been racing long enough to understand that the key to winning is having high quality engines that produce great power and outlast those in competition. I believe that with time and training I could continue to produce engines for your team with just as good of a track record. I have a keen attention to detail which is a necessity when building these high output engines. When I am put to a task I do not ever cut corners to complete it. I have always put much effort into what I do. I never do anything half-way. I have always given my best effort when it comes to completing a task. With the recent advancements in technology, more and longer term mechanics are finding it difficult to work on these machines. Almost everything now days are controlled by some type of computer system. Just a few years ago the engines in NASCAR were carbureted and completely mechanical. With recent advancements in technology, these cars have all been updated to electronic fuel injection systems. Now that these engines are controlled and programmed by a computer, many older mechanics are not able to comprehend this new style of tuning and adjusting which may lead to drawbacks in your racing team. I have been trained through Caterpillar to work on these newer style engines which are all controlled by computers. Most of the work we have been taught is to use laptops to program and troubleshoot problems which is a necessity for fine tuning these engines to make the most power while maintaining reliability. All in all I am a hard working young man that is eager to learn. With the right opportunity I will become the master mechanic that the Hendricks racing team needs more than ever now with the recent advances in technology. I recognize that I am young and may not be the most experienced applicant, but with my eagerness to learn, attention to detail, and experience with these new style computer systems, I am sure that I would be a great match for the Hendricks racing  team. My background knowledge and experience with racing gives me the leading edge over those general mechanics who have not received any kind of formal training in this field. I will strive to be the best employee and technician you have ever had, and I will do all I can to continue to represent Hendricks racing as the best racing team in the history of NASCAR. Thank you for your time and consideration. Sincerely, Brad Johnson

Japanese culture Essay

1. Briefly discuss the Japanese business practices. Business traditions and practices are greatly influenced by the culture in which they function. The values of a culture help to define the underlying structure and philosophy of business. Many traditions and practices within a culture are often integrated into the country’s businesses.   Japanese culture greatly affects its business practice on all levels. It is a unique country with many distinct cultural traditions. As a result, cultural traditions tend to be uniform and community is central to daily life. Culturally, the Japanese are rather introverted in their ways, focusing on their own culture and traditions. A strong sense of community, family, and being part of a larger group and business family are central to the Japanese culture. The ritualistic traditions that are characteristic of the home environment typically spread to the social and work sphere of life. The Japanese culture maintains a very formal style of interactions. Even introducing oneself in Japan is formal in nature. Exchange of business cards is an obligatory custom at business meetings. The exchange of gifts is an accepted custom in Japan.   The Japanese bow is part of Japanese culture that expresses honor and greetings to a guest. Thus Japanese are well behaved in their business practices and try to do a lot of good stuffs which can influence the international relations. They believe in a business where trust exists. The do their level best to be recognized as nice people in the business market. 2. What is the appeal of the Japanese market for world business? The Japanese government and business leader’s marks deep changes in their market from closed to open while acknowledging its competitive nature (Shetty and Kim, 1995). They argue that all firms should understand their market and do provide the quality products and services demanded by the consumers. Large firms should offer lifetime employment, and employees may be reluctant to accept employment with foreign firms that do not. Furthermore, the firms must consider employment with a foreign company less desirable than employment with a domestic firm. It suggests that long-term relationships and mutual commitments in the market will encourage practices such as bidding and close parent company-supplier ties. â€Å"Japan appeals that the three factors to compete successfully in the world market is quality, followed by the ability to hire qualified employees and the attitudes of top corporate management.† (Shetty and Kim, 1995) Japanese focus on quality of products and services, keeping good personnel, hiring local staff, strong corporate head office with limited interference, reputation of the business, brand image, latest technology and strengthening value chain. These are some of the major deciding factors that help a firm to gain profits in the market. Besides, Japanese, have understanding of respect, they are persistent, they have perseverance and ability to develop strong global network. To increase the world business, the market should value advanced technology and innovation and should willing to try new products or technologies. Finally, establishing manufacturing and distribution facilities is a visible sign of a firm’s commitment. So the market must take care of it. But the main theme is that the market should value personal, harmonious, and long-term relationships with distributors, customers, suppliers, and employees. 3. Briefly discuss the major business trends and opportunities in Japan’s economy. Japan is the worlds second-largest and Asia’s largest economy. United States is the largest economy.   This is the only member of G8 from Asia. It is also a member of the UN Security Council on a temporary basis. In Japan the wages are highest in the world. From 1960s to1980s, there was a swift economic growth with a growth rate of 10%, 5% and 4%. The economy of Japan was in the state of turbulence in the late 1980s. The reason was falling stock and real estate prices.   By 1989 the situation turned worst. The Tokyo Stock Exchange crashed. During 1990s the country’s economic growth remained slow. The economy trend of Japan is a slightly uneven but it is continuously focusing on increasing the GDP. Japan has lot of business opportunities and it supports business activities. Eco-towns are being promoted in order to build a resource recycling-type economic society, which limits waste while encouraging recycling. Japan has developed a robust way of dealing with the pollution and completely self-sustainable industrial parks with zero emissions (JETRO). â€Å"The Kawasaki Foundation for Promotion of Industry (Kawasaki Small and Medium-Sized Business Support Centre) and KSP (Kanagawa Science Park) are providing various types of venture support, including assistance for businesses, help in establishing new enterprises, and educational research.† (JETRO)   Government is providing assistance from operations management consultation to assistance with publicity. 4.  Briefly discuss the different modes of entry to Japanese market. These are some common modes of entry in the Japanese market. A) It is possible to directly go to Japan and establish a firm. B) Local distributer and partners for the companies.   These are good way of entering to the market at the early stage of the business. c) Specialized business consultant can be hired. The market is matured. This forces the marketer to focus more on keeping the cost low and at the same time performance and features should be maintained. The quick increase in revenue is not possible in the Japanese market. Understanding of Consumer behavior is very important.   In approach ‘A’ one need to justify the stagnant revenue to the investors. After some years of experience in Japanese market, the revenue may grow with steady rate. Plan ‘B’ is a convenient way to enter the market. The reason is that here one is utilizing Japanese resources. However success largely depends on finding right distributor and partners, with good market connections, commitment on financial and operations. 5.  Ã‚  Compare and contrast the Japanese and the American commercials. The difference of American and Japanese advertisements appears to be in the degree and not in kind. The advertisement appeals of these two different countries are different. It is based on general employment of the traditional and respect of elders in Japan. Japanese appeal is based on moral values. The general usage of status is different. American advertisements have consumer based appeal. American advertisement is based on western values. The product merit appeals are higher in American advertisements as compared to the Japanese advertisements. The difference also exists in use of youthful or modernity appeals. Japanese advertisement is based on relationship model. 6.  Briefly discuss the Japanese way of product development The Japanese approach to product development emphasizes continuous technological improvement. It is also aimed at making a successful product and providing better solutions for the consumer needs. They have clear competitive vision of product development. They know what types of investments are required to maintain their market positions. Japanese manufacturers invest their resources into technology development, product development, productivity improvement and quality control and thus making the international market becomes more competitive. They focus on high-quality, high-performance products which are relatively inexpensive against those of the same level offered by European and American competitors and thus their products can be easily available to common man in the market. Japanese identify customer needs and develop new products and roadmaps for technological development on the basis of the same. They use modern technologies for keeping the cost low. They hire trained and skil led people and invest in technology and development of human resources. They emphasize on quality and minimization of the production cost.

Pop Music Magazine Comparison

The magazines that are being compared are two different styles of magazines. One is a pop band magazine and the other is rock. The people in these magazines stereotype the word â€Å"HAMMER† it shows the long hair and shouting into the microphone. The other magazine stereotypes nice clothes and nice hair. The people who read this magazine are emulators they look up to these people and will go at and wear what they wear. They act how they act. The aim of the magazine is to persuade the readers to go out and buy their CDs. The large hammer font connotes heavy metal and banging. They use hooks to try and get the buyers attention like ‘free CD' or ‘free posters'. The use of language is completely different, one says ‘SCREW THE CRITICS' and the other is ‘BLUE ARE BACK' This shows one that is abusive and the other is more formal. There is a close up on blue then there is a long shot of Gareth Gates. The Brat Awards. The institution is â€Å"The Brat Awards†. Presenters where Rob Carpenter and Ashley Curtis, Rob Carpenter represented himself as a typical presenter. He was slick and cool he kept the show moving he was very confident. The audience where famous people they were drunk. Rage against the vending machine too cool to come up and collect their award. The genre was rock. If I was too improve the award ceremony I would have a different location. Pop Band Comparison. The ‘Big Brovas' are attracting a teenage audience. They connote ‘gangsters', ‘ghettos' and ‘rude boys'. They are doing this to attract a certain type audience e.g. ‘townies'. The institution of ‘Big Brovas' is Top Of The Pops. They represent themselves as rude boys when they are probably not at all like in real life. Compared to the ‘Darkness' they are a lot in my opinion because the ‘Darkness' uses high-pitched voices. The tight trousers they wear connote this. ‘Big Brovas' convent swaying and bopping up and down. The ‘Darkness' convent jumping up and down and a lot of movement. The ‘Darkness† institution is Top Of The Pops. Their audience would be older than teenagers. They represent themselves as scruffy people e.g. ripped vests long hair and tight trousers. Pop Music The name of the act is ‘Girls Aloud'. They are a group of young women who came from the institution of pop stars. The name of the song is life got cold. They use white clothes and white make-up to connotes the word cold. They are a pop band whose audience is mainly young girls. They represent themselves as very nicely dressed attractive women. The name of the act is ‘Good Charlotte'. The song name is ‘The Anthem'. The audience is gothic people, he attracts an audience with a rebellious look. The institution is Top Of The Pops. The genre is punk and rock. The act is ‘Lemar'. The song is ‘dance'. Lemar is a male pop singer. His image is clean cut and nicely dressed. The audience varies. The institution is pop stars. Radio Advert. Client's Name: Woolworth Writer: Steven Briesner Duration: Unknown Music Bed: Whistling from Ed, Edd n Eddy SFX: Door Slamming SFX: Footsteps Male Voice: Perfect boys you've just recorded your first number one. Now lets show the people out there this brilliant song. Music: Loud Whistling MVO: That's Brilliant. MVO2: Your Right and it's available now at Woolworth's. MVO3: At the great price of à ¯Ã‚ ¿Ã‚ ½2.49 MVO4: Woolworth's we're worth it. Popular Music This magazine aims to entertain people as David Bowie is a singer from the older generation older people who look at this may laugh from fond memories of their youth the magazine does this well with the main feature of David Bowie. The genre of this magazine is heavy metal/rock this was the fashion when David Bowie was a popular singer. This magazine would be for people with special interests in this sort of music. The font and style of writing tells the audience what sort of genre this is has a black background and a man with white make-up on which signals a genre of the gothic nature. It hooks are things that are on in today's magazine like ‘Brand new collectors record section' I don't think they use hooks very well in this magazine because it isn't really anything good in the offer. the only main colours used is black and white, the white make-up connotes the gothic genre. The main feature is a close-up (c.u) of David Bowie. He is stereotyping the typical grunger who is always in a depressive state. The ideology of the magazine is they believe in sucide and stuff many famous gothic stars have been known to go into a depressive state and commit suicide.