From 'The Beginnings of Social Understanding' by Judy Dunn, explain Essay

From 'The Beginnings of Social Understanding' by Judy Dunn, explain how Judy Dunn believes the child's early social interactions may influence his or her devel - Essay Example Even among some of the higher mammals, where there is a process of integration of the young to the community, the time taken for that is brief. The detailed study of Dunn of the children as they grow in the family, show that children come to understand the social rules of the family and the feelings, intentions and relationships of others by personally experiencing a process. She argues that self-interest is a major motive in the social growth of children and their emotional experiences and the value judgement that they are naturally skilled in making even in early childhood impact in their development as full-fledged participants in the community. Dunn sees the seeds of the children's development in social skills and propensities of small children exihibit in infancy..Most children exhibit a tendency for co-operative play. Proneness to share food and toys and innate sensitivity to the feelings of others are imbibed early in life to equip themselves for the larger roles time will ask them to play in a society. The children almost instinctively prepare themselves to live in small groups, where collaboration and coordinated effort will be called for. The human condition from time immemorial depended on shared concerns.

Classroom Scenarios Essay Example for Free

Classroom Scenarios Essay Mrs. Ross has her fourth grade students move their desks together into groups of 2 to do a group activity. She instructs them to pair with anyone they choose. Teresa raises her hand, â€Å"I don’t want to pair with Megan again because she doesn’t do any of the work. Can I have someone else? † Megan who is soft-spoken just looks down at the floor as the class waits for the teacher’s response. Mrs. Ross asks Teresa and Megan to come with her outside and instructs the class to carry on with the activity. 1. What level of mutual respect exists between students and the teacher in this scenario? How did mutual respect affect the classroom dynamics? How would you improve mutual respect in this classroom? A high level a mutual respect exists between students and the teacher in this scenario. Mrs. Ross had to trust the students at least a little bit in order for her to believe they could handle moving their desks around to do group work. Teresa showed respect for Mrs. Ross by raising her hand to properly voice her concern about her partner. Not only did she raise her hand, but she respected and trusted the teacher enough to feel safe expressing her feelings. Although soft-spoken, Megan could have found some way to negatively reply to what Teresa said. However, I believe she respected Mrs. Ross enough to know she could trust her to act in a fair and kind manner, so Megan waited quietly for her response. Mrs. Ross showed respect for the two girls when she asked them to come with her outside. She didn’t just ignore the issue or thoughtlessly assign another partner for Teresa. Mrs. Ross took the time to acknowledge their thoughts and feelings in private where she could assess the situation better without putting either of the girls on the spot. Finally, Mrs. Ross showed respect for the class when she trusted them to carry on with the activity while she stepped out of the class with Megan and Teresa. The class showed respect for Mrs. Ross by continuing to work while she steps outside the classroom for a moment. Mutual respect affected the whole classroom dynamic in a positive way. There was a feeling of cooperative learning. I am pleased with the high level of mutual respect shown in the classroom and find no need for improvement. 2. How well did the teacher handle herself in the scenario? What student-teacher interactions worked well and what did not work? How would you handle the situation? The teacher handled herself very well in this scenario. She could have chosen to react immediately to Teresa’s comment with disappointment and frustration, but instead she calmly asked the two girls to come with her outside. She even thought of the rest of the class and took the time to instruct them so they weren’t left hanging while she went out with Teresa and Megan. Teresa raised her hand, but did not wait to be called on before calling out to the teacher. It was good that she felt safe enough to express her concerns, but not good that she made Megan feel badly in front of the class. I hope, if I was a teacher given the same situation, that I would be able to handle myself in a similar manner. I would want Teresa to know in front of the class that she is to wait until she’s called on to speak, but discussing the rest of the details in front of the class would only put Megan even more in the spotlight and add to her discomfort. 3. What, if any, communication roadblocks are evident in this classroom? How could you remove the communication roadblocks? How would you communicate with the students to resolve this situation? I could not see any communication roadblocks in this classroom. It appears to me that the teacher communicated well with the students, and the students felt comfortable communicating with the teacher. To resolve this situation, I would remind Teresa specifically, as well as the class in general, to raise their hands and then wait to be called on before speaking. I would also ask my class to pay attention to all the instructions. The instructions Mrs. Ross gave told students they could choose their own partner. There was never a need for Teresa to comment on not wanting to be Megan’s partner as Mrs. Ross had already told students to pick their own partner. 4. What conflicts did you observe in this classroom? What conflict resolution methods could you use to resolve the conflicts in this classroom? Are there any peer mediation methods that you could use in this scenario? The conflict in the classroom was between Teresa and Megan. To resolve the conflict I would bring the two students together and have them work cooperatively on the issue with my guidance. I would want both students to feel free to speak their mind, feel listened to, and feel that they are an important part of the solution. I would want them to understand that they both need to be respectful, listen to each other, and try to understand the others’ point of view. As part of the process I would also expect them to work together to come to an agreement they both feel good about. I would not use peer mediation methods in a fourth grade class. 5. What changes would you make to help this classroom become more of a community? Why would developing this classroom into a community be important? I don’t see any changes I would make, but something I would talk to the class about to make the classroom become more of a community would be respect. I would plan a mini lesson on respect and how we treat others for another day. It would be important to help the class develop into a community because community members care about each other, look out for each other, and help each other when needed. I would want my class to work together cooperatively and build a positive learning environment where everyone would feel valued. Tenth Grade Classroom Scenario The bell has rung and Mr. Dunn’s tenth grade math class has settled into their seats. â€Å"Good morning! Let’s begin by having everyone pass their homework to the front of the class. † Tom walks into class 5 minutes late. Mr. Dunn asks, â€Å"Tom, do you have your homework? † Tom looks down at the floor when he answers, â€Å"No, I didn’t finish it. † Mr. Dunn asks, â€Å"Why not? You knew it was due today, right? † Tom just shrugs. Mr. Dunn asks the rest of the class, â€Å"Who else did not turn in their homework today? † Pamela did not do her homework, but is afraid to raise her hand. Mr. Dunn says, â€Å"Good job, class! I appreciate everyone who worked hard to get their work turned in on time. † Daniel chimes in, â€Å"Which is everyone except Tom! † The class laughs. Tom angrily gets out of his chair and storms out of the room as he says, â€Å"I’m sick of this stupid class. † 1.What level of mutual respect exists between students and the teacher in this scenario? How did mutual respect affect the classroom dynamics? How would you improve mutual respect in this classroom? There exists no mutual respect between the students and the teacher. Mr. Dunn’s only attempt at positive enforcement was telling the class â€Å"good job to those who did turn in their homework†. While this seems like praise to those who complied, those who didn’t are left feeling like failures. By Mr. Dunn singling Tom out and embarrassing him, he created a classroom of disrespect and the other students felt free to tease and laugh at Tom. Tom will now view Mr. Dunn as being indifferent if not an enemy and other students may fear if they do anything wrong they will be chastised and humiliated as well. We can see this playing out in the case of Pamela feeling afraid to admit she didn’t do her homework either. Students will not thrive in an environment where they do not feel comfortable and safe and where they risk public ridicule by their peers for not doing their work. To encourage mutual respect teachers should never single out a student in front of the class, but rather talk with him privately at a later time such as after class or when students are busy working. Before making any decisions about consequences for late work seek to understand the reason the student failed to follow through. Show concern and understanding when they are facing difficulties at home or otherwise. Use encouragement rather than negative words and discuss ways you can help them, such as creating a study plan. Make mutual respect a classroom rule that is enforced by consequences for violation. Never allow students to laugh at or embarrass another classmate or group of classmates. 2. How well did the teacher handle himself or herself in the scenario? What student–teacher interactions worked well and what did not work? How would you handle the situation? The teacher did not handle himself well in this situation. The student-teacher interactions were negative and the students were not willing to admit difficulties or problems to the teacher. None of the interactions described worked well. Tom left class because it was so negative. The teacher should handle this situation by having in place a policy for tardiness. The teacher should not waste time bringing attention to tardy students. Students should know what to do when they enter a classroom even if they are tardy. One way to handle tardiness – especially for older students like these ones is to have a required slip students must fill out when they are tardy explaining the reason. They should then have a place they put slips for the teacher to look at later. There should also be a policy for not having homework completed. If the teacher setup these policies at the beginning of the year he would not need to say anything when a student walks in late, the student would know what to do. The teacher put Tom on the spot by singling him out in front of his classmates, and then showed further disrespect by asking him why he didn’t do his homework. It is unnecessary to ask â€Å"you knew it was due today, right? † This statement doesn’t help the situation and is only demeaning to Tom. Most likely he knew the assignment was due and if he had forgotten he would have remembered as soon as Mr. Dunn asked for them. He should not dwell on something Tom cannot go back and remedy. The appropriate thing would be to talk to Tom privately and ask if he is having trouble remembering his assignments. He should show care and concern by offering to help Tom get organized and devise a way to remind himself to do the work. This teacher did not even take the time to find out why Tom had forgotten his homework. He may have had a very good reason in which case Mr. Dunn should consider allowing Tom to make it up. If Mr. Dunn had handled himself appropriately, Tom would not have been so upset as to get up and leave the classroom. Students should not be left feeling worthless and disrespected. 3. What, if any, communication roadblocks are evident in this classroom? How could you remove the communication roadblocks? How would you communicate with the students to resolve this situation? There were several communications roadblocks in place in this classroom. The biggest problem is that the teacher and students had no respect for each other. As stated before, if a teacher models respect for his students and sets in place policies for behavior and academics, his students have clear expectations and are more likely to respect one another. This saves teachers time having to deal with problems as they arise. After the rest of the class has received necessary instruction and direction, the teacher should talk privately with Tom about tardiness and missing homework. The teacher should take time to listen and allow Tom to maintain his dignity. 4. What conflicts did you observe in this classroom? What conflict resolution methods could you use to resolve the conflicts in this classroom? Are there any peer mediation methods that you could use in this scenario? The main conflicts in this classroom are created by the teacher. The teacher publicly humiliated a student in front of the class because he was late and did not turn in his homework. The teacher also created an environment where it is ok to belittle your classmates. To resolve the conflict the teacher should talk to Tom individually and apologize for the way he handled the situation. Mr. Dunn should let Tom see that teachers make mistakes too and that they should not be exempt from apologizing. He should address Tom’s homework including why Tom didn’t finish it and what plan they can come up with that would help Tom remember in the future. He should then talk with the entire class and admit his mistake, emphasizing the rules of mutual respect. He should remind the class it is inappropriate to make fun of or embarrass a fellow student. There is not any real need for peer mediation with the students if the teacher is more respectful the students will be also. 5. What changes would you make to help this classroom become more of a community? Why would developing this classroom into a community be important? The most effective way to create a community in the classroom is to set the tone the first day of class. Allow the students to get to know each other, have group activities and team work projects. Allow and teach students to respect individual differences and celebrate the multitude of talents and cultural practices among classmates. When students feel like they are part of a group they perform better in school, are supported by their peers to do well and do not miss as much school; learning in this environment can be enjoyable and fulfilling. Students should learn to help and encourage one another. Set specific rules that the whole class can decide on together. Ask students what they think a caring, respectful classroom looks like. Brainstorm class rules with them and have them vote on which ones they feel are the most important. Have the students sign their names to a pledge that they will abide by the rules and work together to make the class a nice place to be. Enforce consequences of violation of these rules with consistency. Never put students down or make them feel incompetent – especially in front of others. Listen to students’ needs and treat them with respect if that is what you expect from them. Emphasize promoting positive behaviors rather than fixing negative ones. Help students learn moral values and develop a good work ethic rather than doing things simply because they are told. Rather than punishing for poor behavior, look for ways to correct problems by discussing consequences and choices.

Lithuanian Economy Essay -- Economy, Low Cost Transactions

Introduction In my research project I will be talking about the history of Lithuanian economy and how it had changed since the country became independent and took a place as a member of a European Union. In my work you will be able to see different points of view of being a citizen of the EU and the problems the countries are facing to get this membership. Lithuania’s membership in the European Union would be impossible without the public assent and support. This support was made most explicit during the referendum on the membership in the European Union on 10-11 May 2003, when 91.07% of those participating (the turnout was 63.37%) approved of Lithuania’s accession to the EU. (Euro 2007) The Lithuanian economy has reached high growth rates in the last decade as it entered the European Union together with other Baltic states. The government went in for a flat tax; the unemployment rates were fairly low until a recent recession began. Lithuania has been changing over from the communist planned economy in the Soviet Union since; it got independence that is 1990. Although Lithuania suffered a lot from U.S.S.R. it still kept a good relationship and nowadays Russia is one of the main traders with Lithuania. However, it faced its own economic and financial crisis in 1999, partly due to the 1998 Russian financial crisis. Since then Lithuania had changed its views towards the European Union; it became a member of EU on 1st May 2004. (Wikipedia, 2009) According to the survey of market participants in January and February 2004, the Lithuanian economy grew rapidly. The financial situation of Lithuanian companies improved and the costs of borrowing declined in 2003. At that time GDP in Lithuania reached over 10%. Economic growt... ...e accurate. As I was doing some research for this project I found that the government did this kind of survey in Lithuania, to find out what was general public opinion before Lithuania became EU member. In 2003 over 91% did the survey and almost 64% agreed with Lithuania going for EU membership. The same survey was repeated few years later. What did not surprise me was that people opinion changed after accession to EU. In the survey done in 2008 over 75% of the Lithuanians agreed that Lithuania has benefited from EU membership. In my research plan I would like to do this kind of questionnaire where I could see how the people agree and disagree with membership of EU. I would question them on their perceptions of how membership has affected their country. Also what changes they would like to see especially in areas, which they see as problematic.

In the Heart of the Sea

In the Heart of the Sea The novel â€Å"In the Heart of the Sea: The Tragedy of the Whaleship Essex,† by Nathaniel Philbrick, successfully tells the story of the whale ship Essex that was attacked by a sperm whale 1,500 nautical miles west of the Galapagos, 40 miles south of the equator. Many people know this as the story of â€Å"Moby Dick†, which was based off this event. The novel highlights three themes: man versus nature, survival, and suffering. The novel starts out in the town of Nantucket, an island off the eastern coast of New England.Nantucket, at this time, is known as one of the most successful whaling ports. Docked on the port was the famous Essex, a 20 year whaling boat. The Essex is the pride of Nantucket. It is 87 feet long, 238 tons, equipped with 12 sails and carried several smaller whaling boats that were used when a whale was spotted. After lasting many years, the Essex developed a reputation for being a lucky ship. Many voyages lasted around two to three years in the Pacific Ocean. Many young boys, such as Thomas Nickerson, joined whaling crews at a young age.These crews were mixed of experienced whalers and â€Å"green hands,† men who have never sailed on a whaling ship. Usually, these new crew members would earn around $150 for two years work, so the experienced workers made the most of these â€Å"green hands. † Nantucket was known for its whale products, and was considered the whaling capital of the world. Whale oil was used to fuel lamps and making lamps (because there is no electricity, gas or kerosene). It is also used in margarine, shoe polish and soap. Baleen is a substance that comes from the mouths of the whale.They can be found in many women’s clothing. These two important goods come from whales and the only way to obtain the oil and baleen is to make a voyage out to see and find the whales. At the beginning of the novel, we are introduced to the town of Nantucket and whaling business. His disc ussions of this set us up for the events following later in the book. Philbrick also talks about the relationship between the colonists in Nantucket. They are very close, drawn together by their Quaker religion, similar experiences, and their interests in whaling.In the town, there is a hierarchy within the people. Where a person lived in the town was based on what rank they are in their society. The captain’s home would usually have the best view of the harbor. The seven black crewmen who were brought over to the crew were out casted, and relied on each other. The novel highlights the dangers of being a whaler. Young crewmen, such as Nickerson, were there to gain experience for future journeys. Nantucket was brought together by the whaling industry, and the community would usually see ships off before they took off.The Essex sailed off from Nantucket on August 12, 1819 under the command of 28 year-old Captain George Pollard, Jr. He spent the last four years on the Essex, and knew it very well. However, Philbrick points out that Pollard was not ready for be a captain, and we see why later on in the book. Owen Chase is the captain’s first mate, and Matthew Joy was the second mate. The Essex was operated with a 21-man crew. In chapter 2, Philbrick describes the ship. Also, in this chapter, we get a feel for the isolation of the â€Å"outsiders. The captain and his mates would sleep in cabins that were in the back of the ship, next, the Nantucket colonists would stay in the steerage, and the blacks, separated by the blubber room, stayed in front of the boat. After they embark on their journey, the men begin to complain about their rations. Pollard, was able to talk them into settling for what they had, establishing his power and authority. In chapter 5, on November 20, the crew spots whales 40 miles south of the equator. Chase and his crew go after a whale, which destroys their boat with its tail.When they bring their boat back to the Essex, they s pot a huge sperm whale near the bow of the ship calmly and quietly floating along the surface of the water. The whale began to move quickly towards the ship. The men try to steer Essex away from the whale, but are unsuccessful. The whale rams the ship with its head, and the men are amazed. After the whale revives itself, it struck the ship again, causing the Essex to sink bow-first. The men board their whaleboats after a night of preparation of leaving the Essex. They stripped the sails of the ship and attached them to their boats.The waves splashed over the boat, causing the work to be more difficult. The next morning, the boats take off. Chase and Pollard talk of where to go now that their ship has sunk. They speak about going to the Galapagos Islands, but Pollard noticed the wind direction would not allow them to go there. Next, they speak about the Marquesas, in the west. The men had heard that the inhabitants of the island were cannibals. South of the Marquesas were the Tauamot u Archipelago Islands, but the men had also heard that the islands have a bad reputation.In this conversation, we notice the colonist’s outlook on the unknown. They share a sense of togetherness within each other and no one else. We see this in the attitude of the colonists towards the black crewmen. Pollard decides to sail towards the Society Islands. There, Pollard saw a safer environment with little threat. Chase and Joy argue that the Society Islands would not be a good place to sail towards, and they could sail towards Chile or Peru instead. Pollard conforms to this decision. Here we see that Pollard has become less authoritative after the Essex sinks.In their first three weeks in the boats, the men faced many hardships. They faced thirst and hunger. Their skin had been burnt, salt water burned their sores, and the men, being as weak as they were, were unable to row the boats. On top of all that, another whale attacks Pollard’s boat. The men spot an island in the distance and conclude that they have arrived at Henderson Island. There, they found fresh water and ate crabs and birds. They were able to revive themselves, and this gave them a fighting chance of survival. Three men chose to stay on the island while the others left.Pollard promised he would rescue them after he reached South America. They return back to the ocean, and the men face the same obstacles they faced before they found Henderson Island. The men faced hunger but were still hydrated from the water collected at Henderson Island. Many accepted they weren’t going to live, and gave up their rations. Joy dies in the voyage, and the men bury him at dead. Bad turns to worse when the men realize there is only enough hardtack to last a day or two. On January 20, Lawson Thomas, a black crew member, dies, and the crew contemplates turning to cannibalism.The men concluded that in order to survive, they must eat the dead crew members. It is ironic that the men turned to cannibali sm, because they feared the inhabitants of the Marquesas. Three months after the Essex sank; the remaining two whaleboats are rescued in different areas along the South American coast. Two men were left alive in Pollard’s boat and three men in Chase’s boat. Nickerson, Chase, and Lawrence arrive in Valparaiso, Chile on February 25, 1821, and are taken back to Nantucket aboard whale ship Hero.Both Nantucket and the survivors of the Essex changed after the ship’s sinking. The whaling industry quickly fell to other towns. A fire that burned nearly a third of the town added to the difficulties. The men of the Essex were haunted when recalling what happened. Even Chase was deemed insane. This event caused the town of Nantucket to separate. The townspeople were no longer bonded by whaling, because the industry made a fall. The surviving men of the Essex became hypocritical, turning to cannibalism, one thing they feared and frowned upon. This event helps us understand w hat these men had to do when they are stranded, and teaches us the meaning of nature, survival, and suffering.Bibliography â€Å"Alone in the Pacific. † Salariya Publishing. Web. 18 Oct. 2010. <http://www. salariya. com/web_books/whaling/alone/alone. html>. â€Å"Nantucket Island History. † Nantucket Island Chamber of Commerce. Web. 18 Oct. 2010. <http://www. nantucketchamber. org/visitor/trivia. html>. Philbrick, Nathaniel. In the Heart of the Sea: The Tragedy of the Whaleship. New York,NY: Penguin, 2000. Print. In the Heart of the Sea Nicole Hart HIST 2300- Christopher Trobridge Writing Assignment One October 16, 2010 â€Å"In the Heart of the Sea: The Tragedy of the Whale ship Essex† In order to understand the ramifications of an event such as the sinking of the Essex one needs too understand the community that produces the crew. Nantucket was an island community much more than the literal sense of word. The islanders of Nantucket saw themselves differently than the rest of the word. They learned the skills of whaling from the original Wampanoag tribe. They were Quakers with a stoic sense of standards and community.The whale men from Nantucket saw themselves as superior to most other sailors of that time period. Hardship and perseverance were virtues held by the whale men and the women. The women ran the town while the whale men were at sea for years at a time. This type of work ethic and fortitude, and the worlds desire for oil, combined to make â€Å"the village of Nantucket one of the richest towns in America. † â€Å"In the Heart of the Sea† It also created a close-knit community with a few very successful and influential families that married with each other maintaining a strong central hierarchy.The sinking of the Essex directly affected the community of Nantucket but it was also far reaching to the rest of the country. America was growing as a Nation and its consumption of oil was expanding. The events of the Essex were not only interesting to sailors of the world but also to the mainlanders that consumed the oil. America in the eighteenth century and the early nineteenth century were considered â€Å"†¦a consumer revolution. † â€Å"Of the People† No one knew this fact better than the owners of the whale ships. They understood that whale oil was a commodity to be sold.In order to harvest it at a profit they had to balance their expenses. Every mate on a whale ship received a fraction of the profit that the whale ship would return with the oil it found. The more responsibility a sailor had on a whale ship, the larger his cut. Every expense, food, gear, clothing, water had to be factored in of doing business. For example the captain received the largest share, due to him having the most responsibility, while Thomas Nickerson’s share was the experience he received at a young age on a whale ship plus the room and board that he would receive for two to three years.A situation that occurred early in their journey was a foreboding of things to come. Weeks into there journey the Essex experienced a â€Å"Knockdown†, a knockdown is a severe weather event that led to damage of the Essex. Captain Pollard was slow to respond to the weather issue at hand. The result was damage to half of their whaleboats that they used to harpoon whales. After the damage was done Pollard felt it would be best to return to Nantucket to replenish the ship with a new compliment of whaleboats.First mate Owen Chase convinced the Captain to p roceed on with the whale boats they had with hope of getting more whaleboats of the coast of Africa. This dynamic exposed the type of sailor Captain Pollard was and the type of sailor first mate Chase was. Captain Pollard was proving to be â€Å"a Captain that had the skills of a first mate and first mate Owen was showing to have the skills of a Captain. † â€Å"In the Heart of the Sea. † These two personalities would continue to show themselves later in there journey after the Essex had sunk. When the Essex was rammed and destroyed by the sperm whale, the crews Nantucket heritage served them well.The officers of the Essex were able to maintain order and stifle any panic by the crewmen. They devised a strategy that first mate Chase had championed. Once again Captain Pollard’s initial plan was shelved for fist mate Chase’s plan. The remaining twenty-crew members of the Essex were split into three twenty-five foot whaling boats. Captain Pollard, First mate Chase, and Second officer Hendrix were in charge of the three boats. Even in this situation, a strong sense of the Nantucket community was resident in the division of each boat.The majority of the Nantucketers ended up in Captain Pollards boat. A few of the remaining Nantucketers ended up in First mate Chase’s boat and the majority of African American sailors ended up in second mate Hendrix’s boat. First mate Owen Chase proved to be a relentless advocate for hope. Thomas Nickerson saw another side of First mate Chase when their journey first began by seeing how curt Chase was to the crew. On the island of Nantucket Owen Chase was a gentlemen but at sea Chase took a role of being very demanding and wanting things done correctly.After the sinking of the Essex the crewmembers were struggling with the situation they were in and Chase changed his method of handling of the crew. When Chase saw the crew was losing spirit he showed a more â€Å"maternal† side. This chan ge in attitude was critical in the survival of the crewmembers that made it. The events that led to the cannibalism of crewmembers of the Essex were presented differently to Captain Pollard’s boat and first mate Chase’s boat. Captain Pollards and Hendrix boat became separated from Chases boat.The African American crewmembers having a low body fat content and a mineral deficient diet became prone to death before the Nantucket crewmembers. As the African American crewmembers died the living crewmembers consumed them. When there only living crew members left on Pollards boat they resorted to drawing lots to see who would give up their life as food and who would kill that sailor. On first mate Chase’s boat one of the sailors passes and the elect to consume his body. It appears that cannibalism was a common event that occurred in these situations.To this day human beings get presented with this dilemma, such as the plane crash in the Andes. As for me I would rather c hose death than the consuming of my mates. Spending months at a time with these men I would feel as though I was eating a family member and would rather wait for death than eat a fellow mate. Although I would have the pressure of supporting my family and wanting to return home, eating a human being I believe would be a lot easier said then done. In the grief that Captain Pollard experienced having to eat his nephew then facing his Aunt would be something I don’t think I could endure or ever live with.For Nantucket and the men involved in whale hunting it is more than just a hunt. It was a way of life, a way of survival, and the entire focus of a town. This novel contained more than just the story of the ramming of the Essex, it was more of a story of the hardships faced, the dedication that comes with the job of whaling, and the raw emotions of the men involved. This novel proved the importance of whaling in that time period to not only Nantucket but to the entire Nation, and how it foreshadowed how our economy would be today.Lastly to end with the mission of the Nantucket Quakers â€Å"†¦to maintain a peaceful life on land while raising bloody havoc at sea. † This was their life, their survival and it now is their history. Works Cited James Oakes, Michael Mcgerr, Jan Ellen Lewis, Nick Cullather, Jeanne Boydston. â€Å"Of the People: A history of the United States. † New York: Oxford University Press. Nathaniel Philbrick. â€Å"In the heart of the sea:The tradgedy of the Whaleship Essex† New York: Penguin Books, 2000.

Position of English law in the Malay States and its effect to the local law Essay

While, as for the reception of English law in the Malay states, RJ Wilkinson said : ‘There can be no doubt that Moslem Law would have ended by becoming the law of Malaya had not British law stepped in to check it’. Before the British intervention into Malay states, Malays were governed by Malay adat law and for the non-Malays, they were governed by personal laws or if they were British subjects, English law. These laws continued to apply, subject to modifications made by specific legislation, until the formal reception of the English law. British started to intervene into Malay states using series of concluded treaties with Malay Rulers, in return for British protection against external attack, agreed to accept British advisers whose advice had to be sought and acted upon in all matters except those concerning Islam and Malay custom. It can be seen that through the so-called Residential System, British imposed indirect rule over the Malay states. The formation of the Federated Malay States (FMS) showed that the Malay Rulers seems started to accept the British intervention into Malay states. Reception of English law into FMS can be divided into informal and formal reception. English law was introduced informally through the Residential System in two ways. Firstly, through the Enactment, on the advice of the British administrators, a number of specific legislation modeled on Indian Legislation which, in turn, was based on the English law. Secondly, through the decisions of the courts established by the British administrators. The higher rank of the judiciary were mostly filled by English or English-trained judges who naturally turned into English law whenever they were unable to find any local law to apply to new situations, particularly of a commercial character, caused by the very fact of British influences. For instance, in the case of Government of Perak v Adam (1914), where it is a tort case, involving unlawful obstruction of land belonging to Plaintiff. Woodward JC said: ‘In dealing with cases of torts, this court has always turn for guidance, as a fundamental principle, to English decisions..’ The Judge should have applied Perak law instead of English law. The same goes to in the case of Motor Emporium v Arumugam. It is a case on execution of  judgment through prohibition order. Terrel CJ said: ‘The courts of the FMS have on many occasions acted on equitable principles, not because English rules of equity apply but because such rules happen to conform to the principles of natural justice’. As the Malay states were not British territories, English law could not be imposed through the Common law principle of reception. Malay states were independent and protected states and the Malay Rulers were sovereign. It can be proved in the case of Duff Development Ltd v Government of Kelantan in which the issue was whether the state of Kelantan was a sovereign state and therefore, enjoyed immunity from execution of its property. It has been held that Privy Council acknowledged Kelantan as a sovereign state. Another example is in the case of Pahang Consolidated Co. Ltd. v The State of Pahang (1933) where the same principle applied as the suit against the Defendant could not be maintained because Pahang was one of a sovereign state. British introduced English law through legislation enacted by Malay states themselves. The omnibus introduction of English law took place in the FMS only in 1937, through the Civil Law Enactment passed by FMS Federal Council. Section 2(1) of the Civil Law Enactment 1937 provides that the application of Common law and Equity in FMS as the same like which were enforced in England subject to such qualifications as local circumstances render necessary. Whereas, the Unfederated Malay States (UMS) received the English law formally when the FMS Enactment was extended to them by the Civil Law (Extension) Ordinance 1951. In conclusion, English common law was introduced in Straits Settlements by Charter of Justice while the Malay states, English law was not received formally in the FMS until 1937 and UMS until 1951, but it had been received long before those dates, informally and indirectly.

The case for real change

The case for real change Free Online Research Papers Change is everywhere and nothing in this world can remain untouched from it. In this article also the author talks about the change that takes place in the organizations and the end results of such change programs. To remain competitive it is a must for the modern day organization to undergo through many change programs from time and again. But to carry out the change programs effectively and efficiently is not that simple as it seems to be. Many times the change programs fail to deliver the end result that had been intended. Here the author raises the question that why the change programs fail to deliver the end result that had been intended previously. And to address this issue the author has presented some few key practices that will facilitate in guiding a change program based on his experience as a coach and facilitator of many change programs. The issue that the author has raised here is very important one because as change programs have so much importance in the very existence of a company and so if the change programs fails to deliver good results than the organization would be on the back foot. From the various data that are available it is a well known fact that most of the change program does not deliver what was intended from it. So from this point of view this article is very important for those people who are directly or indirectly involved in carrying out a change program. In an attempt to address the issue raised in the article to some extent the author has suggested five activities that lead to a change program being an ineffective one. Firstly he writes that people create too much hype about the change program but later fail to deliver according to the hype created. The author here does not mean that it’s a bad thing to hype something before it has been initiated but it only becomes a problem when the hype is not followed by certain actions. The author is right here when he says that, lets hype the actions we are actually taking, not just our intensions and plans. Then in the next point the author mentions that the action that are going to be carried out must be accordance to the advertisement of that particular task. The author raises a valid point that no any action should be talked in loud voice until and unless it is actually carried out. Another reason the author cites for the change program to fail is the fact that a lot of time is wasted on endless meetings and forming committees rather than actually thinking towards accomplishing the change program. Another important thing mentioned in the article is that there should be made changes in the senior leadership as and when require. If some young and dynamic person is willing to explore far beyond the boundaries, s/he should be given the opportunity to do so. Leadership plays one of the most important roles in the accomplishment of the change program. We know that those that did best at change programs the top management were more involved. So letting people who are more likely to become good leaders come in the frame of things would be a good thing with respect to the change program. Another mistake that most of the time spoils the change initiative is not involving the customers in the process. Ultimately no matter how good the leader may be or how well the change program has been carried out but ultimately the success and failure of the program remains in the market itself. And by market we mean the customers. So if the customers don’t accept the change then it would be of no use. It would be better to involve the customers early in the change program rather than be sorry when the program fails to deliver the intended result. The author presents the example of Unilever case from which the above mentioned points seems to be really important one. The case talks about the success story of the Asia hair category team. And the author credits this success to the factors that he talks about in the beginning. Here the author does a good job by presenting a real case to support his argument. After going through the case of Unilever it becomes quite clear that for any change program to be effective one needs to focus on its customers and market place, very little must be hyped and the action must be decisive, and leaders should not be kept constant. The author at the last part of the article talks about the importance of relationship and communication in the change program. According to the author how much we talk about the importance of various things for a change program to be successful but ultimately it’s the quality of communication as well as the level of relationship that eventually matters. After going through the article I found that the author is quite experienced in the subject matter that he is trying to deal in the case. The author must be congratulated for the input he has delivered on the subject matter. But still there are certain gaps that do exist in the article. The five elements that the author mentions that are important for making effective decision on change program is presented in a well organized manner. But the author has not clearly mentioned that is these elements equally applicable for all types of organization or is it for a manufacturing company only. In the article also the author only mentions examples of manufacturing company only. The author should have presented some more relevant examples to support his arguments. As in the beginning of the article the author mentions about his experience in the subject matter. So it would have been more realistic if the author had mentioned some more examples of real company’s that he was involved in. At the end of the article the author talks about the power of relationship and communication in the effectiveness of the change program. But this can’t be applicable in all the countries. As every country have their own kind of culture and similarly the degree of relationship and communication might differ from one country to another. The level of communication will be different in an individualistic society to that of collective society. The author concludes the article by saying that the leaders should go hand in hand with the team members during initiating a change program. And the leaders should go for the change program selectively, constructively, personally and, above all, credibly. Though, it’s a necessity for organizations nowadays to go for the change initiatives but it’s also equally important that the initiative should only be taken after thorough analysis and proper visualization that is both realistic and achievable. This article would have been more informative as well as interesting if the author had presented few more examples of some real change programs of various companies. The author does not maintain a smooth flow of ideas due to which it becomes difficult to grasp what the author is trying to say in its exact sense. Overall it’s a good article and it only some minor adjustment in order to make it more interesting and reader friendly. Research Papers on The case for real changeEffects of Television Violence on ChildrenThe Project Managment Office SystemRelationship between Media Coverage and Social andOpen Architechture a white paperInfluences of Socio-Economic Status of Married MalesIncorporating Risk and Uncertainty Factor in CapitalMind TravelBionic Assembly System: A New Concept of SelfCapital PunishmentComparison: Letter from Birmingham and Crito

Iufaa essays

Iufaa essays Iufaa was an Egyptian whose tomb was recently discovered at Abusir. Through the excavation of his tomb, archeologists have found much information about the Egyptians and about the Persians when they occupied Egypt. Czech archeologists opened his tomb February28, 1998. Through gathering information about his tomb, they found that he was about thirty years old when he died. Iufaa was lector priest and controller of the palace of Pharaoh Ankhkaenre Psamtik during the twenty-sixth dynasty. The Persian ruler Cambyses dethroned the pharaoh. Czech archeologists from the Institute of Egyptology found his tomb. Miroslav Verner headed their team. He said that the mummy was the most intact mummy that he had ever seen. Miroslav Verner and his team started the excavation process in 1995. Verner said the tomb had remained undisturbed for twenty- five hundred years. Verner also said he expects to find more rooms. The mummy had disintegrated badly and it was dried out. The mummy that was two thousand five hundred years old from 525 BCE had fungus spreading all over it. When Verner and his team opened the tomb, they found that there were neither jewels nor gold in the tomb. The walls of the tomb were covered with hieroglyphics, spells, and invocation prayers of the ancient text. There was also prayers from the Book of the Dead on the walls. After Verner and his team lifted the two-ton lid of the outer sarcophagus, they found an inner sarcophagus of black-green rock, whose lid was decorated with someones face. Inside was a coffin covered with blue beaded cloth. The mummy inside was Iufaa. Iufaas tomb was 92 feet below the desert floor. When Verners team got to the tomb it was still intact and it was undisturbed by robbers for thousands of years. Iufaas tomb had been left unopened for many years. Iufaa was the lector priest and controller of the palace at Abusir. Abusir is 10 miles south of pres...

How to Get the Most Realistic SAT Practice Test Experience

How to Get the Most Realistic SAT Practice Test Experience SAT / ACT Prep Online Guides and Tips Choosing the best way to practice for the SAT can be difficult; there are a lot of study options out there, but not all of them may give you an accurate indicator of how well you’ll do on test day.Taking SAT practice tests under realistic testing conditions is a great way to practice for the SAT and get an estimate what your score will be on the real test. There are many free SAT practice tests available that you can take in your own home, however; it can be challenging to simulate real test-taking conditions.The closer the conditions of your practice test are to the real SAT, the more useful and accurate your results will be.Read on to learn how you can recreate realistic testing conditions at home in order to get the most accurate results from SAT practice tests. This guide will give you all the information you need to create realistic testing conditions for a practice SAT exam. There are eight recommendations to follow in order to have an ultra realistic practice test: Take a complete test Have the required materials Have a set starting time Simulate a classroom environment Have an â€Å"official test† mindset Keep strict timing on each section Use only official breaks Review your exam results Benefits of Realistic Practice Test Conditions Like other methods of preparing for the SAT, taking practice tests can help youbecome more familiar with the types of questions that are asked on the exam and identify subject areas you should focus your future studying on. Taking a practice test in a realistic setting is even better because it gives you the most accurate sense of how you're scoring and helps you feel comfortable with and prepared for the test day proceedings. Let's go over the benefits of realistic testing in more depth so you know why this extra hassle is worth the effort. More Accurate Scores The closer your practice SAT is to real test-taking conditions, the more accurate your scores will be because your practice tests will take many variables into account, such as if you were able to finish each section before time ran out and how well you were able to concentrate with only limited breaks. Having more accurate scores gives you a better estimate of what your total SAT score would be, as well as how well you would do on each separate test section. This will let you more accurately determine what your strengths and weaknesses are and make your future studying more effective. Better Understanding of How Test Length Affects You SATs are long tests: the current version, including breaks, takes roughly four hours,if you include the optional essay. While answering individual practice questions can help you improve your score, taking full-length practice tests help you learn how well you hold up after several hours of testing. For example, you may discover that your scores drop on the later sections of the test because you find it harder to stay focused. Youmaynot have discovered this information if you’d never taken a full-length practice test under realistic conditions, and it gives you something to prepare for.Taking multiple full-length practice tests will also increase your test-taking stamina, so you're less likely to run out of energy during the real SAT. Less Anxiety About the Test The more familiar you are with something, the less worrisome it becomes.By making your practice exam test conditions close to those of the real SAT, you will become more familiar with the exam and its format, so that when you take the SAT you will know what to expect and will likely be more relaxed and prepared. How to Make Practice Testing as Realistic as Possible #1: Take a Complete Test In order to make your practice test as realistic as possible, you should take a complete practice test.TheCollege Board currently hasfour official practice tests for the SAT available. Taking an official practice test is important because it will keep your practice test experience as realistic as possible and give you the most accurate estimate of what your scores will be on the real SAT. Before you begin the test, print off the entire exam and its instructions so that you are ready to go.For your practice test, you should bubble in the answers on the answer sheet, just like you would for the real SAT. #2: Have the Required Materials The SAT has very specific rules on what you must bring, can bring, and are forbidden to bring on test day. Learn these rules ahead of time and follow them during your practice test. The SAT requires you to bring: Photo ID (such as a driver’s license or school ID) Your SAT admission ticket with your photo printed on it Two No. 2 pencils, with erasers Calculator: try and use the same calculator you plan to use for the real SAT, and make sure it meets the SAT’s calculator requirements Have these four things with you for the practice exam (using a blank sheet of paper that represents your admission ticket), so that you get used to remembering to bring them. Other things you should bring: A watch: this will help you keep track of your time because you can never be sure if there will be a clock visible during the test. Make sure your watch doesn’t beep though, because that is grounds to get you dismissed from the exam. Snacks and water: the SAT is a long test and having something to eat and drink during the break can help keep your energy up. Do not have cameras, notebooks, or your own scratch paper with you during your practice test, and if you have your phone near you, make sure it is turned off for the entire exam. #3: Have a Set Starting Time You and the parent who is proctoring you should establish beforehand when you will take your SAT.In order to be as similar to a real SAT as possible, this practice test should begin when real SATs do: at 8:00am on a Saturday. This is early, but taking your practice test at that time will help you be better prepared for the real SAT and know how well you function that early in the morning.Regard this start time as unchangeable. You cannot push it back or change it, even if you accidentally ended up staying out with your friends late the night before, decide you want work out, or want to watch some Netflix. You won’t be able to delay the start time of the real SAT, so don’t do it for the practice SAT either. Get up early enough so that by 8:00 AM, you're sitting at the desk or table where you’ll take the exam, with all your materials ready. #4: Simulate a Classroom Environment The room where you’ll be taking your practice SAT should be as close to a classroom as possible, because that's likely where you’ll take the actual exam.Don’t take your test while sitting on the couch or in a room that other family members will frequently be walking through. Pick a quiet room where you and your proctor you will be undisturbed, and sit at a desk or table.Only have necessary materials around you. Your phone should also be turned off and put awaylike it will be for the real exam. This is very important to rememberbecause having your phone on for the real SAT is enough to get you kicked out of the exam and your scores tossed out. #5: Have an "Official Test" Mindset Both you and your proctor should have the mindset throughout the entire test that this a realistic practice exam and should be as close to a real SAT as possible.The person acting as your proctor (likely your parent), should act as much like an official proctor as possible.This means things like reading instructions aloud,not making jokes, and not watching TVor listening loudly to music while you’re taking the test. You should take this test as seriously as you would a real SAT. Don’t ask for extra time, don’t try to check your phone during the test, don’t skip questions just because you got tired and know this isn’t a â€Å"real† test.If you wouldn’t do it during the real SAT, don’t do it during this practice exam. Taking a practice test under realistic conditions can provide you with a very accurate example of how you’d score on the real SAT, which can significantly help your future studying and raise your score for the actual exam, so take the practice test seriously. #6: Keep Strict Timing on Each Test Section This is one of the most important things you can do to help make your results from your practice SAT as accurate as possible.Not only is the SAT long, but it also includes a lot of questions in each section. Taking the test under real timing conditions will help you get used to the time pressures of the SAT and improve your time management skills. Your practice test will state how long you have for each section, and your proctor should follow the SAT’s time restrictions exactly.Have your proctor keep track of the time with a watch or timer, announcing when you have five minutes left in each section. You can also keep track of the time with your watch, if you’re wearing one. As soon as your proctor calls time, set your pencil down. Do not ask for or try to take any additional time. Even adding two extra minutes to a section can allow you to answer several more questions, which will give you an inflated and less accurate score.If you finish a section before time is called, do not move onto the next section to try and finish the test sooner. Just like you would for the real SAT, review your answers for that section until time is called. #7: Use Only Official Breaks The SAT has only three breaks, each between five and ten minutes long. These breaks usually come after the 2nd, 4th, and 6th sections of the exam. For the redesigned SAT, there will likely be two breaks, a ten-minute break after the writing section and a five-minute break before the essay.During your practice test, you should only take breaks at these times, and only for the specific amount of time allowed. Like strictly timing your sections, this will get you more used to the challenges of taking a long test with few breaks, which will let you see if this affects your score and help you improve your test-taking endurance. During these breaks, don’t do things you wouldn’t be able to do during the real SAT breaks, like check your phone, go on the computer, or go outside.You can (and should) use these breaks to get up and stretch, sharpen your pencils, use the bathroom, and eat the snacks or drinks you brought with you. Optional: Take Your Practice Test With Others This isn’t a requirement, but if you have other friends studying for the SAT, it can be helpful to take your practice tests at the same time.Doing sowill make your practice test closer to the real thing because you’ll take the real SAT with other people in the room, and, when you do, you’ll be more used to noises other test takers can make, like rustling papers or tapping their feet. #8: Grade and Review Your Exam Once you've finished with the entire test, take a short break before reviewing your answers. This can be anywhere from a few hours to a few days. Either you or your proctor should grade your multiple choice answers.If you included the writing section, try to have two other people grade it, following the SAT’s essay rubric.Also check out our guide on converting your raw score into a scaled score. Now you have your score for your practice SAT, but you’re not finished yet.You should review each question you got wrong or guessed on, working to understand what mistakes you made and how you can avoid making them again in the future.If you skip this step, your SAT scores likely won’t improve much, no matter how many practice tests you take because you’ll keep repeating the same mistakes. Check out our guide on the best way to review missed questions on the SAT. We also have a ton of resources to help you study for the SAT and raise your score. Check some of them out below. SAT Study Resources Want to learn ways to boost your SAT score? Learn the 15SAT tricks you should be using. Don't have a lot of time to study for the SAT? Learn the best last-minute study tips you should use. Wondering when you should begin your SAT prep? We have a step-by-step guide that tells you how long you should study for the SAT. Wondering what other study options there are beyond official practice tests? Learn about smart alternatives to officialtests. Aiming for a 1600 on the SAT? Check out our guide on how to get a perfect SAT score. Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: Have friends who also need help with test prep? Share this article! Tweet Christine Sarikas About the Author Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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SHORT ANSWER ONLY Assignment Example | Topics and Well Written Essays - 750 words - 3

SHORT ANSWER ONLY - Assignment Example Hence, he deducted the interconnection between villages, states and societies and proposed that there is a broader civilization, a â€Å"great tradition†, that is being upheld by people of various backgrounds. It is the tradition â€Å"which is consciously cultivated, refined and handed down in a formal learning situation† (Musicmall Productions Pte Ltd, 2004). One may say that this is the living culture, one which evolves depending on the environment, present conditions and needs of the society. The concept of â€Å"little tradition† was first developed by Milton Singer and Robert Redfield as a twin to the idea of the â€Å"great tradition†. It is the ways in which a culture â€Å"keeps itself going, is taken for granted and is not put under much scrutiny or deliberate refinement and improvement† (Musicmall Productions Pte Ltd, 2004). The little tradition are the manifestations of the great tradition, they can be found in the folk music, the pattern of clothing, the choice of food, children’s stories etc. The little tradition are often handed down from one generation to another and are often unquestioned because their details are so minute they are almost unrecognizable. It is the little traditions which creates distinctions between the Sephardim from the Hasidic, the European from the America, the Asian from the Chinese. Sephardim is defined by the Jewish Encyclopedia (1906) as the â€Å"descendants of the Jews who were expelled from Spain and Portugal and who settled in southern France, Italy, North Africa, Turkey, Asia Minor, Holland, England, North and South America, Germany, Denmark, Austria and Hungary. Unlike other Jews, the Sephardi practice traditions which are tinged with Spanish and Portuguese influences. For example, one of their most popular children’s play is called â€Å"El Castillo†, and they have dishes originating from Iberia such as pastel, pan de Espana, and pan de leon. During festivals, they give our dulces or dolces, a kind of

Here, Kitty, Kitty, Kitty, Kitty,Kitty Essay Example | Topics and Well Written Essays - 250 words

Here, Kitty, Kitty, Kitty, Kitty,Kitty - Essay Example er in just a few years â€Å"Dolly was euthanized because she was suffering from a number of health conditions† ( Wilmut Et al,Cloning Handbook, Roslin Institute). But, researchers lost no hope and successfully cloned a number of other animals including mice, rabbits, guinea pigs, pigs, dogs, horses etc. Questions have been raised about the ethical issue of cloning humans and it was totally banned. Biomedical scientists argue that cloning â€Å"helps to understand molecular mechanisms and can be used for therapeutic purposes† ( I .Wilmut; Cloning for Medicine, 2007). Wildlife biologists and geneticists are already trying to clone cheetah which is on the verge of extinction. They say that cloning will help in conservation issues. Government of in most countries have pointed out that cloning destroys the very identity of a person while researchers say that cloning is a boon. Nicky was the first cat to be cloned from a dead cat for its grieving owner but when it comes to c loning a dead child ethical issues are raised and thus cloning remains a debatable

Stereo Field Essay Example | Topics and Well Written Essays - 4750 words

Stereo Field - Essay Example One of the radical changes in music production was marked through the development of computer music that involved pre-recorded media, speakers and stereos. Thus, the association between the music creation and physical human movement got disrupted through the use of computer that brought a type of non-instrumental composition in addition to the music production functions such as synthesis, recording and sequencing. However, the link between music and physical human movement has once again revived in the realm of computer music due to the use of latest sensors and the evolution of custom interfaces. The real time and highly interactive technologies allow computer music to extend itself to the physical world of human movement and thus, open the gate towards the creation of extremely imaginative alternative musical instruments such as the hyper instruments (HI’s) that were introduced by Tod Machover. Such interactive music systems offer limitless possibilities. Conventional instru ments are highly interactive systems as they respond immediately to a specific physical action with a corresponding musical action. Hyper instruments are directly derived through conventional instruments and therefore, they respect this basic link with traditional instruments. However, hyper instruments revolutionize the functionality of conventional instruments since they fundamentally enhance the two sides of the interaction.

Intervention Informed by Theory- Critical Exploration, Explanation and Essay

Intervention Informed by Theory- Critical Exploration, Explanation and Demonstration of Intervention Form - Essay Example The present research has identified that experiential learning offers an alternative and needed a mode of learning for many of Scotland’s youth, which in the regular course of their traditional schooling are in a way deprived of more experiential learning modes because of an emphasis on book and academic learning for most of the academic year. Experiential youth learning via targeted interventions that deal with sensitive and potentially traumatic life circumstances have great value for those involved, and for the larger community too. Often young people in difficult situations have no one to turn to, and academics and school learning seem irrelevant in such instances. The experiences are too raw, and the impact not always fully understood, and there is a need to provide avenues for processing those experiences and to transform them into learning and self-improvement opportunities. It is not difficult to see, moreover, from the wealth of academic literature on the various aspe cts of experiential learning as they apply in youth learning contexts that there is a rich and fertile ground for exploration that is available for both educators and learners. The literature is rich and therefore there is enough theoretical grounding to be able to successfully launch an exploration of an intervention along these lines, and in the process come up with a robust approach and a viable set of techniques to give flesh to the proposed intervention here. The richness of the literature pertains to the value of experiential learning to process youth experiences that are often difficult to do so otherwise. In the context of this discussion, when we talk of experiential learning or learning that is experience-based, we are referring to the same set of concepts tied to that learning mode where the learner and his or her experiences are central to the learning process or are the starting points of the learning process.

The Development of a Proposal for Organisational Research Essay

The Development of a Proposal for Organisational Research - Essay Example f service to the customers.1 However, the increasing number of â€Å"lay-offs† which resulted from globalization makes it a challenge for HR managers to maintain employees’ commitment and loyalty.2 For this reason, the HR personnel acknowledge the need to introduce effective initiatives that could motivate employees to perform their best at work. The best solution to increase employees’ working motivation is to minimize stress barriers related to work and personal lives.3 Most people believe that this can be done by allowing them to enjoy flexible work arrangements since implementing long working hours or the traditional 8 or 9 to 5 workday job requirement could result to a detrimental effect on employees’ work satisfaction and level of productivity.4 In line with the positive remarks of Flexible Working Arrangements in the world of business, the researcher aims to test whether the implementation of the said program within a school setting. For the purpose of this study, a short literature review will be discussed to give the readers a better insight about the benefits of promoting a balancing work and other aspects of employees’ life. In line with answering the research question and meet the objectives of the study, the researcher suggests the use of a semi-structured interview as well as qualitative and quantitative survey questionnaires as part of the methodology. Along the way, the researcher will discuss the underlying philosophies behind the chosen methodological approaches; the sample frame that will be used for the study; data collection processes including the proposed analysis of the gathered data; estimated cost of the study; and the ethical consideration on data gathering. Eventually, a detailed time frame for each research stages will be discussed. recruitment process of competitive human resources as well as its existing employees’ absenteeism and work performances. By creating a more attractive and suitable work place for the

Intervention Informed by Theory- Critical Exploration, Explanation and Essay

Intervention Informed by Theory- Critical Exploration, Explanation and Demonstration of Intervention Form - Essay Example The present research has identified that experiential learning offers an alternative and needed a mode of learning for many of Scotland’s youth, which in the regular course of their traditional schooling are in a way deprived of more experiential learning modes because of an emphasis on book and academic learning for most of the academic year. Experiential youth learning via targeted interventions that deal with sensitive and potentially traumatic life circumstances have great value for those involved, and for the larger community too. Often young people in difficult situations have no one to turn to, and academics and school learning seem irrelevant in such instances. The experiences are too raw, and the impact not always fully understood, and there is a need to provide avenues for processing those experiences and to transform them into learning and self-improvement opportunities. It is not difficult to see, moreover, from the wealth of academic literature on the various aspe cts of experiential learning as they apply in youth learning contexts that there is a rich and fertile ground for exploration that is available for both educators and learners. The literature is rich and therefore there is enough theoretical grounding to be able to successfully launch an exploration of an intervention along these lines, and in the process come up with a robust approach and a viable set of techniques to give flesh to the proposed intervention here. The richness of the literature pertains to the value of experiential learning to process youth experiences that are often difficult to do so otherwise. In the context of this discussion, when we talk of experiential learning or learning that is experience-based, we are referring to the same set of concepts tied to that learning mode where the learner and his or her experiences are central to the learning process or are the starting points of the learning process.

Design a summer camp Research Paper Example | Topics and Well Written Essays - 1000 words

Design a summer camp - Research Paper Example Following are the activities mentioned for every age group based upon the stages of psychological development. As during this stage children are developing a sense of trust so it is the responsibility of the caregivers especially the mother to treat the infant with loving and warmth feeling and build the sense of trust in the child (About.com, 2010). Lack of reliability and care would lead to mistrust and a feeling of worthlessness. As a huge emphasis is given upon visual contact and touch so the best activity for a 18 month infant would be â€Å"Stacking toys and playing with the infant with that toys.† As the caregiver would be playing along with the child this would help to creative a feeling of affection and would built trust between you and the child (Harder, 2009). During this period of time the child is at the beginning of learning stage as he or she starts going to school and it is the time when the child enters the real world on his own. The child is confronted to begin taking actions and has to carry them out. The child starts copying the adults during this stage. They make up stories and starts exploring the word â€Å"WHY.† (Harder, 2009) Therefore it is important for the parents and family to praise their activities and actions which would build a confidence in them. In contrast the child who fails to complete their tasks and is not motivated too leads them to a feeling of guilt in them which lowers their self esteem (Navid, 2009). The best activity for this stage should be â€Å"Kitchen Play† in which the kitchen utensils and a small built in kitchenette would be provided to the children and they would play in groups and they would cook and serve the imaginative food to you and it’s the adult’s responsibilit y to appreciate and praise them so in this activity the children would know the importance of team work and they would have a sense of purpose (About.com, 2010). It is the stage when the child is in preschool and is involved

Hypothesis and rationale Essay Example for Free

Hypothesis and rationale Essay The research proposal is based on the hypothesis that the current Tactical Personnel System training needs to be more effective and hence a departure from passive slide show system to more interactive system is a necessity. The main aim is that the personnel who have to undergo interactive training will learn and absorb more information than those with comparable amounts of passive TPS training experience. The modification in the system is now being developed with the introduction of hyperstudio. This will be analyzed through a set of tests organized by the researcher with scope of applicable to both control and experimental groups. A new set of TPS training sequences with the hyperstudio will be organized with the fact that practical experience with project based approach with the use of hyperstudio as its rational being the more valuable knowledge again rather than passively acquired knowledge. The memory retention based theme of current learning mediums of slideshow presentations and other media with possible utilization in the training fields has not been good enough to provide any real benefits if performance on the real world makes way. A more intensive, interactive and practical approach based training method has to be adopted so as to promote full use of the TPS system. An instructional system in an improvised format will result in an increase level of proficiency and full utilization of the TPS capabilities. Methodology Participants The population of the study will consist of uniformed soldiers, senior officials and the training staff. The sample population will perform manifesting operations in Fort Hood, Texas, which is the largest military installation in the world, and currently home of two divisions of approximately 16,000 soldiers each. One support command of 12,000 soldiers, and numerous reserves with joint argumentation that makes it one of the most deployable military assets in the United States inventory. Setting The research will take place in the participants’ current work location. No artificial environment or classroom setup will be provided due to the widely dispersed locations and issues of logistical support. Procedure The goal of this research is to determine the effectiveness of the new set of training exercises compared to the current TPS training program. Initially, a simple random sample of 100 uniformed soldiers who have all had full TPS field experience will be given a baseline test organized by the researcher. The results will be compiled for later comparison with the research results, and those initially tested will no longer take part in the study. Then, two groups of 100 uniformed soldiers each (obtained through simple random sampling), all with previous TPS training, will be selected. A copy of the TPS users manual, test sheets, questionnaire, and the new set of additional TPS interactive training exercises will be emailed to the individual accounts of the experimental group, and a copy of the standard set of TPS training exercises, users manual, test sheets, and questionnaire will be emailed to the individual accounts of the experimental group. They will undergo a preliminary test to determine their current knowledge, and then they will be instructed to go through the exercises and then answer the test that immediately follows. Participants will be asked to volunteer for a one-on-one interview that will identify their concerns with the training, and also recommendations on how to improve the training. Finally, they will all be directed to complete a questionnaire that will address their overall impression of the material. Research Design The sample for this study will be selected from military personnel through simple random sampling. The variables that might affect the research are training intensity, computer literacy, personal military background, and age. Since all members of the sample groups have individual access to computers and email, the material and instructions for the study will be sent by e-mail. They will be required to complete a preliminary test and then independently go through the new exercises (if in the experimental group) or through the TPS user refresher slideshow presentation (if in the control group), and then complete the second test. A viable mode of administering the interactive training and tests may be through the use of a Macromedia ® Flash interactive presentation in a web browser. The second test and the questionnaire can be included and come right after the training, thus minimizing the possibility of cheating. Questionnaires are one of the most popular ways in which data may be collected. These are used for a range of purposes and will often be the tool used to collect quantitative data. But it is worth mentioning that although this may be classified as mostly a quantitative process of collecting data it may also be a qualitative method, depending on the number, depth and style of the questions. Data will also be collected using questionnaires, surveys, and interviews given to participants that agree in advance. Prior coordination with the individual’s supervisor will be arranged, as they will be able to promote timely collection and also minimize non-responses. To protect the identity of the individual and foster sincere responses, all questionnaires will be marked with a Letter P and a number to identify the passively-trained sample and a letter A with a number to identify the field-trained sample. A predetermined set of questions will be answered using the Likert Scale and measured using t-test for independent sample. All completed surveys and questionnaires will be collected from location on a pre-determined date. Quantitative research over here has relied more on the large amount of results, with the recorded data being mainly numerical in type and has been suitably used as a method of determining cause and effect relationships (Curwin and Slater, 2001). But this qualitative research is narrower and more concentrated by looking to information to be gained in-depth from a smaller quantity of subjects (Curwin and Slater, 2001). Since the data over here require phenomenal research of Grounded theory as well as historical research hence this Qualitative research is best suited for getting applied (Curwin and Slater, 2001). Since the research undertaken over here has been basically done on analysing how the use of Hyperstudio can effect change in the pattern of TPS training, the study of the same is going add something to the existing knowledge. Therefore, we must consider the different aspects of research that will characterise a research project as valid; these may include issues such as reliability, validity, objectivity, causality and bias. These may be seen in the questions that are asked, the way they are asked through phrasing and order, and in questions that are not asked. Therefore the questionnaire has been designed while considering the full possibility of getting certain answers, but in what type of answers are attained and to be seen as impartial. There are different aspects that need to be considered so that it will be accepted and good solid research. The formulation of a questionnaire may be inherently biased and reflect the desired out come rather than an objective research method. Reliability may be perceived as one of the easier objectives. This is often seen as the ability of the same study to be conducted and the results to prove the same, however repeatability does it mean that a research project is valid and can be relied upon (Denzin, 1978). We have considered other aspects of the research rather that just reliability in order to make the project valid. Reliability must also come from the level of confidence that may be seen in a study from the objectivity or recognised subjectivity which may be seen to arise. The project have been undertaken from a subjective perspective and those asking the questions if a face to face method is used, do not known the study purpose. The first stage to recognise that subjectivity is present and then recognised in order to overcome. If we set out to prove a model is true it is easy for the research to be biased, just as if we are looking for specific information other aspects may be ignored or forgotten. As such although the researcher may be biased there are certain measures that can be taken to ensure the research model used can be seen to have been implemented objectively. In designing the questionnaire it is likely that there will be others involved either by way of observation or the correlation of the data. When designing the research questions, there should be no indication of the final purpose of the study, in this way we might limit the bias of the respondents and ensure there is a lower risk of the cross contamination of bias (Denzin, 1978). However, it must also be recognised that we can never completely extinguish research bias. Data Analysis When looking at the way a sample should be chosen there will be the desire to choose a sample that is representative of the personnels that is going to be targeted. If the population is not representative then the results will not be representative. The way in which we need to consider the target is to look at the way sampling will be used. In this scale we need to talk to people who are either getting training or have been trained or are providing instructions while training. The first aspect is whether probability or non-probability sampling should be used. Probability sampling is a more random sampling style, the basis of this is that the selection of each respondent is a matter of chance and that all respondents will have an equal chance of being chosen, in many cases this can be a known probably of the respondent being selected. There are a number of sampling techniques that fall into this category. These include simple random sampling, systematic sampling, stratified and cluster sampling. In total there are more than 30 probability sampling techniques (Malhotra, 1999). Random sampling is best defined as a sampling method was any member of the population will not have a zero chance of selection where the chances can be calculated. Looking at these different methods, simple random sampling is the most basic. This is where all members shave the same chance of being chosen and where the knowledge of another population member being chosen for sampling will not alter the odds. A method of undertaking this is choosing names out of a hat or any other random method. Stratified sampling is where the population of the sample is separated into distinct groups which do not overlap; this is where stratification is seen. There will then be samples taken from each of these groups. For example, this may be a sample that is divided into male and females, likewise we may look at those who can and do use the internet and those who do not. There may also be the use of age groups, they key is no overlaps between the groups. The next potential method may be multistage sampling. This may consist of two, three or more stages in the sampling. The process will start with the division of the population into non-overlapping groups as seen with the stratified sampling. However this is only the first stage, following this a sample of the first stage units will be chosen according to different criteria. We can also look at non probability sampling techniques as these will have a level of intervention to ensure the sample is representative. The most common is quota sampling, but this will also include judgement sampling, convenience sampling, random route sampling and snowball sampling (Talmage 1988). Quota sampling is exactly as it appears to sound, there are the definition of quotas to be used. In many cases these will consist of gender, age groups and social class quotas, which may or may not have crossovers. This is used widely in commercial settings but this is also a method that is not supported as widely in academic circles (Ojeda and Sahai, 2002). Opportunity sampling is where an opportunity is sought to interview or gain the opinions of a particular group and will then place themselves or the survey in the position of those who may be most appropriate for that study (Talmage 1988). Random route sampling where is there is a route planned and the interviewer may travel that route to gather data and hopefully meet potential subjects. This is a very random method of sampling and is also difficult to gain the correct numbers where there is quantitative data required. Snowball sampling is a method that can be used when there is a scenario of a large level of data being required in a short period of time (Talmage 1988). This may be used with a few key people being approached and interviewed which will then lead to more potential candidates being identified (Talmage 1988). Self section is also a non random type of sampling as the respondents will volunteer themselves and a last type we may consider is that of plausibility sampling which is defined by Talmage (1988) as â€Å"a sample selected because it appears plausible that the members are representative of a wider population, without any real evidence† (page 82). With each of these methods there are advantages and disadvantages, we need to consider which is going to be most appropriate considering the population required and the sample and the sampling method. Looking at all of these it appears that the most appropriate method will be that snowballing, it is not the fastest but it is likely to provide the best results in identifying potential respondents for the research. The mean is the measure of average performance of a group on a measure of some variable (Gay Airasian, 2003). Data analysis is meant to calculate the mean between variables by finding relations among the variables. Initial data analysis will begin with the comparison of the test results from the control and experimental groups. All survey, questionnaire, and interview data will be collected, converted to values and processed using the Statistical Package for the Social Sciences (SPSS). The results of the control and experimental groups will then also be compared with the results from the baseline test. After this, the results will be analyzed to test the hypothesis through a classification system for each value. The demographic variables such as gender, age, and education will be grouped under one category, while questions related to the hypothesis will be grouped in another useful category. The numeric values will be evaluated using the t-test, which assesses whether the means of two groups are statistically different from each other. Results from participants will be analyzed by thorough examination of the survey, questionnaires, and interviews. The mean analysis comparison will determine changes on the responses from the initial baseline survey to the second and final survey. The questionnaire data will be used to analyze the effectiveness of the current mediums of the TPS. Results from the statistical data will indicate the consistency of the training effectiveness for participants overall. It will also identify the program’s current shortfalls on its training objectives. The hypothesis will be accepted only if the experimental group scores higher in the final tests and the difference in their scores are statistically significant (5% or higher in this case). References Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Reinhart and Winston. Benware, C. A. Deci, E. A. (1984). Quality learning with an active versus passive motivational set. American Educational Research Journal. 21(4), 755-765. Biggs, J. (1999). 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