Operation of Socio-Technical Systems-Free-Samples for Students

Question: Talk about the Effects of Organizational and Human Issues on the Operation of Socio-Technical Systems. Answer: To comprehend the subject of the examination, it is essential to know socio-specialized frameworks; which implies a workplace for both innovation and individuals and how the two interrelate. It's typically an intricate arrangement which comprises of the entirety of the accompanying perspectives (Doherty King 2005). Equipment: Mainframes, associating systems, fringe and workstations become the overwhelming focus. Programming: The perspective depends on utilities, working frameworks, explicit code, and application. The frequently are the basic pieces of all the social-specialized frameworks. The physical structures: They likewise in a way encapsulate and impact the social standards, their plan additionally influences the manner in which innovation is taken care of The method, information and the structure of information: In term of methodology both genuine and authority, announcing connections, information stream the executives models, documentation necessities and rules and standards all are perspectives which portray are thing are taken care of in an association. Concerning, it incorporates how it is gathered, documented and who approach it. The headway of innovation has added undeniably on the work of the cutting edge society. What's more, human variables in a more prominent profundity straightforwardly identify with this issue with regards to issues of proficiency, ease of use, wellbeing, and adequacy. Its additionally imperative to recognize the enhancements that the two perspectives have had on the financial, through the way toward robotizing assignments which would some way or another be a piece too complex dealing with physically. Other much-propelled difficulties are dealt with by the use of PC innovation. The nonstop need to ideal finishing assignments has prompted increasingly deliberate endeavors in saddling more noteworthy possibilities of innovation (Leverson 2004). The effect is additionally felt on the concerned associations that have demonstrated a ton of help in giving the vital money related and material help for the preparation of specialists and designers. Over the long haul, this has prompted improvement in research inside the structure which makes an alluring domain programming engineer. The two angles likewise have made another method of looking and doing a thing, better understanding and expected improvement in winning inside the particular employment areas (Baxter Somerville 2011). In any case, once more, there is still a lot to be done; examines have indicated that the viability of social specialized frameworks will expand more with the joining of both human and hierarchical variables. In conclusion,the association and human issues will influence the activities of an organization.Its obligatory to set up social specialized frameworks that will there on help the tasks and ensure at no specific point is any activity held in view of inefficiency.The outcomes of utilizing these socio-specialized frameworks is a superior comprehension of how human and hierarchical components characterize the manner in which work is done and how specialized frameworks are used.With further enhancements for the social-specialized frameworks its normal to offer better help connected at the hip with the human and different variables. Give a diagram of the manner by which programming engineers manage venture arranging and hazard evaluation and their effect on the activity of socio-specialized frameworks. Before setting out on this it essential to take note of the hazard that resembles to manifest during the venture in programming improvement they include: the unexpected prerequisite in functionalities, with execution new specialties in tech. Different issues included are authoritative limitations, intricacies, frameworks, and application design, however every one of the accompanying can be satisfactorily alleviated as laid out underneath (Bider Otto 2015). It's imperative to comprehend the dangers that are potential issues that can influence the accomplishment of improvement of a product venture. Its a chance of enduring a misfortune and if not very much took care of can prompt extreme harm (Lyytinen et al 1998). Be that as it may, knowing isn't conclusive, strategies have been created to empower handling them, which follows two primary standards which are hazard evaluation and arranging. Rather than the standard of the procedure being inside the HR agenda, the product likewise has the high ground in guaranteeing that hazard is relieved. The procedure of hazard evaluation for programming engineer includes the accompanying advances: Foundation of setting: it incorporates getting an entire perspective on the working condition Arranging: it's maybe the most significant phase.It incorporates planning an arrangement which manages the specialized variables, for example, understanding the engineering of the product. It incorporates making a plan of the entire task. Hazard recognizable proof: it incorporates making sense of what includes a hazard and can be resolved through taking a gander at the past undertakings and modules which offer understanding on such. Investigating; incorporates doing a subjective and quantitative examination to distinguish the hazard. On account of programming advancement, it additionally includes a methodical examination of different driving and contributing variables. Organizing and execution; it initially includes estimating the hazard and placing them into positions from those with high intensity to the most minimal. At that point it wraps up execution of the means that were recommended beforehand. In conclusion,the previously mentioned Outline gives us a brief look on the territories that ought to be improved.Things are made harder by the way that the most perplexing frameworks are the socio specialized ones.Though complex,organizations must be set up frameworks so as to alleviate risks.Risk supervisors ought to consider all the four parts that is task,structure,technology and entertainer. References Doherty, N.F. what's more, King, M., 2005. From specialized to socio-specialized change: handling the human and hierarchical parts of frameworks improvement ventures. Baxter, G. what's more, Sommerville, I., 2011. Socio-specialized frameworks: From structure strategies to frameworks engineering.Interacting with computers,23(1), pp.4-17. Leveson, N., 2004. Another mishap model for designing more secure systems.Safety science,42(4), pp.237-270. Lyytinen, K., Mathiassen, L. what's more, Ropponen, J., 1998. Consideration molding and programming riska unmitigated investigation of four traditional hazard the board approaches.Information Systems Research,9(3), pp.233-255. Bider, I. also, Otto, H., 2015, July. Demonstrating a Global Software Development Project as a Complex Socio-Technical System to Facilitate Risk Management and Improve the Project Structure. InGlobal Software Engineering (ICGSE), 2015 IEEE tenth International Conference on(pp. 1-12). IEEE.

Double Standard Of Masculinity In Gender Role Socialization Essays

Twofold Standard Of Masculinity In Gender Role Socialization Twofold Standard of Masculinity in Gender Role Socialization Manliness is a point that has been bantered in our general public broadly, through research just as in casual settings. Many miracle being manly, and in the event that we can truly allot a definition to such an abstract term. All things considered, shouldn't one's own discernment be the determinant of what comprises manliness? This self-development would be the perfect in our general public, however sadly, it speaks to a deception. Manliness has certain qualities appointed to it by our way of life. In this paper I will investigate the numerous aspects of manliness and show how certain convictions relating to it are sustained in our general public. I will likewise reveal a considerable lot of the logical inconsistencies between society's doled out meaning of manliness and the desire that guys will by one way or another figure out the proper behavior in opposition to that allocated and got the hang of significance. Meaning of Masculinity Men are basically and optionally associated into accepting certain attributes are conclusive in deciding their masculinity and manliness. These attributes go from not crying when they get injured to being and playing savagely. The socialization of manliness in our general public starts as ahead of schedule as the principal phases of earliest stages. A kid's thriving feeling of self or self-idea is an aftereffect of the large number of thoughts, perspectives, practices, and convictions to which he is uncovered (Witt 1997). Later in this paper the subject of whether there are hereditary variables will be talked about. In any case, to encourage my contention now, I will talk about manliness as it is socially characterized. From the start of a kid's life he is associated into the conviction that he ought to be 'intense'. Frequently when young men get injured, 'scratch their knee', or come crying to their mom or father, the destined words, Little young men don't cry, issue forward. Youngs ters disguise parental messages in regards to sexual orientation at an early age, with attention to grown-up sex job contrasts being found in two-year-old kids. One investigation found that youngsters at more than two years old use sex generalizations in arranging their reality and are probably going to sum up sexual orientation generalizations to an assortment of exercises, items, and occupations (Witt 1997). This legitimization instructs guys that young men and men are not permitted to cry. There likewise exists the conviction that young men are frequently required to do 'men's work' outside of the home, for example, cutting the garden, cleaning the carport, and so on., and not 'sissy ladies' work, for example, cooking and cleaning, and so forth. Different components help to propagate certain measures expected of men and young men (Stearns 1990). The viciousness kid's observer on TV further legitimates this conviction. Katz clarifies that promoting symbolism compares manliness with savagery. For young men this implies animosity is instrumental in that it empowers them to build up their manliness (Katz 1995). Lee Bowker looked into the impact ads have on youth. He attests that toy notices highlighting just young men delineate forceful conduct. Abnormally, the forceful conduct commonly brings about positive results more frequently than negative. Bowker likewise took a gander at advertisements with young men that contain references to mastery. The aftereffects of the considerable number of ads show that 68.6% of the advertisements situated toward young men contain occurrences of verbal and physical hostility. There was no cross?gender show of forceful conduct. Strikingly, not one single-sex business highlighting young ladies shows any demonstration of animosity (Bowker 1998). This examination clarifies that it isn't only the for tification of close guardians to the youngster that authentic manliness yet society all in all (utilizing the TV as an image of society and it's wants). Another case of how this can be strengthened even by ladies who could possibly be attempting to declare such a conviction is with an encounter I had growing up: At the point when I would get a cut or a wound, I would marshal up all the quality I needed to not cry. I expected that in the event that I cried I wouldn't be deserving of being an intense child. On one event I had a serious cut in my knee that necessary a few lines. At the point when I investigated the injury subsequent to moving up my trouser leg, my first tendency was to break out crying. In any case, at that point my educator mentioned to me what a

The 5 Most Common Mistakes When Writing a Report

The 5 Most Common Mistakes When Writing a ReportThe key to writing a great report is to get it right the first time and it is something that most will agree is a good thing. However, just like any other job, there are certain mistakes that you can make that will really let down your clients and their job satisfaction.The first mistake you can make is to rush through your report writing and also to rush through the editing process. It is easy to get caught up in the momentum of writing a report and we all know how important it is to get it done quickly. However, when you are rushed, you will be less likely to proofread the document or check your spelling and grammar as much as you should.Secondly, you should check your spelling and grammar even when you are not writing a report. Not all of us are used to spelling and grammar, so you should try and check these areas before you send it off. This way you will ensure that the report you are writing is perfect. There are many different sou rces for you to check your report such as the Internet and even the editor.Thirdly, you should also consider if you need to edit a report before you send it out to the client. Many people get caught up in writing a report without checking whether it is correct and can miss out important information. When you need to edit a report, you should look for a trusted editor and use their services.Fourthly, you should write the summary of the report first and then go onto the details as you are able. However, if you do not know how to write a summary, a qualified editor can help you out.Be prepared for this! Editors and proofreaders are a lot more likely to check the document you are going to send them and if you have not fact checked and rewritten your work, you will find it much harder to get it perfect. Fifthly, you should have a list of ideas ready and set out that you need to fill in as you go along. Often we forget this and tend to get the idea for our report, then not write the repor t properly and leave out vital information.Finally, have the computer on which you are writing the report switched off. While it is very tempting to keep on typing until your fingers bleed, try to save the final report so that it is easier to go back and edit when you get stuck on something.

Erik Erikson s Stages Of Psychosocial Development

Erik Erikson was born in Frankfurt,, Germany, in 1902. He was raised by his mother and stepfather and never knew his biological father. Throughout his life he struggled with his identity and felt that his stepfather never fully accepted him. After meeting Anna Freud the daughter of Sigmund Freud in Vienna, he decided to pursue a career in psychoanalysis. He received a diploma from the Vienna Psychoanalytic Institute however he never received a formal degree all of his knowledge was based on his experiences and readings. In 1930 he married Joan Serson, a dancer and artist. They fled the Nazi uprising with their young son in 1933 to America, the couple had three children. Erikson’s stages of psychosocial development stems from Freud’s psychosexual theory. Unlike Freud Erikson came up with the idea that we are motivated by the need to achieve skills in certain areas of our lives. In the psychosocial theory, we experience eight stages of development over our lifespan, from infancy through late adulthood. At each of the eight stages, there is a task or conflict that needs to be resolved. If each stage is completed successfully, it results in a healthy personality down the road, yet failing to complete the stages successfully can lead to negative consequences as well. I was born on October 7,1996 in Bosnia and Herzegovina a few months after the war in Bosnia had stopped. When I was three years old I moved with my family to Lincoln Nebraska. I grew up in a nuclear familyShow MoreRelatedErik Erikson s Stages Of Psychosocial Development953 Words   |  4 Pagesthird of eight parts to Erik Erikson’s stages of psychosocial development. Erikson states that we progress through these eight stages of development in a fixed order with each stage involving a crucial event or predicament that must be overcome in order to progress to the proceeding stage. This event takes place during a critical period within the individual’s development, thus if it is negatively resolved then it will prevent optimal development into the following stages however if it is positivelyRead MoreErik Erikson s Stages Of Psychosocial Development1318 Words   |  6 Pagesbe discussing is Erik Erikson’s ‘Stages of Psychosocial development’ theory and Diana Baumrinds ‘Parenting Styles’. Stages of Psychosocial development Erik Erikson’s theory emphasizes the search for identity during the adolescent years (Feldman, 2013). His ideas were greatly influenced by Freud, going along with Freud’s (1923) theory regarding the structure and topography of personality (McLeod, 2008). Erikson’s theory is broken down into eight different stages. The first stage is ‘Trust-vs.-mistrust’Read MoreErik Erikson s Stages Of Psychosocial Development891 Words   |  4 Pagespeople still treat you like a child. Since high school, I’ve been interested in psychology, a topic many people engage in because as humans, we all naturally try to learn more about ourselves as a whole, but also as individuals. Erik Erikson’s stages of psychosocial development mark the eight points people go through from infancy to elder hood. Based on Erikson’s theory, twenty year olds are at the end of adolescence where we wonder who we are and what we can be, as well as being at the beginning of Read MoreErik Erikson s Stages Of Psychosocial Development1756 Words   |  8 PagesCurrent Developmental Stage: According to Erik Erikson’s stages of psychosocial development, Neveah is in middle adolescence, which is focused on the conflict of identity verses role confusion (Ashford LeCroy, 2010). The developmental characteristics of middle adolescents include sexual identity, role experimentation, moral development, and self-discovery (Ashford LeCroy, 2010). Adolescents are evaluating how they fit into society and more specifically their social sphere. During this time,Read MoreDevelopmental Psychologist Erik Erikson s Stages Of Psychosocial Development1729 Words   |  7 PagesDevelopmental psychologist Erik Erikson changed the way that people viewed the psychosocial development in humans throughout their lifespan. Using the foundation provided by Freud’s psychosexual stages, he modified the concepts to where they demonstrated external impacts on development as well as making it more about emotional conflicts than necessarily physical drives. This eight-stage theory is sequ ential, and requires the person to overcome conflicts in each stage to become a productive memberRead MoreCognitive Development And Erik Erikson s 8 Stages Of Psychosocial Development1788 Words   |  8 Pages Jean Piaget’s 4 stages of Cognitive Development and Erik Erikson’s 8 stages of Psychosocial Development Developmental is understood as the act or process of developing; progress such as child developmental. When children go through the process of developing, they all develop the same regardless of what state or country there from. The way children develop has been studied by two psychologists’ name Jean Piaget and Erik Erikson and they both develop a theory of how children developRead MoreErik Erikson s Eight Stages Of Psychosocial Development1428 Words   |  6 PagesErik Erikson’s eight stages of psychosocial development are very well known in the world of psychology. These eight stages deal with critical situations that we go through in life from infancy to late adulthood. â€Å"Throughout life we go through various stages during which we meet ever changing psychosocial challenges – the completion of these stages prepares us to move on to the following stages (Erikson’s Stages Through Identity).† This makes sense because we go through life making decisions in orderRead MoreErik Erikson s Theory Of Psychosocial Development884 Words   |  4 PagesErik Erikson Erik Erikson was born June 15, 1902. Erikson is best-known for his famous theory of psychosocial development and the concept of the identity crisis. His theories marked an important shift in thinking on personality; instead of focusing simply on early childhood event, his psychosocial theory looked at how social influences contribute to personality throughout the entire lifespan. Erik Erikson died May 12, 1994 due to prostate cancer. (Erik Erikson, 2015). Stages of Psychosocial DevelopmentRead MoreErikson’S Contributions To Human Development. Erik Erikson1033 Words   |  5 PagesErikson’s Contributions to Human Development Erik Erikson was a man whose interests varied widely. He studied art and a variety of languages during his schooling. He did not prefer the atmosphere of formal schooling and decided to travel around Europe instead of going to college (â€Å"Erik Erikson†, 1997). He then returned to Germany for art school and later on taught to children who had come for Freudian training. He became Boston’s first child analyst and obtained a position at Harvard Medical SchoolRead MoreErik Erikson s Stages Of Development1608 Words   |  7 Pages The Psychosocial Development The View on Erik H. Erikson s Stages of Development Frank Phan Cosumnes River College Psychology 300 Abstract This paper will touch over the aspects of Erik H Erickson s eight stages and how they affect everyday lives from infancy to adulthood. The paper will go over the approximate ages and the psychosocial crisis that they will eventually come to. Neglecting a child can lead to a cause of mental negligence in the form of Arrested Development. Within different Erik Erikson s Stages Of Psychosocial Development â€Å"Who am I?† â€Å"How do I fit into this world?† â€Å"What is life all about?† Are questions that are significant during the teenage years, as adolescents seek to find their place in the social world† (Feldman.2013). During the teenage years, from experience we do seem to try to answer those questions on the daily. Wanting to know are role in society is something that is very important to us at that age because we are getting to the age where we need to start making contributions to the society and to be able to make those contributions we need to be able to answer those questions for ourselves. In this essay I will be talking about two different theories that are found in developmental psychology and how those two theories has affected my life. The two theories that I will be discussing is Erik Erikson’s ‘Stages of Psychosocial development’ theory and Diana Baumrinds ‘Parenting Styles’. Stages of Psychosocial development Erik Erikson’s theory emphasizes the search for identity during the adolescent years (Feldman, 2013). His ideas were greatly influenced by Freud, going along with Freud’s (1923) theory regarding the structure and topography of personality (McLeod, 2008). Erikson’s theory is broken down into eight different stages. The first stage is ‘Trust-vs.-mistrust’, which approximate ages for this stage is Birth- 1  ½ years old. The positive outcomes of this stage is the feelings of trust from environmental support but the negative outcomes of this stage are fear and concernShow MoreRelatedErik Erikson s Stages Of Psychosocial Development1695 Words   |  7 Pages Erik Erikson was born in Frankfurt,, Germany, in 1902. He was raised by his mother and stepfather and never knew his biological father. Throughout his life he struggled with his identity and felt that his stepfather never fully accepted him. After meeting Anna Freud the daughter of Sigmund Freud in Vienna, he decided to pursue a career in psychoanalysis. He received a diploma from the Vienna Psychoanalytic Institute however he never received a formal degree all of his knowledge was based on hisRead MoreErik Erikson s Stages Of Psychosocial Development953 Words   |  4 Pagesthird of eight parts to Erik Erikson’s stages of psychosocial development. Erikson states that we progress through these eight stages of development in a fixed order with each stage involving a crucial event or predicament that must be overcome in order to progress to the proceeding stage. This event takes place during a critical period within the individual’s development, thus if it is negatively resolved then it will prevent optimal development into the following stages however if it is positivelyRead MoreErik Erikson s Stages Of Psychosocial Development891 Words   |  4 Pagespeople still treat you like a child. Since high school, I’ve been interested in psychology, a topic many people engage in because as humans, we all naturally try to learn more about ourselves as a whole, but also as individuals. Erik Erikson’s stages of psychosocial development mark the eight points people go through from infancy to elder hood. Based on Erikson’s theory, twenty year olds are at the end of adolescence where we wonder who we are and what we can be, as well as being at the beginning ofRead MoreErik Erikson s Stages Of Psychosocial Development1756 Words   |  8 PagesCurrent Developmental Stage: According to Erik Erikson’s stages of psychosocial development, Neveah is in middle adolescence, which is focused on the conflict of identity verses role confusion (Ashford LeCroy, 2010). The developmental characteristics of middle adolescents include sexual identity, role experimentation, moral development, and self-discovery (Ashford LeCroy, 2010). Adolescents are evaluating how they fit into society and more specifically their social sphere. During this time,Read MoreDevelopmental Psychologist Erik Erikson s Stages Of Psychosocial Development1729 Words   |  7 PagesDevelopmental psychologist Erik Erikson changed the way that people viewed the psychosocial development in humans throughout their lifespan. Using the foundation provided by Freud’s psychosexual stages, he modified the concepts to where they demonstrated external impacts on development as well as making it more about emotional conflicts than necessarily physical drives. This eight-stage theory is sequ ential, and requires the person to overcome conflicts in each stage to become a productive memberRead MoreCognitive Development And Erik Erikson s 8 Stages Of Psychosocial Development1788 Words   |  8 Pages Jean Piaget’s 4 stages of Cognitive Development and Erik Erikson’s 8 stages of Psychosocial Development Developmental is understood as the act or process of developing; progress such as child developmental. When children go through the process of developing, they all develop the same regardless of what state or country there from. The way children develop has been studied by two psychologists’ name Jean Piaget and Erik Erikson and they both develop a theory of how children developRead MoreErik Erikson s Eight Stages Of Psychosocial Development1428 Words   |  6 PagesErik Erikson’s eight stages of psychosocial development are very well known in the world of psychology. These eight stages deal with critical situations that we go through in life from infancy to late adulthood. â€Å"Throughout life we go through various stages during which we meet ever changing psychosocial challenges – the completion of these stages prepares us to move on to the following stages (Erikson’s Stages Through Identity).† This makes sense because we go through life making decisions in orderRead MoreErik Erikson s Theory Of Psychosocial Development884 Words   |  4 PagesErik Erikson Erik Erikson was born June 15, 1902. Erikson is best-known for his famous theory of psychosocial development and the concept of the identity crisis. His theories marked an important shift in thinking on personality; instead of focusing simply on early childhood event, his psychosocial theory looked at how social influences contribute to personality throughout the entire lifespan. Erik Erikson died May 12, 1994 due to prostate cancer. (Erik Erikson, 2015). Stages of Psychosocial DevelopmentRead MoreErikson’S Contributions To Human Development. Erik Erikson1033 Words   |  5 PagesErikson’s Contributions to Human Development Erik Erikson was a man whose interests varied widely. He studied art and a variety of languages during his schooling. He did not prefer the atmosphere of formal schooling and decided to travel around Europe instead of going to college (â€Å"Erik Erikson†, 1997). He then returned to Germany for art school and later on taught to children who had come for Freudian training. He became Boston’s first child analyst and obtained a position at Harvard Medical SchoolRead MoreErik Erikson s Stages Of Development1608 Words   |  7 Pages The Psychosocial Development The View on Erik H. Erikson s Stages of Development Frank Phan Cosumnes River College Psychology 300 Abstract This paper will touch over the aspects of Erik H Erickson s eight stages and how they affect everyday lives from infancy to adulthood. The paper will go over the approximate ages and the psychosocial crisis that they will eventually come to. Neglecting a child can lead to a cause of mental negligence in the form of Arrested Development. Within different

Maze Runner Book Report Essay - 975 Words

October 11, 2013 Period 1 Maze Runner Book Report Thomas is the narrator and protagonist of the story. He arrives in the maze with no knowledge of who he is or was. He only remembers his name and nothing else about his life. Thomas proves to be brave and clever even though he only has a very limited memory of previous knowledge of the Maze. Since arriving in the maze, Thomas makes both friends and enemies and proves to be a leader among the other boys with him in the maze. Teresa is a teenage girl who mysteriously arrives in the maze a day after Thomas. She tells everyone that everything is about to change in the maze, before slipping into a coma. Thomas is sure that he knows Teresa from before, but can’t remember. Later, it’s†¦show more content†¦Her name is Teresa. Teresa tells everyone that everything is about to change, then succumbs to a coma. Thomas feels a connection to her, but can’t figure out where he knows her from. Thomas then decides that he wants to be a Runner, Gladers who go out into the Maze in an attempt to map it and find a way out. While exploring the Maze, Alby is stung by a Griever. Minho, the leader of runners, attempts to get him back into the Glade before the walls close but they are not going to make it. Thomas sees them, then races out to help and becomes trapped outside in the Maze with them. The Maze is most dangerous at night because that is when the Grivers are most active. Despite being the most experienced, Minho panics and runs away leaving Thomas and Alby. Through wits and skill, Thomas manages to save himself with alby, and survive the night in the Maze. That made Thomas a hero and from that, Minho convinces the other Gladers to allow Thomas to become a Runner trainee. Thomas then begins training under Minho. He learns how the Runners map the Maze, looking for patterns to the maze every day. Thomas also visits Teresa who is still comatose. She begins to communicate with him telepathically and tells Thomas that she has triggered the end. The next day the sun has disappeared from the sky, replaced with a dull gray sky. Thomas realizes that the Glade is a fabricated place and that the sky was never real. Teresa tellsShow MoreRelatedWhy Great Societies Fall Essay672 Words   |  3 Pages In the article, it states that â€Å" The U.N. special representative in Iraq [Sergio Vieira de Mello] and at least 16 others died Tuesday in a bomb explosion that ripped through th e organization’s headquarters in Baghdad.† ( http://thinkprogress.org/report/iraq-timeline/# by: ThinkProgress) This was one big reason why we went back to Iraq. We had to stop a problem. A problem that can be very dangerous and tough to get out of. ancient Greece, Sparta was very good and well trained at war, Which helpedRead MoreArchetypes In The Maze Runner1065 Words   |  5 PagesI was watching The Maze Runner, seeing Thomas weave his way through the maze looking for the exit. I thought to myself, how does exploring help us survive? Most importantly, how does the explorer archetype fuel our human nature? The explorer archetype is shown in many films. In most of the stories, the explorer archetype has helped the character to achieve something or help them survive. It has come to show without this archetype, in some movies, the character would not be able to survive or achieveRead MoreBook Report : The Death Cure1140 Words   |  5 PagesCatalina Chacon 4/18/16 Schmidt Book Report: The Death Cure The author of the famous novel,† The Death Cure,† also known as the whole Maze Runner series is James Dashner. In the novel he uses a character who opposes against his society and bringing his group along beside him to face the society all together. In the novel,† The Death Cure,† the main character known as Thomas is meant to be the opposing character who goes against the conflicted group known as W.I.C.K.E.D. ThroughoutRead MoreEuro Disney Case Study12599 Words   |  51 Pagestop management of the international potential for Disney’s theme parks. Europe was considered the obvious location for the next Disney park. Europe had always been a strong market for Disney movies, and there was a strong European demand for toys, books, and comics that featured Disney characters – European consumers generated about one-quarter of revenues from Disney licensed consumer products. The popularity of Disney theme parks with Europeans was evident from the 2 million European visitorsRead MoreProject on Risk Management46558 Words   |  187 PagesA Summer Training Project Report on â€Å"RISK MANAGEMENT BY INDUSIND BANK LTD.† Undertaken at INDUSIND BANK, AGRA 10th April to 10th June 2009 Submitted by SUBODH AGARWAL Enrollment no. : 4108163163 Read MoreFundamentals of Hrm263904 Words   |  1056 PagesSinclair Sandra Dumas Susan McLaughlin Kevin Murphy Laura Ierardi Allison Morris Hilary Newman mb editorial services David Levy  ©Michael Eudenbach/Getty Images, Inc. This book was set in 10/12 ITC Legacy Serif Book by Aptaracorp, Inc. and printed and bound by Courier/Kendallville. The cover was printed by Courier/Kendallville. This book is printed on acid free paper. Copyright  © 2010, 2007, 2005, 2002 John Wiley Sons, Inc. All rights reserved. No part of this publication may be reproduced, stored in

Animal Cloning Debate Essay - 1045 Words

Animal Cloning Debate A clone is a genetic copy of another living organism –animal, plant or human. Animal cloning is a widely discussed issue in our society today. The question now is whether the Australian government should ban animal cloning. Many opinions are generated from this subject, such as the justifiability of cloning, and how far it should go. Religious views are prevalent, so too are numerous ethical concerns. The issue of whether or not the government should ban cloning has gained progressive attention, as the science of animal cloning is further perfected. BIOLOGICAL BACKGROUND Animal cloning is the process of creating a biological replicate of another organism with the†¦show more content†¦The donour nucleus can be obtained from embryonic cells that are differentiated into the skin, heart, brain and various other organs. Success rates are very low, with an average of only 1-2% of cloned embryos that lead to a successful clone. Losses occur at all stages of the cloning process. Some cloned embryos do not develop in general, some fail to implant and a high proportion of fetuses die late in pregnancy or soon after birth. Cloned mice have the tendency to be obese and tend to learn more slowly. Many cloned animals have deformities such as an abnormally large size, which endangers the lives of the surrogate mothers carrying them. The causes of the low success rate of cloning are uncertain, but it is likely that it is due to the inadequate reprogramming of the genes of the adult cell by the unfertilized egg. SOCIAL RELEVANCE There will be many different impacts on society if the government’s decides to ban, or not to ban animal cloning. A better knowledge of these impacts can be obtained by discussing the good and bad of animal cloning. One application of the cloning technique is by cloning genetically modified animals, so that their cells and organs can be transplanted into humans. Thousands of patients die as a result of the unavailability of human organs for transplantations and this cloning technique could potentially be a solution within the medicalShow MoreRelated The Benefits of Xenotransplantation Essay1535 Words   |  7 PagesThe Benefits of Xenotransplantation New technology has opened many doors of opportunity for advancements in medical science. Not even in our wildest dreams would we have imagined a world where animal organs could be safely transplanted into humans. A few years ago, this process called xenotransplantation, was completed for the very first time. The only dilemma critics had with the process involved the chances of infection and organ rejection from the patient. Through experimentation and advancesRead MoreCloning, The, And False Interpretations Of Cloning1424 Words   |  6 PagesCloning, an ethical issue that has been pressed across the globe, has become a substantial debate throughout a majority of nations. The incorporation of a new type of reproduction in the United States has a plentiful amount of benefits for certain animals and objects, but duplicates of humans is hard to comprehend for many people across America. Currently, cloning is an interesting topic that could become a new way to improve reproduction o f animals and humans, prevent diseases, and increase theRead MoreHuman Cloning: the Negative Effects on Society1587 Words   |  7 PagesHuman Cloning: The Negative Effects on Society Human cloning is possible but also dangerous to society. One day during an assembly in March 1977, a heated debate began over the topic of human cloning. Both sides were getting very involved in the argument. Suddenly a group of protestors stormed the stage. They were protesting human cloning while chanting, We shall not be cloned! 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Is Man Inherently Good free essay sample

Is man inherently good or evil? To answer that question we will examine humanity’s past and present acts. We will discuss the causation of man through their natural acts, through wars, conflicts and common acts of violence. We will show that humanity is neither inherently evil nor good. However, we often settle our personal disagreements through common violent acts. Wars are fought because we want to establish our dominance or have some kind of agenda. Briefly mentioned are some common theories suggesting the reasoning behind such wicked behaviors. Also discussed is the examination of each team member’s personal values, which is an idea, accepted by individuals or a group; beliefs are any cognitive content held as true; morals are principles of right and wrong or, conforming to standards of behavior and character based on those principles. These are based in cultural and social constructs which vary from culture to culture. Thomas Hobbes, a 17th century philosopher viewed human beings as naturally egoistic creatures who seek their own welfare, even if this leads to aggression against others. Hobbes argued that people join into society to gain security from others. A century later Jean-Jacques Rousseau disputed Hobbes’ theory, and in 1762 Rousseau wrote humans are natural compassionate loners. But, unlike animals, human behavior is not determined by instinct; human behavior is acquiescent; it changes in the societies within which humans live. Rousseau argues that the violent traits that Hobbes attributes to human nature are actually caused by the type of society in which people live and not essential human nature (Aronson, Wilson, Akert, 2007). The principles that determine the character of man are morals, values and beliefs. It is within these principles that will decide whether humanity is inherently good or evil. In our team, we have individuals whose beliefs, morals and values have some faith-based influence and others whose beliefs, morals and values are a product of their surroundings such as family and friends or people of influence. Rupert and Danielle’s beliefs, morals and values have a foundation based in faith: treat others as we want to be treated, the importance of honesty and putting education first from childhood was instilled. Family and church shaped the foundational teachings that are a part of their everyday lives as adults. These foundational tenets are what forms and shapes their core beliefs. Stacey, Heidi, and Pamela’s core beliefs are a direct result of family upbringing, which has become a part of their personal philosophy. Education is of value to our team as well and it is because of that core value that Danielle, Pamela, Rupert, Stacey and Heidi returned to school. Further, throughout history decisions and acts based on values, morals and beliefs have sometimes led to evil acts, costing millions of lives. In an editorial titled, â€Å"Who will deliver Darfur from Evil? † the author described reports of people thrown into fires, partially skinned and injured (2005). So, why do people commit evil acts? According to Yaakov Astor, the answer includes â€Å"avoiding the negative clears the path of our inherent goodness† (2003). Thus, we can avoid the negative to bring out our goodness. Is this possible? Adolf Hitler chose to prey on people’s fears, and â€Å"terror [was] his principal means to achieve his ends; and he became in the eyes of virtually the whole world an incarnation of absolute evil† (2005). Let us give a definition to evil and then draw some connections to why this behavior occurs on an individual level. Accepted by most, the definition of evil is a wicked behavior or inflicting some form of harm to another. Thus, based on the definition we have concluded that there is a correlation between evil and crime. Therefore, from this information we will safely say that any crime that includes malice is an evil act because it is with deliberate intent to cause harm to another by infringing on their basic human rights. If criminal acts and evil may be linked, it is important to further investigate why humans commit such evil acts on one another. To explain this, there are biological, environmental and free will based theories. Pier and Levitt (2008) have paid much attention to the biological aspect of evil. Their studies have shown that genes can depict the personality of an individual. Additionally, Cesare Lombroso’s most popular work The Criminal Man in 1911 mentioned the idea of being biologically predisposed to evil. Lombroso’s theory does not outwardly discuss genes but thoroughly discusses its foundation of atavism. Atavism is the idea that people of an evil or criminal nature have not fully evolved. His earlier writings suggest that atavism can be seen because of the physical features of those individuals which is the result of their biological make up. To know that a person can be predisposed biologically to be evil, we will also look at the other main theories. Sociologists would argue that the environment is the cause of evil behavior, and theorize that our negative and wicked acts are a direct product of our environment. One of the most acknowledged in this theory is Edwin Sutherland. The Differential Association theory states â€Å"Individuals become predisposed toward criminality because of an excess of contacts that advocate criminal behavior† (Hagan, 2008, p. 158). Sutherland and his Differential Association theory are vital to understanding why people can be influenced into following through with such negative acts. There are nine propositions to support Sutherland’s theory. â€Å"1. Criminal behavior is learned; 2. Criminal behavior is learned in interaction with other persons in a process of communication; 3. The principal part of the learning of criminal behavior occurs within intimate personal groups; 4. When criminal behavior is learned, it includes: (a) techniques of committing crime, which are sometimes very simple; and (b) the specific direction of motives, drives, rationalizations, and attitudes† (Hagen, 2008, p. 159). This theory clearly shows how individuals are easily coursed into committing evil acts. The final theory is free will. The idea of free will is most associated with Cesare Beccaria, who argues that individuals choose to be wicked and commit terrible acts on each other to gain something for selfish reasons. This gives rise to the theory that humanity is, in fact, evil. Beccaria’s insight into punishment is extensively documented; he believed it should be swift and certain. None of these theories stand alone. When combined, they document that a person is more likely to commit an evil act if he or she chooses to if they have the gene and are taught the behavior. Often these criteria make a person a high-risk candidate to commit criminal or evil behavior. Thus, it is arguable that it may be harder for humans to commit good acts and much easier to commit evil ones. As youth and adolescents, individuals often commit crimes. These crimes, though small, do however inflict pain on others whether emotional or physical. For example, repeated vandalism can cause massive amounts of stress to a victim or even physically harm them. A child or children do not fully understand the kind of damage he or she is causing; it is just harmless fun. These types of acts don’t necessarily graduate into more serious acts but the seed and inclination is there. Either the bad ingrained behavior is instinctive because of environmental programming, because of conditioning or because of predisposition; it is there nonetheless. For example, a child at age three breaks a vase, their parent tries to discover who did it and the toddler lies to his or her parents. The capacity for self-preservation is instinctive and one the child manifests through lying. These simple acts explain the true nature of humanity and that is to be evil. Though evil is within our nature, we do have the ability to make choices and develop morals, values and beliefs that have a positive foundation that enables us to make the best choices. Thus, whether humanity is inherently good or evil is more complex than these two binaries can answer. It is a combination of factors that include environment, society, and culture as well as inborn genetic traits that coalesce into specific behaviors, whether they are criminal or evil in nature. It’s not as simple as black and white, and as many theories attest, there are shades of gray that combine to lead to what we may call â€Å"evil† behavior. At best, humans are a myriad of choices they make, experiences they have, and the environment in which they live. It is no doubt, however, that whatever our morals, values and beliefs develop into influence our behavior and whether we categorize it as â€Å"good† or â€Å"evil.

I Found It Very Difficult To View This Narrative As A Tragedy, Possibl

I found it very difficult to view this narrative as a tragedy, possibly due to my view that Medea was the Heroine and main character rather than Jason. From Jason's point of view it was truly a tragedy that his bride, children and successors were taken from him. However, I don't believe that this was a tragedy for Medea, but rather a personal story of an individual living her own will. Circumstances forced her to make a decision on her future, vowing to revenge her broken heart. Betrayed by her lover, Medea experienced feelings of hurt, anger and a desire for revenge. Once her mind was made up to strike back upon her assailant, all the details of her plan just fell into place. She was able to manipulate Jason, his new bride and the king into playing their parts in her scheme of bloody retribution. All the goals she set forth were accomplished; not however without pains. She was banished and was forced to murder her two children to attain her goal. Jason subjected her to a bottomless pain and she therefore grew stronger in order to survive. For her to continue she needed to leave her mark upon Jason. Murdering his bride, and Creon as an added bonus, got his attention. Followed by the dismembering act of murdering his children. Crippling his existence Medea had won. She would not be mocked. Multiple times she questions her morality on whether she could carry the plan out, but ultimately revenge was more important than her children or her way of life, due to the pain in her heart. I see that she made a large sacrifice to achieve revenge but surely this is no tragedy, not for her at least.

Free Essays on Legality Of Same Sex Marriages

Legality of Same-Sex Marriages The proposed legalization of same-sex marriage is one of the most significant issues in contemporary American family law. Presently, it is one of the most vigorously advocated reforms discussed in law reviews, one of the most explosive political questions facing lawmakers, and one of the most provocative issues emerging before American courts. If same-sex marriage is legalized, it could be one of the most revolutionary policy decisions in the history of American family law. The potential consequences, positive or negative, for children, parents, same-sex couples, families, social structure public health, and the status of women are enormous. Given the importance of the issue, the value of comprehensive debate of the reasons for and against legalizing same-sex marriage should be obvious. Marriage is much more than merely a commitment to love one another. Aside from societal and religious conventions, marriage entails legally imposed financial responsibility and legally authori zed financial benefits. Marriage provides automatic legal protections for the spouse, including medical visitation,succession of a deceased spouse's property, as well as pension and other rights. When two adults desire to "contract" in the eyes of the law, as well a perhaps promise in the eyes of the Lord and their friends and family, to be responsible for the obligations of marriage as well as to enjoy its benefits, should the law prohibit their request merely because they are of the same gender? I intend to prove that because of Article IV of the United States Constitution, there is no reason why the federal government nor any state government should restrict marriage to a predefined heterosexual relationship. Marriage has changed throughout the years. In Western law, wives are now equal rather than subordinate partners; interracial marriage is now widely accepted, both in statute and in society; and marital failure i... Free Essays on Legality Of Same Sex Marriages Free Essays on Legality Of Same Sex Marriages Legality of Same-Sex Marriages The proposed legalization of same-sex marriage is one of the most significant issues in contemporary American family law. Presently, it is one of the most vigorously advocated reforms discussed in law reviews, one of the most explosive political questions facing lawmakers, and one of the most provocative issues emerging before American courts. If same-sex marriage is legalized, it could be one of the most revolutionary policy decisions in the history of American family law. The potential consequences, positive or negative, for children, parents, same-sex couples, families, social structure public health, and the status of women are enormous. Given the importance of the issue, the value of comprehensive debate of the reasons for and against legalizing same-sex marriage should be obvious. Marriage is much more than merely a commitment to love one another. Aside from societal and religious conventions, marriage entails legally imposed financial responsibility and legally authori zed financial benefits. Marriage provides automatic legal protections for the spouse, including medical visitation,succession of a deceased spouse's property, as well as pension and other rights. When two adults desire to "contract" in the eyes of the law, as well a perhaps promise in the eyes of the Lord and their friends and family, to be responsible for the obligations of marriage as well as to enjoy its benefits, should the law prohibit their request merely because they are of the same gender? I intend to prove that because of Article IV of the United States Constitution, there is no reason why the federal government nor any state government should restrict marriage to a predefined heterosexual relationship. Marriage has changed throughout the years. In Western law, wives are now equal rather than subordinate partners; interracial marriage is now widely accepted, both in statute and in society; and marital failure i...

Bio-psycho-social perspective Essay Example | Topics and Well Written Essays - 250 words

Bio-psycho-social perspective - Essay Example For society, the most troubling of these is the remorseless and fearless antisocial personality. Between normality and abnormality there is not a gulf but a somewhat arbitrary line. This demarcation depends on how atypical, disturbing, maladaptive, and unjustifiable a person’s behavior is (Covinsky, 2007). For the patient who is psychologically healthy, there are numerous motivations to recover. Patients are generally frustrated with their physical symptoms and difficulties with functioning. The desire to be healthy motivates them to strive to overcome whatever hurdles are in their path. Most patients are able to persevere through the course of treatment and recover. However in some cases whether due to the severity of the medical condition, incorrect diagnosis, inadequate treatment, preexisting psychological vulnerabilities, complicating psychological reactions or factors in the social environment some patients fill to recover and instead enter a downward spiral. A number of factors can contribute to this downward spiral (Gatchel, 1994). The psycho medical vortex provides a paradigm of how biopsychological disorders become intractable. Using this paradigm a variety of interventions can be identified alternately, when a seemingly untreatable condition has already appeared this model can offer some suggestions as to how to identify the road blocks to recovery and where to intervene (Gatchel, 1994). When chronic pain appears within the context of biopsychosocial disorder, comprehensive assessment requires assessing all the biological, psychological and social aspects of the condition and understanding the relationship between them. By correctly assessing the type of biopsychosocial disorder that is being treated and understanding the history or how it developed a more effective treatment plan can be developed. Research suggest that when the biological psychological and social aspects of

Project Appraisal Assignment Example | Topics and Well Written Essays - 2000 words

Project Appraisal - Assignment Example ..... 4 Discussion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6 Recommendation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..9. Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 Introduction Project appraisal is a structural process through which management uses to determine through careful assessment the most viable project. From a well appraised project, great achievements can be achieved in case the project implementer applies the appropriate s kills. Appraisal is done through assessment of data through assumptions and methodologies used when preparing a project. For instance, it involves the work flow, proposed financing, an assessment of the projects managerial aspects, cost estimating, finance validity, and how the project will be a benefit to society through factors like employment. Project appraisal happens in various types depending on the kind of project being determined its viability. It therefore cover an analysis of techniques being used, managerial aspects of the firm, analysis social factors like income and employment, assesses the impact of financial judgments among other financial activities, determines how is the project viable in terms of economic undertakings. Project appraisal involves various discounted and undiscounted techniques. The undiscounted techniques include payback period, value added, capital-output ratio, an outlay of proceeds per unit, and average of the outlay of proceeds per unit. However, the discounted techniques may be listed as net present worth, benefit cost ratio, internal rate of return, net benefit investment ratio, sensitivity analysis; and earnings before interest tax depreciation and amortization CEEU, 2005).. According to Ian, David & James, whenever the management is making decision it has to involve the above project appraisal techniques. To illustrate more of these, from our class work, students were given an online simulation test. As per the tests, students were supposed to think of themselves being the chief executive of the doll industry of US. They were supposed to do simulation for a period of five years (from 2009 to 2014) and it is the result they get would be used to test their knowledge on various techniques of business appraisal. Activities Undertaken At the beginning of the project, the company had basic net revenue of 3.23. With the firm`s expansion aim, the net revenue was expected to increase. Consequently, the student had to decide on p rojects from the available data with an assumption that it was a representation of the real data gotten during the research over the doll industry. The data could have included the past number of buyers of the product or the data recorded from market testing and the information collected from competitors` websites. With their target being kids and their playing devices, the students had to keep on updating various products to enhance their marketability over that of their competitors. It was a call for more implementation of technological experiences into the products to move with the increasing innovation in the world. Thus, to win parents heart, the products were developed being future oriented especially with what every parent could have dreamt of his kids and for the kids is about their dream being put in toy. Taking the managerial role, students tried to change the various rates of interest of the production, licensing and retail parts of the project. What students noted in tha t project. They affected investment analysis tools, but they only affected other output from the project after making a decision of investing on a particular project. This means that, there are those basic

French Educational System Compared to the American System Essay Example for Free

French Educational System Compared to the American System Essay France and the United States have numerous striking differences and tastes in almost all cultural aspects. The French education system has been criticized globally by scholars and experts in various career fields for its failure to provide a flexible, all-round education. However, it has also received praise and recognition by the world at large for its significant contribution to the field of mathematics, with the revolution in banking in the late 20th century pioneered by French mathematicians. The United States education system, on the other hand, is increasingly receiving favor by international students for its provision of high class, market friendly education, despite the current criticism on the high cost of education. This paper compares the French and the American education systems. There are many differences, as well as similarities, in the French and the US education systems. One of the major aspects which have raised concern is on higher education. In both countries, higher education is given high priority, and in the US, for instance, the majority of adults are college educated. In France, higher education is also highly valued, with a person’s popularity and respect increasing as she or he advances in education. A significant difference in the higher education in both France and the US, however, is on the entrance process to university. In the French education system, before one can gain access to university studies, the final exam, the Baccalaureat, or the â€Å"Bac† is mandatory. The â€Å"Bac† is a rigorous school-leaving examination with no multiple choice questions and includes a written part and an oral part, with several subjects each. The â€Å"Bac† is highly valued in the nation so much that despite numerous criticisms from scholars globally to change the system and implement other selection methods, the nation has refused to change it. (Understandfrance. org, 2008) Despite the tough examination system, the French have no other university selection method. The nationwide â€Å"no selection† policy has raised controversy from scholars worldwide who find the method not sufficient for a thorough process. College selection in the US however, is very vigorous and students undergo numerous processes before gaining entrance to college. Selection is comprised of practices such as writing a personal statement, attending an interview, being involved in extra curricular activities among of course, the class ranking and the grades earned in high school courses taken. Recommendations too, by responsible persons are also considered before one can gain entrance into any higher institution of learning. A major reason which has made many international students prefer the higher education system in the United States over that in France in the recent past is the many facilities and services offered in US institutions. Issues such as overcrowding in lecture halls, for instance, are not experienced in majority of US institutions, although quite evident in most of the universities in France. Such prestige, however, comes at a cost. College tuition fees in the US can in no way be comparable to France, where education, interestingly, at all levels is almost free and only 26 percent of university students receive scholarships. (Understandfrance. org, 2008) Tuition fees is so high in the US, such that scholarships alone cannot cater for the students; the majority of US students receive either loans, grants or both from the government, so as to cater for their tuition fees. The government, in fact cannot sufficiently cater for the tuition needs of all the students, and private sources are increasingly becoming normal. Grants and loans are even not enough, and many students opt to sign up to study over the internet, in the many obviously questionable free online courses. Another striking difference in the education systems of both France and the United States is their curriculum. The French curriculum has been criticized globally for its failure to connect to the world market. Many demonstrations have been staged by French students, for decades and although there have been reforms; the reforms have not been good enough to cater for the current market demand. The US system, on the other hand, has diverse and flexible curricula, with a wide range of topics, from nuclear science to dance. As opposed to the French curricula, where extra curricular activities such as sports, musical groups and numerous clubs are not recognized in the curricula and where one can only have private classes for the same, in the US, such activities are given high priority. They can also be found in US institutions, both public and private. The flexibility of the US education system is what has made it the most preferred by international students worldwide, since they can have access to almost all interested areas of study. Unemployment, as a result is not as prevalent in the US as it is in France, with the recent demonstrations by French students to find solutions to the problem. The French are recognized as a literacy community, where education levels determine a person’s status. The more one advances in education, the more recognized she or he gets. This is a belief not common in the US. This general belief is what makes the education valued so greatly, with most French students spending most of their time in classroom related activities, allowing no room for other activities such as music and art related fields. Highly educated people in France in especially the globally viewed â€Å"tough† subjects such as mathematics, are given great respect, with the not very successful in education, despite their circumstances or other achievements, looked down upon and not recognized. In the United States, however, education levels are not given such respect and other issues such as healthcare are given more weight even politically. It is not surprising to note that the richest Americans are college dropouts, big names such as William Gates III. This notwithstanding, the education facilities in the United states are the best compared to other institutions worldwide. Despite critics arguing that French schools tend to make students theoretical and uncreative, French academic standards are high and discipline is strict. This is however not the case in the American education system, where the use of drugs is common especially in junior high and high schools. This problem has remained a major problem in the US for many years. (Hall, 1990, 99-102 144) Education, over the years, has played a very important role in the development of individuals and a nation. It is important to note that both the French and American education systems should be improved, in certain features, as aforementioned, such as eradicating the drug use in US schools, making the French system more market friendly and more relevant to the current market stage, and improving the overcrowded high education institutions. This move would in the long run, make both of the systems stronger, hence ensuring effectiveness in both; an important catalyst in the road to globalization. Works Cited: Hall M. R. (1990) Understanding Cultural Differences: Germans, French and Americans (Intercultural Press) Understandfrance. org (2008): Education in France. Retrieved December 2nd 2008 from: http://www. understandfrance. org/France/Education. html

This Way To The Gas versus On My First Son Essay -- Tadeusz Borowski B

The short story, â€Å"This Way To The Gas, Ladies And Gentlemen† by Tadeusz Borowski and the poem â€Å"On My First Son† by Ben Johnson, both deal with death. They are very different types of death and are told in different ways but through some similar approaches, a similar feeling is portrayed to the reader of each. One of the first similarities of the two is that they are both told in the first person as well as being personal accounts. Ben speaks, as himself, about the death of his son and Borowski tells of events at a death camp that he was in during WWII. They both tell their stories through their own voices which adds a lot to the experience of reading. It allows the reader to except just how real the story is. Once the reader accepts that, then the reader is able to more fully understand and relate to the feelings of the authors especially because of how reality based they are. For example, in â€Å"On My First Son†, when Johnson says â€Å"Oh, could I lose all father now!†(Johnson, ln.5), the reader is able to feel the deep sorrow in that line. That is because it is told to the reader by Ben Johnson, the father of a dead son. When the story is made that personal, it is impossible to not share the passionate feelings that are expressed. Borowski causes this type of reaction i n the reader as well but in a more indirect way. He does through his personal descriptions rather than personal expressions of feelings. One example is when he describes the dead babies in the box cars and explain...

Unlocking the Power of the Teacher-Made Test

Classroom assessment ranks among a teacher’s most essential educational tools.  Well-constructed teacher-made tests can: †¢ provide teachers with the means to gather evidence about what their students know and can do †¢ help instructors identify students’ strengths and weaknesses †¢ keep tabs on student learning and progress †¢ help teachers plan and conduct future instruction †¢ motivate and shape learning and instruction †¢ guide students toward improving their own performances †¢ gauge whether students are mastering district, state, and national education standards †¢ determine if students are prepared for the high-stakes state or district tests By unlocking the power of effective classroom assessment, teachers can accomplish all of the above and more.In the era of accountability and highstakes decision making, teacher-made tests can no longer be viewed as simply a means to gather grades for the end of the marking period repo rt cards. process, providing the evidence teachers need to determine whether or not their students have achieved the educational goals set out for them. Capturing the Evidence Classroom assessments can be thought of as evidence capturing devices or tools. The evidence the teacher seeks to gather is used to show or prove the students’ knowledge and ability. Just like a good detective, the classroom teacher must consider several things in selecting the tools used to gather the evidence: †¢ What do I think my students should know?What are my expectations for their knowledge base? This could be based on lesson goals and objectives, curriculum or course content goals, district or state standards, etc. †¢ How would I describe my students after they experience these teaching episodes; how would I capture this description? †¢ Of all the things I’ve taught, what are the most important concepts and what should be assessed? †¢ What is the best tool for capturi ng this evidence? †¢ How will I use this evidence in the future? Is it simply to â€Å"keep score† or will it cause me to reflect on my teaching and my future planning? †¢ How will I report this evidence and to whom? Formative vs. Summative AssessmentIn general, all tests can fall under one of two major subheadings: formative assessments or summative assessments. Formative assessments are those tools teachers use to monitor student performance on an ongoing basis. These can range from something as simple as the daily judgments teachers make about a student’s oral response to questions that arise in classroom discussions to more formal paper and pencil tests. Summative assessments, on the other hand, gather evidence about cumulative student learning at the end of an activity, unit, marking period or school year. These types of assessments would include, among others, the final exam or the chapter test.Whether they use formative or summative methods, effective teachers constantly monitor and revise instructional plans based on their students’ educational progress and needs. Assessment, whether formal or informal, plays a vital part in this ongoing page 1 Elements of an Effective Teacher-Made Test In reflecting on these questions, teachers begin to realize the power of classroom assessment, and that this tool can be as important in the teaching and learning process as class discussions, small group activities, or any other teaching strategy. To unleash this power, and to ensure that classroom instructional time devoted to the assessment is used wisely, teachers must carefully plan and design the test.A poorly chosen or designed assessment will fail to provide the evidence of student learning, or worse, will provide misleading information. It is imperative that the teacher employs a systematic process for developing and using the assessment tool. That process should begin with the instructor asking a few basic but essential questions : †¢ What am I trying to find out about my students’ learning? (That is, what student/standards/goals/ outcomes am I measuring? ) Log On. Let’s Talk. www. ets. org/letstalk †¢ What kind of evidence do I need to show that my students have achieved the goals that I’m trying to measure? †¢ What kind of assessment will give me that evidence?To respond to these questions, the teacher must consider these elements of the test design process: †¢ appropriateness †¢ relevancy †¢ expectations for learning †¢ multiple evidence †¢ planning †¢ fairness †¢ assessing the assessment Is it Relevant? An assessment task should make sense in terms of the assessment situation as well as the type of knowledge or skill that’s being assessed. It should also provide relevant information based on what students should have learned in class. For example, it would be inappropriate to ask ninth-grade, French-class students to carry on a conversation in French about the income tax system, if it has nothing to do with what they had learned in French class, and since it probably has no relevance in their lives. But asking them to carry on a discussion in French about a class trip would be very appropriate.Ideally, an assessment should also reflect real-world applications of knowledge and understanding. Although developing such assessments is not always practical, assessments based on situations relevant to students’ own world experiences can motivate them to put forth their best performances. If they don’t understand why they may need to know something, they won’t be as likely to do so. Is it Appropriate? If you were to visit your doctor and he or she used a thermometer to determine your blood pressure you might have cause for concern. Like the classroom test, the medical thermometer is an evidence-gathering device (to determine one’s body temperature).Both the physician and the classroom teacher must select the best device based upon the type of evidence it was meant to provide, and not one that provides evidence of something else. What would happen if a teacher decides to use word problems, rather than number problems, to determine whether third-graders know their multiplication facts? One outcome that we might imagine is that the teacher could not be certain if the test was measuring math ability or reading skill. Having to read and understand the questions could get in the way of a student being able to demonstrate that he or she can, for instance, multiply 8 x 6 and come up with 48. Of course, if the teacher wants to know whether students can apply their multiplication skills to realistic situations, the word problem task would be appropriate and fair.At the same time, the assessment must measure the knowledge, skills, and/or abilities the teacher feels are important and do this in an appropriate way. If the goal is to test for retention of facts, then a cut-and -dried factual test (e. g. , multiple-choice or fillin-the-blank) may be the best assessment choice. On the other hand, measuring students’ conceptual understanding, ability to analyze data, ability to perform tasks, or their collaborative skills would probably require more complex forms of assessment. What are the Expectations for Learning?Before administering an assessment designed to measure what students have learned in class, teachers need to ask themselves: â€Å"Based on what I’ve taught in class, can my students be expected to answer this? If correctly completing the assessment requires knowledge or skills that have not been emphasized in class, or that the students are unlikely to have mastered, the assessment will not provide an accurate or fair evaluation of whether the students have learned the material. Of course, if the goal is to find out what students already know or understand before a unit of instruction, then a well-thought-out assessment can provid e useful information for planning future lessons. Of course, informing future lesson planning should be one of the key uses of any assessment. One Test or Multiple Sources of Evidence? While a single clue at a crime scene might allow a detective to make some assumptions, the judge and jury will probably need a lot more evidence before making a decision about guilt or innocence.As a result, experienced and competent investigators will employ many tools to gather multiple types of evidence from sources such as fingerprints, DNA samples, other physical clues, as well as actual interviews of witnesses and suspects. Similarly, teachers page 2 Log On. Let’s Talk. www. ets. org/letstalk should rely on all sorts of options available to help them gather evidence of their students’ learning. These range from the informal, day-to-day ways teachers size up their students’ progress, such as observation and questioning strategies, to traditional paper-and-pencil tests (multip le-choice and shortanswer ones, for example), to more elaborate forms of assessment, such as essays or problem solving activities.Just as a detective must gather many sources of evidence to build a convincing case, so must a teacher use many sources of evidence to accurately interpret what each student really knows and can do. Limiting themselves to using only one or two assessment methods, no matter how reliable or valuable, limits teachers’ ability to fully understand the range of their students’ knowledge and skills. Conversely, providing students with different kinds of opportunities to show what they know gives teachers a broader, better understanding of each student’s talents and abilities. The questions should challenge students to do more than memorize and recall facts. Focus on assessing the most important and meaningful information, rather than small, irrelevant facts.For example, rather than asking, â€Å"How many vitamins are essential for humans? A . 7 B. 13 C. 15 D. 23,† consider asking â€Å"Name at least seven vitamins that are essential for humans and explain why they are essential. † †¢ Never use questions or inconsequential details just to trick students. †¢ Create a test blueprint that will clearly describe the important content areas to be tested, the number and type of items that will get at each content area, the scoring value for the items, the length of time for the test administration, and other critical test components. Is it Fair? To be valid, classroom assessments need to be fair.In assessment terms, that means all students must be given an equal chance to show what they know and can do. An assessment is not fair if it: †¢ measures things unrelated to its objectives is biased Tests should be designed so that they are focused on the instruction that preceded the assessment, and that ensure that testing, teaching and curriculum are all tightly aligned. â€Å"Bias† is said to exi st if the assessment includes content that offends or unfairly penalizes test takers because of personal characteristics such as gender, ethnicity, socio-economic status, religion, or sexual orientation. Assessment bias affects validity because it may negatively influence students’ attitudes toward, and performance on, the assessment.For example, an assessment that includes language or content that offends a specific group of students may hurt the performance of those students by causing them to focus more on the offensive language than on performing at their best. Test takers may also be disadvantaged if the assessment includes content that, although not offensive, assumes prior knowledge likely to be unfamiliar to one particular group of test takers but familiar to another. An obvious example is the need to know something that can only be gained by visiting an art museum, if some groups of students have no personal experience of ever visiting a museum with family or friends . Planning the Assessments Teachers should use the following guidelines when planning any assessment:†¢ Have the purpose of the test clearly in mind. Determine what type of assessment will be most appropriate for the situation, based on the nature of what you are teaching, the purpose of the instruction, and what you want to find out. †¢ If the purpose of the assessment is to determine how well students have mastered a particular unit of study, make sure the test parallels the work covered in class. And, to be able to discriminate among levels of learning, avoid making the assessment overly difficult or easy. †¢ If the assessment is a selected-response or fill-in-the-blank test that will be used to diagnose basic skills, it should contain at least 10 questions — preferably more — for each skill area.The questions pertaining to each skill area should be considered a subtest, and these subtests should yield separate scores on the various elements needed fo r mastery of the skill. †¢ If the major purpose of the test is to rank a selected group of students in order of their achievement, the questions should cover critical points of learning. Questions on critical points often require understanding implications, applying information, and reorganizing data. page 3 Log On. Let’s Talk. www. ets. org/letstalk Tests should be designed to afford students multiple opportunities to tell what they know about a particular subject, not to present them with difficult, if not impossible, tasks.One way to let students shine is to include a bonus question at the end of the test that asks something like, â€Å"Take this opportunity to tell me something about this topic that was not included on the test. † †¢ Other things to consider when poor results are obtained are external, test administration issues [e. g. , uncomfortable room temperature, administration right after a long weekend, external noise distractions, unsettling scho ol or community news]. One of the most effective ways to improve a classroom assessment is to review it before administering it. If possible, wait at least one day after the assessment was written before performing the review. Then ask a colleague to review the assessment.As part of this review process, have someone who did not write the task (a colleague or even a family member) solve the task. Assess the Assessment In assessment, wording is critical. Unclear directions can confuse test takers and negatively affect their responses, which can lead to inaccurate, and therefore useless, information about what the students actually know and can do. Wording in multiple-choice type items is especially important. Being precise in the question and in the options or choices prevents misunderstanding and provides more reliable evidence of what students know. After an assessment has been administered, teachers can ask students how they interpreted the questions, particularly if the questions elicited unexpected results.When assessments give unexpected results — for example, the entire class bombs an assessment, or the students’ responses are not consistent with the type of work the teacher was looking for — it’s important to take a good hard look at both the assessment and the way it was administered to determine whether it was flawed in some way. †¢ Did students who are more able, based on other evidence, do well on the assessment? If not, something might be wrong with it. You might consider analyzing the questions or tasks to make sure each is accurate, valid, fair, and reliable. On the other hand, if the assessment presents a type of task that your students might not be familiar with (e. g. a complex, nonroutine type of problem), students who performed poorly may simply have had difficulty with that particular type of assessment.†¢ Did students answer the assessment appropriately but not give the answers you were looking for? The n check to see if the task was well-defined and clearly written. Students can’t be expected to give adequate responses if they aren’t sure what kind of response is expected of them. †¢ If the entire class failed the test, it might indicate that the material wasn’t taught adequately, or the assessment was so poorly written that the students were unable to apply their knowledge appropriately. During the review, check to see that: directions are clear †¢ content is accurate †¢ questions or tasks are representative of the topics or skills emphasized during instruction; knowledge or skills that were not covered in class are not being unintentionally evaluated†¢ the type of assessment used is compatible with the method of instruction used in the classroom and the standard being measured †¢ the assessment will contribute to the instructor’s understanding of what the students know and can do †¢ the assessment can be completed in the allotted time †¢ the assessment is fair; all instances of offensive language, elitism, and bias have been eliminated When teachers begin to analyze assessment results, they should look for two things: 1. Does the question or task provide accurate information?Did all the students do poorly on the same question or set of questions? Maybe certain questions are confusing or misleading, or perhaps the concept is simply not yet well understood by the students and should be retaught. Having students explain why they answered a question in a certain way can be very enlightening to the teacher about whether the problem is in the question (or task), or in students’ understanding of the concept being assessed. Log On. Let’s Talk. www. ets. org/letstalk page 4 2. Each student’s strengths and weaknesses: are they based on his or her patterns or performance? This information can help teachers tailor the next round of instruction to either remedy problems or build on stre ngth.For example, if a particular group of students has difficulty with one set of items that measures a similar set of skills, these students might need extra instruction or a different kind of instruction. Or, if everybody in the class had difficulty with a particular issue that the teacher thought was emphasized in class, then the teacher needs to determine if there was a problem with the instruction and/or material. By taking the time to create fair, focused, and well-thought-out assessments, teachers can have confidence in the evidence gathered and make meaningful judgments about student performance and future instructional plans and decisions. This article was based on the ETS Focus publication Letting Students Shine: Assessment to Promote Student Learning. Written by Amada McBride, 1999.

Is the EU Democratic - 1411 Words

The European Union (EU), since the initial foundation in 1952 as the European Coal and Steel Community (ECSC) and throughout periods of development, has been considered one of the most advanced forms of regional integration. It, based on numerous treaties and resolutions, has strived to promote values such as peace, cooperation or democracy, and in 2012 was awarded the Nobel Peace Prize for having â€Å"contributed to the advancement of peace and reconciliation, democracy and human rights in Europe† (Nobel Media AB, 2012). Despite its struggle for promoting democracy, the EU itself has long experienced scholarly criticisms that it suffers the democratic deficit, from which its democratic legitimacy is undermined by observable problems in†¦show more content†¦Thomassen (2006: 1) notes that the legitimacy of political institutions can be assessed either with normative theories or with substantive evaluation in relation to participants. While the theoretical approaches c an be considered largely relevant to the requirements for founding democracy, the latter shows a considerable resemblance to an analytical approach which divides legitimacy into components of input, output, and throughput, each representing citizens’ demand and initiatives, process of negotiation and revision of legislations, and policies created through the process (Thomassen, 2006: 2-9; Schmidt, 2010). What can be noted from this division of components is that the lack of democracy in any of three components may undermine the legitimacy of the entire system, and that ensuring legitimacy requires the involvement of citizens (Miklà ³s, 2011: 5). In this essay, the issue democratic deficit will thereby be addressed based on such description of the democratic legitimacy which is to be understood with regards to whether the EU institutions and policies appropriately represent citizens and whether its political procedures involve citizens (Peterson, 2005: 1511-1513). Scholarly interests on the EU have not been confined to democratic issues disregarding its importance, as the unique and thus complicated institutional identity of the EU also induced major theoreticalShow MoreRelatedIs the EU Democratic?1488 Words   |  6 PagesThe European Union (EU) is fundamentally democratic and is evident through its institutions, however, the current democratic electoral structure is of great concern. The EU is a new type of political system, often referred to as a sui generis, implying its uniqueness as there exists and a non comparable political body. 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