Medias Relationship to Anti

People in the world today engage in all kinds of anti-social behaviors. There is violence in almost every aspect of life. The abuse of drugs in the streets has become rampant because governments are not applying enough efforts to regulate such behavior. Gangs have increased significantly thereby declaring certain areas in big towns as hotspots.Advertising We will write a custom essay sample on Media’s Relationship to Anti-social Behavior specifically for you for only $16.05 $11/page Learn More Prostitution among the youth has increased significantly thereby encouraging young girls to engage in such activities in order to support themselves financially. Mobs in the streets have also become uncontrollable to an extent that they are making people in towns to live in a state of uncertainty (Taylor et al. 358 ). With the recent advancements in media technology, anti-social behaviors have become more pronounced. The various types of media that are assoc iated with anti-social behavior include the internet, TVs, New Papers, and radios. It is easy for a person to gain access to violent activities today than he could centuries ago. The media has therefore played a significant role in stimulating anti-social behavior among the youth in the modern society. This is because almost every person in the world today has access to at least one type of media device. This state of affairs has therefore made it easy for people to gain access to the various types of anti-social behaviors that exist in the world today. When the different types of media convey incidences of anti-social behaviors, people understand them in different ways. There are those people who understand the incidences positively while there are those people who understand them negatively. Therefore, the media can impact positively on a society by conveying positive information to the society. It is also true that just as the media is capable of bringing order in any society it can also influence people to engage in violent activities. Therefore, people have opposing views on whether the media brings stability or instability to those societies which are dominated by anti-social behavior. People react in different ways depending on the kind of information that they receive from the media. Today, the content people get from the media defines how they behave in the societies that they live in. For example, there are those people who are fond of watching cool content whereas there are other people who love watching violent content.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therefore, these two classes of people behave differently because of the influence that they get from the different content that they obtain from the media. There are those people who develop positive behavior whereas there are those who develop negative behavior. This is an indication that the me dia has a significant influence on the way people behave. For example, the social learning theory helps people to understand the manner in which the media influences their behavior. This theory implies that if young people are exposed to violent content, they also become violent (Taylor et al. 359). On the other hand, those people who are exposed to positive content tend to demonstrate good behavior. There are different ways in which the media influences the lives of people positively. For example, a person can use the internet to look for inspirational information that would motivate him to refrain from anti-social behaviors. He can also look for information that can enable him to fulfill his spiritual needs. Such a person would therefore be able to refrain from anti-social activities if he stays committed to his goal. This is the same case with TVs and radios. They can broadcast religious or inspirational programs thereby positively transforming the lives of those people who are w illing to change from their wicked ways of life. However, the limiting factor in this case is that the media is today filled with a lot of anti-social content and irrelevant information thereby making it difficult for a newly transformed person to gain access to information that would motivate him to live a descent life. The media has played a very essential role in terms of educating young people on the positive activities that they can engage in to build their lives. For example, various media organizations hold concerts and shows aimed at educating the young people on various ways in which they can abstain from mob activities, drug abuse or promiscuous activities. Media organizations also visit those places which are dominated by high cases of mob activities, drug abuse, and child prostitution in order to notify the youth on the various harms that are associated with anti-social behavior (Taylor et al. 359). The media also gives information on some of the areas that are worst hit by anti-social activities.Advertising We will write a custom essay sample on Media’s Relationship to Anti-social Behavior specifically for you for only $16.05 $11/page Learn More This allows the public to understand the various hardships that people who engage in anti-social behavior go through. This has the effect of convincing the public to refrain from engaging in anti-social behaviors. However, there are those people who despite the various efforts that the media applies to warn them about the consequences of anti-social behavior, they still continue enrolling in such immoral activities. This is especially the case with hardcore people who have been brought up in a life dominated by anti-social behavior. The media also educates the public on the best ways in which they can refrain from engaging in anti-social activities. The media liaises with genuine and reputable organizations which people can seek for guidance and counseling. The media al so notifies the public on the best places they can visit in order to get professional help regarding their anti-social behaviors. For example, the internet is available to most people in the world. It is very rich in information both good and bad. The media can therefore specify to the public the various websites that they can visit in order to get professional help. In addition positive-minded people can easily gather positive information on their own without the need of a professional. Here they can get all the important information they would need to help them transform their lives in a positive manner. However, the internet is also full of negative content that can influence people to engage in anti-social activities. Presenting role models to young people provides a good way in which they can understand how to handle the challenges that face them adequately. Various radio and TV stations normally invite reputable and successful people who conduct motivational talks in order to help the public make positive decisions in their lives. The people who are invited are people who are very successful in life and who are well known by a large number of people. The moment these people share their opinions to the public on the best ways that they can influence their lives positively, the people who are willing to change follow the advice of the motivational speakers keenly. However, with the growth of the internet, people have been able to access any kind of information.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Since many nations do not censor the information that young people access from the internet, many young people therefore gain access to all kinds of anti-social activities that happen in their societies. In addition, since there are various forms of media organizations in any society, people look for content that inspires them the best. For example, there is a category of people who love watching violent content while there are other people who love watching positive content. This therefore indicates that it is not possible to eradicate anti-social behaviors even when some media organizations remain committed to providing positive content to the public. There are those countries whereby the media is not granted sufficient freedom to notify the public on the political state of their country (Taylor et al. 355). As a result, the public does not have sufficient information regarding their rights as citizens. They are therefore exposed hardships while in their own country. The media is however very effective in terms notifying the public on the proceedings of their country. The public therefore becomes aware of their rights and it can therefore elect a government that would respect their rights fully. In addition, the media is very good in demonstrating to the public the various injustices that their government may engage in. The public can therefore confront their government and advocate for fair treatment. However, there are various media stations which are known to support certain political candidates. They popularize such people regardless of whether they can manage to lead a country or not. In addition, the media can influence the public rebel against a ruling government especially if the media displays all the negative attributes of a particular leader. This state of affairs can make violence to erupt in a country especially between the supporters and the non-supporters of a particular candidate, thereby promoting anti-social behavior among the people. The m edia is very good at demonstrating the various aggressive behaviors that people engage in. It also shows the public the various deadly and harmful effects that can result from aggressive behavior. For example, there have been instances whereby mob demonstrations on the streets have led to deaths of very many people. Therefore, when a mob goes to the streets, many people may die or be severely injured (Taylor et al. 357). This state of affairs therefore makes people to refrain from engaging in such activities when they see the kind of destruction that aggressive behavior can cause. However, there are those people who observe the aggressive behavior of people in the streets and they decide that it is a very good mechanism of handling conflicts. It is therefore evident that the media unwillingly influence anti-social behavior while trying to notify the public on the destructive nature of aggressive behavior. From the analysis therefore, it is true that the media has significant influen ce on anti-social behavior. It can promote it or discourage it. By participating in the eradication of anti-social behavior therefore, the media helps restore order in a society. On the contrary, the media is also responsible for promoting anti-social behavior among the youth especially when they broadcast programs that are dominated by anti-social activities. This leads to a disorderly society. Works cited Taylor, Stephanie, Hinchliffe Steve, John Clarke and Bromley Simon. Making Social Lives. London: Open University, 2009. Print. This essay on Media’s Relationship to Anti-social Behavior was written and submitted by user Caitlyn Byrd to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Stay a While and Learn About Sojourn

Stay a While and Learn About Sojourn Stay a While and Learn About â€Å"Sojourn† Stay a While and Learn About â€Å"Sojourn† By Mark Nichol After I posted a list of synonyms for trip, a couple of readers offered sojourn as an additional alternative. Unfortunately, however, they are victims of a common misunderstanding. Sojourn is actually a near antonym of trip. It means â€Å"a brief stay.† The confusion undoubtedly arises from the presence of the syllable journ, which is cognate with the first syllable of journey and journal (as well as the last element of du jour, French and restaurantese for â€Å"of the day†). What do all these words have in common? Jour is a descendant, through the Anglo-French word jur, of the Latin term diurnum, meaning â€Å"day,† which is also the source of diurnal (the opposite of nocturnal). Journey originally referred to a day’s travel but now denotes travel of any significant duration. (Tour, though it rhymes with jour, is unrelated; it comes from the Latin word tornare, meaning â€Å"to turn.†) Journal, meanwhile, was originally a reference to a book used in church services. The meaning then shifted to any book for keeping personal or business records, and later also to daily publications. (The synonym for a personal journal, diary, is ultimately from dies, a Latin word for â€Å"day.†) Another related word is journeyman, which acquired the meaning â€Å"a craftsman more skilled than an apprentice but not yet experienced enough to earn status as a master,† came from the association of such workers with short-term projects they were (and sometimes still are) literally â€Å"day men.† So, where does sojourn come in? Perhaps the misunderstanding about its meaning stems from the connective grammatical function of the word so: â€Å"I want to travel, ‘so’ I ‘journ.’† However, it derives from subdiurnare, meaning â€Å"part of a day† (with the usual meaning of the prefix sub-) and referring to a resting period during a daylong journey. Therefore, Sojourner Truth, the nineteenth-century slave turned abolitionist and activist for women’s rights, presumably selected that name for herself because she wished not to travel toward truth, but to abide in it. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:What Is Irony? (With Examples)The Parts of a WordThe Difference Between "Shade" and "Shadow"

Retail Service Management Key Indicators Essay Example | Topics and Well Written Essays - 1000 words

Retail Service Management Key Indicators - Essay Example Since the data sheet had already summarized the major monthly indicators (with little or no primary data sets), the analysis below concentrated on the examining the temporal patterns across the three months. For the purposes of tracking the repair order, mailing reminders and financial summaries across time, key indicators were analyzed across the months January through March. Since most of the data was categorical (by month), histogram polygons were constructed. To provide a frame of reference for the period under analyses, where relevant and necessary, average and standard deviation of the respective indicators were calculated. For purposes of clarity, results of only some of the most important indicators, namely active number of customers, number of customers lost, percent sales of Smart link, investment returns on each US $ 1 spent are presented and discussed. This is an important variable indicating the proportion of the various maintenance and repair jobs undertaken at the company. Accordingly, based on the data provided, frequency histogram was constructed to depict the proportion of the different maintenance tasks undertaken. ... 3. Retail revenue sales trend: Based on the graph already provided in the data sheet, discussion is provided on the contribution that Smart Link sales have made over the gross sales during the different days of the survey period. 4. Percentage share accounted by the different zip codes: The relative contribution made by the different zip codes for their share of the services and how these have changed from month to month has been analyzed. The mean per cent share of the different zip code was computed across the three months. Results: Repair order, mailing and financial summary results: Over the three months of reporting, a total of 4056 services were completed, with January accounting for the highest (37% of the services) and March, the least (30% of the services) (Figure 1). The mean number of active customers over the three months was 233954 (average standard deviation) with little variation across the months (Figure 2). The number of completed services ranged between 1210 (in March 2006) to 1490 (in January 2006). On an average there was only a 6 to 8 per cent loss of customers over the three months (Figure 2). Figure 1: Per cent services completed by Smart link from January to March 2006.Total customers serviced for the three months=4056. Figure 2: Frequency histogram of active and lost customers from January to March 2006 by Smart link. Two of the most important financial status parameters, namely, per cent of Smart link sales and the investment return for every dollar spent, increased from January to February but thereafter decreased in March 2006. For example, the investment returns increased from $215.52 in January to

How successful was the strategic bombing of Germany in the Second Essay

How successful was the strategic bombing of Germany in the Second World War On what criteria do you base your assessment - Essay Example The Germans sought to forego the horrors that dominated trench warfare by technically re-engineering the way in which soldiers met with enemy combatants on the battlefield. However, the Germans were not unique in such an alternate approach as the Allies sought to find a way to avoid a protracted ground battle that would likely see both sides grind to a halt and re-invoke the painful lessons and memories of trench warfare during the Second World War. As a means to avert this, the Allies opted for a litany of approaches; however, for the purposes of this brief research, the one that will be focused upon with the most depth will be that of the CBO (Combined Bomber Offensive) which aimed to bring about the combined destruction of German industry, economics, and moral by providing a steady stream of aerial bombardment to Germany throughout much of the latter part of World War II. Though this aerial bombardment has come to be collectively recognized as a key determinant with respect to the Allied victory, this analysis will attempt to define the campaign, categorize its intended and realized goals, and attempt to draw a level of meaning upon overall effectiveness based upon these prior definitions. Thought it would be foolish to claim that the importance of aerial bombardment was determined as a useful means by the Allies completely of their own volition and in a type of vacuum as it were, it would also foolish to fail to consider the means by which the German aerial bombardment of Britain had a profound effect in guiding and directing the way the Allies thought concerning such a tactic (Childers 2005, p. 79). As night after night for nearly an entire year, the cities and infrastructure of Britain was tormented by nearly incessant German aerial bombardment during the Battle of Britain, it is without question that the formulation of what would become CBO took careful note of the means by which such a form of warfare affected the populace, the moral, and was a useful, albeit costly mechanism, whereby the Allies could seek to leverage an advantage over Germany while at the same time seeking to undermine the nation economically, morally, and industrially (Parramore 2012, p. 75). Similarly, before delving into the overall effectiveness of such a strategy in bringing about the end to the war, one must also consider the fact that after the Battle of Britain was all but decided, the strength and potency of the German Luftwaffe had been so seriously degraded that it no longer had the capability to successfully counter the streams of lumbering bombers that pummeled its cities with tonne after tonne of payload. Likewise, the fact that the Luftwaffe was not only degraded from losses from the Battle of Britain but also from the fact that Operation Barbarossa had already begun in the East ensured that a supreme lack of equipment and support for air defense of the homeland was something that was all but assured (Gentile 1997, p. 53). Approaching the issue fro m this light, it is easy to understand why the Allies used this opportunity to leverage the seemingly inexhaustible production strength that the United States was able to supply Great Britain as fighter blames and bombers were replaced on the front lines at a rate greater than the Luftwaffe and supporting aerial defense ground forces could bring them

Research Methods Essay Example | Topics and Well Written Essays - 1500 words - 1

Research Methods - Essay Example me teachers functioning on a split site system since they spend more time travelling from site to site, thus losing contact time with other colleagues. Although departmental meetings are well attended, there are noticeably fewer discussions in the staff room, as break and lunch times are also travelling times. These issues, with their underlying themes, are generic in nature and are relevant in a variety of contexts and are listed below: Action research is about problem solving to extend knowledge (Hult & Lunnung, 1980, West et al., 1995, McConnell, 2000). My research question involves qualitative research, which lends itself to problem solving in a cyclic manner. It involves a planned reaction to a problem, followed by feedback, evaluation, critical reflection and discussion, to redefine issues concerned with the sharing of information. A greater awareness and understanding of an identified problem is developed over time, which should lead to a solution or improved practice. As Cohen and Manion (1994) point out, â€Å"An important feature of action research is that the task is not finished when the project ends. The participants continue to review, evaluate and improve practice.† However, Cohen and Manion’s approach of ‘review, evaluate and improve’ works well with quantitative research, or for one person trying to affect a change. It does not appear appropriate for uniform progression of a group and group activity over a longer period of time. Hence for a group to progress as a unit, emphasis on developing a consensus between its members is important. For these extended studies a conductor is necessary to form an extended cyclic approach including review, evaluate, conduct and improve. Improved practice and the opportunity to develop my own relationships within the group are important to me in order to develop a sense of worth. I have chosen action research as my method as it brings the interviewer closer to the interviewee, hence it lends itself to

Characteristics Of Authentic Literacy Instruction Education Essay

Characteristics Of Authentic Literacy Instruction Education Essay Introduction When children come into the world, they come with the innate desire to explore their surrounding and this is seen in their daily interaction with the environment around them when it involves language development and more. They actively participate in their learning of spoken and written language from their parents and other people interactions (Teale Sulzby, 1986). They see print in the world through signs on shops, along the road and even the supermarket and begin to make associations when they explore printed material (i.e.paper and crayons, and story books). They develop their written experiences by trying out different things, experimenting and inventing their own literacies. As the activities begin to take on more meaning, they increase their knowledge of how written language is formed and how they function in the real world, depending on different situations (Goodman, 1986). As a result, the real world offers these children an entire environment that is literally rich with lan guage experiences that the children can learn and produce in a natural setting. These settings will also involve human relationships that affect how children may or may not use the literacy tools they encounter (Tharp Gallimore, 1988). Unlike the empty slate that some people believe children are born with, they are actually vital members of a dynamic system in which the environment influences (Bronfenbrenner, 1977). The more children use the resources available to them in the environment to expand on their knowledge and skills in relation to constructing more solid understanding of factors in the literary world, they are engaging in solving problems that utilizes cognitive skills and through their interaction with members of their environment. Therefore, childrens learning about literacy is integrally tied with practical action, resulting from their need to control, manipulate, and function in their environment. Without a doubt then, children cannot escape the realities of reading and writing, which are so much a part of their lives as there are so many relationships and contexts that are tied in with these realities (Teale Sulzby, 1986). Through participating in activities that require cognitive and communicative functions, children are drawn into the uses of these functions by their caregivers in ways that may nurture and develop them. Consequently, childrens earliest conceptions of literacy and strategies for reading and writing are likely to be formed through activities that are often socially instigated (Bruner, 1972). Therefore, the case for authenticity in literacy is a natural process. Authenticity refers to the real-life experiences an individual experiences when carrying out specific activities (Ableser, 2008). This involves life experiences that are naturally occurring in the lives of children and individuals. When a child argues with her parent on the merits of getting a dog, the points and arguments provided are a result of a natural and real reason for doing so. This authenticity is carried into the area of literacy in the classroom as the concept seems a logical progression of utilizing the innate curiosity and purpose of carrying out an activity as a part of the process of learning, into the classroom teachers goal of getting her students to learn and do academic related activities. The authentic activities that individuals typically exercise in day-to-day situations are replicated in the classroom. Unfortunately the ordinary practices of the culture-what people do in daily, weekly, and monthly cycles of activity do not seem academically sufficient to meet the educational standards set by the power that be. Such practices, for example, include shopping for the best bargain, figuring out the health hazards of microwaves or examining costs for a planned holiday are not translated adequately and therefore seem to be lacking in some way. Authentic literacy practices then seem to have failed in some way. Authentic Literacy Defined Yet, in spite of setback, the power of authenticity cannot be denied as when schools offer classrooms that are authentic-literacy-directed, its potential in offering learning experiences that are similar to how children learn in real life outside of the classroom is an exciting prospect (Newmann Wehlage, 1993). When students learn through real-life tasks, students are working to create meaning from their experiences and these experiences allow students to make meaningful connections (Snowball, 1992). Authentic literacy environments also require that students use communication in receiving and extending their learning experiences. Without communication, the development of authentic experiences will be hindered . Rhodes and Shanklin, (1993) call for authentic literacy experiences in the classroom, such as reading and writing, to hold the same communicative purposes as when students are outside of the classroom. When Schmoker (2007) defined authentic literacy, he explained that students who learn to read, write and think effectively (p.448) do so when they are given opportunities to engage in in-depth reading through higher-order questions that is later used to argue and support an interpretation from one or more texts (p.490) in their extended writing. The classroom discussions that are generated from both authentic reading and writing experiences are also authentic experiences. Purcell-Gates, Duke and Martineau (2007) added to this by specifically mentioning authentic reading materials such as those that involve written genres like novels, newspaper articles, memos, technical procedures and even greeting cards. Characteristics of Authentic Literacy Instruction What would authentic literacy instruction look like in the classroom? As mentioned previously, the level of authenticity can be influenced by the type of reading and writing materials that the teacher uses such as tradebooks instead of the traditional use of text books, which are heavily written for specific school-related goals. For students to experience authentic literacy encounters, there should be purposeful but also meaningful experiences where the literacy event is not the end goal of the activity but rather integrated into the real-life target purpose. Authentic literacy resources include texts normally found within a childs environment, such as trade books, bus schedules, maps, and diaries. People are also valued resources, as they can offer firsthand accounts and personal knowledge to the process of inquiry. When students have access to multiple resources, activities can become more authentic, students can more clearly communicate their message, and be more fully engaged in authentic literacy events (Wortman, 1993). Rhodes and Shanklin (1993) suggest that a classroom that purports to be authentic should allow students to make choices and have a say in their learning experiences. This choice empowers students in classroom interactions and decision-making actions (Wortman, 1993). Snowball (1992) shares this thought that when students are given a choice to plan, explore and share their ideas, there is more purpose to the activities. In fact, Pachtman and Wilson (2006), in one of his studies highlights student choices in increasing motivation. Pachtman and Wilson (2006) emphasized on authentic reading and investigated students opinions on what they found to be meaningful and engaging reading practices. Students who were offered greater choice and say in their learning experiences were more engaged and took responsibility for their learning due to their vested interest from the decision-making. Students preferred to make their own choice of the books they were going to read and the success of those authentic materials in motivating the students was a clear indication that teachers should take note that choice allows authenticity and teachers can make use of this information to plan their lessons (Pachtman and Wilson, 2006). Aside from books, authentic experiences are defined through the individuals choice to create and share meaningful and purposeful text for a self-selected audience (Wortman, 1993, p. 1). This would mean that in areas such as writing, students instead of carrying out the task of writing a letter to someone, whom the teacher had decided beforehand, students can make decisions on who their letters can be directed to. A classroom that is focused on authentic literacy must be relevant to the lives of the students. As much as choice and the type of materials can help create an authentic literacy environment. Teachers and students have curriculum demands put on them and if any authenticity is involved, it remains superficial. The teacher can meet the needs of the curriculum and remain authentic, even relevant to the students. For example, in a unit on wildlife, the teacher may create an activity where students research on specific leatherback turtles. This activity meets the requirements of the curriculum, however is still irrelevant to the students. To meet relevance in an authentic literacy classroom, the teacher could allow students to research on an animal that the students decide on their own which has relevance to their respective lives. Some students may want to research on penguins they saw at the zoo or the cheetah, someone has compared them with. The students will reference from multiple so urces such as the Internet, magazines, and expert sources. The students will decide what they want to do with the information they have gathered, whether it is to write to someone in the government, produce a presentation to source for funds to fund a specific wildlife preservation fund or even come up with a wildlife newsletter to be shared with their classmates. This activity will meet the requirements of authentic resources, choice and relevance; and still meet curriculum demands. Relevant activities allow students to work on skills in a genuine literacy event and helps students make connections between the curriculum and their lives outside of the curriculum. Students will be able to draw conclusions and extend knowledge through their exploration of authentic activities. Authentic Literacy Instruction vs Explicit Literacy Instruction There is clear indication that as children move up the education system the learning and literacy activities seem more focused on meeting standards and curriculum demands. With the addition of high-stakes testing, teachers seem to be pushed against the wall to ensure that the activities their students do in the classroom are more classroom-related instead of mirroring the social and contextual situations of the real world (Bruner, Olver, Greenfield, 1966). Children begin their literacy journey in the formal world of education with typically learning concepts of print, decoding print and eventually figuring out meaning to aid comprehension of the uncountable texts students will face in their literacy-related classes. These classes, more often than not are conducted explicitly, are directed towards helping students gain literacy skills that will be beneficial to them in their later lives after school. These skills are taught so that students can master them and retrieve them when need ed (Powell and Davidson, 2005). There is no denying the role of explicit instruction in students learning. However, when teachers get caught in a cycle of explicit teaching, followed by continuous and repetitious assigning of worksheets, book reports and essays, students lose out on the richness of an authentic literacy approach. Many teachers due to time constraints prefer to use a classroom literacy curriculum that tries to generally fit the needs of all the students in their respective classrooms. However, in reality we know that literacy classrooms are not made up of only one type of students. Teachers will not be able to meet individual students and, diversity would be considered a disadvantage instead of an advantage. Such classrooms do not reflect real-life needs and goals of the students and does an injustice to these students by not enabling them to bridge between their life goals to academic goals (Eckert Bell, 2004). Scribner and Cole (1973) also concur in their classic article comparing formal and informal instruction, such educational practices can do the opposite as these learning activities are so far removed from real-life learning situations and practices that students face a disconnect. Many researchers like Schmoker (2007) believe that the best way to improve reading scores and improve students literacy skills and strategies is by providing direct literacy instruction using authentic materials. He explained that the instruction should move away from meaningless drill-like activities but instead should be focused in getting students to read a variety of texts available in the real world that provide them fodder to explore their comprehension, hone and revise on their interpretation of text-content, as well as improve their arguments of the subject read (Schmoker, 2007; VanDeWeghe, 2008). This will help students have longer-lasting retention of knowledge learned. In fact, Powell and Davidson (2005) believe that authentic literacy can be equivalent to situated literacy where literacy is embedded within real-world events [and] as a medium for genuine communication (p.249). The classroom that has literacy goals embedded within the classroom lesson plan can be brought ab out when a teacher gets her students to make connections between a particular topic and their own thoughts and beliefs. VanDeWeghe (2008) mention that students here are able to express their opinions, share it with their classmates and explore the various interpretations in a social and personal context. These students are learning in an authentic literacy environment because their learning is directly connected to real-life situations and purposes. However, Purcell-Gates et al. (2007) noticed that there can be no direct cause and effect seen from the use of direct instruction in an authentic environment unless further empirical studies come forth. There are too many unanswered questions of how students best learn language forms, its discourse and the related genres. After all, different students learn language differently. They bring into their learning experiences a host of other social and cultural experiences outside the classroom. In spite of all the explicit instruction to various literacy goals, teacher are generally keen to provide more authentic literacy activities. They are progressively moving away from traditional methods and moving towards more authenticity such as when teachers include inquiry-based learning that allow students to investigate real-life problems. This method of learning allows the bridging of what students need to learn in the classroom and the validity of their real-world tasks. Authentic tasks take the form of projects and activities that allow students to reach outside of the classroom and form ties with the community at large. This is a far cry from the demands of the textbooks. Why is authentic literacy important? Authentic focusses on literacy activities that revolve around real-world tasks, applications and contexts. Therefore, it is able to introduce to students the idea that there is a purpose to learning. This purpose is not related to what the textbooks or what standardized tests say they should learn but is purposeful learning that is relevant to the students real lives. Purcell-Gates et. al (2007) conducted a research project that revealed increased ability to understand comprehension of informational texts and write better when students were allowed to engage in authentic informational texts compared to those that were only offered classroom-based typed of texts and activities. Authentic literacy activities can help students retain more of the information they learn as when students were offered authentic texts and writing tasks, there was more active participation and less frustration as students were able to evaluate and better discuss on material that had meaningful purpose and relevance to themselves. These students took care in getting as accurate the information they could get by going to various resources. There was clearly more meaningful learning taking place (Edelsky and Smith, 1984). When students are given a standard worksheet or task to complete, there is less engagement as students do not see how these activities are relevant to their lives (Rhodes Shanklin, 1993). Furthermore, authentic literacy allows students to develop higher order thinking skills that is sadly lacking as teacher try to meet the needs of struggling learners by simplifying real-life texts which then causes the authenticity to be lost (Allington, 2001). There is an acute need for students to be able to read and write materials that require them to evaluate and synthesize information from various sources. Students will not be able to do that if the materials they encounter in the classroom are not authentic and have been simplified. Schmoker (2006) laments the lack of substantive reading, writing and talking (p.54) which are available from authentic texts. Teachers instead of providing easier texts could instead look into getting students to familiarize themselves with authentic texts that have higher-order language so that they can work towards obtaining the language of the educated and not be penalized for the lack of it. To Silvers, Shorey and Crafton (2010), authentic literacy is important as it takes into account student diversity by providing a safe environment for students to evaluate on their world views, question and find answers to the assumptions and beliefs they bring into the classroom and evolve or reinforce identities. Authentic literacy allows students to become empowered democratic citizens as they engage in real-life literacy and making meaning of their learning (Powell Davidson, 2005). What does Authentic literacy instruction look like? Despite teacher reservations about implementing authentic literacy in the classroom, due to time, score accountability, data driven administrations and a heavily weighed content curriculum, authentic literacy is doable. However, for authentic literacy to take place efficiently, teachers should consider the environment from which authentic literacy is to take place in. Students need to feel a sense of security for them to be able to move beyond their comfort zone especially when they are asked by their teachers to take risks in the way they think and process thoughts and ideas. They must feel safe and know that they will be respected for their sharing and collaborating between them and their teacher, and their peers (Powell, Diamond Burchinal, 2010). Students, especially from diverse backgrounds need to know that their cultural knowledge that they bring into the classroom is a valued asset in an authentic literacy classroom. They are allowed to be active participants in their learning and are expected to have differing opinions and reactions to interpreting content, materials and activities offered in the classroom. They can offer unique perspectives and that the classroom environment supports those differences (Powell Davidson, 2005). There is a strong sense of self-worth when students know that their diversity is accepted and respected in an authentic literacy classroom. In fact Barnitz (1994) explains that students can achieve success when they use authentic talk linked to their home life. When the right classroom environment has been set up, teachers can then begin to include the various authentic elements that reflect an authentic literacy classroom. The teachers is able to get students involved and engaged in activities that are allow students to have control of their learning, just like in the real world. They will feel empowered and competent in carrying out these activities. There are a lot of student-centered activities such as conducting experiments, testing out hypothesis, real-life problem solving task and inquiry-based learning. These types of activities allow students to be motivated and provide ample opportunities for them to think, revisit, revise, build connections and develop their critical thinking skills (Ablesser, 2008; Barnitz, 1994). Literary activities that involve real-life audiences such as putting up plays, poetry slams and an actual book reading of a piece of personal piece of writing offers deeper connections for students and the texts they come into contact with. This according to Purcell-Gates et al (2007) supports an important part of authentic literacy which is the use of curriculum-required materials in a more meaningful manner as students are personally involved with the material used compared to the usual, read-a-text-and-answer-questions approach. When students are exposed to a variety of authentic literature that covers a whole range of popular multicultural content, they are able to make visual and mental connections between the texts and their immediate lives and that of their families and various relationships they have outside of the classroom. Discussions on the similarities and differences of cultures and lifestyles simulate real-life situations, which is an aspect of authentic literacy. Vasquez (2003) believes that the use of multicultural literature promotes respect, empathy and acceptance of each other (p. 88). An authentic literacy classroom includes methods of teaching that involves incidence where students can see real-life reading and writing taking place. The inclusion of writing workshops and dialogue journals are good ways to promote this. Collaborating with peers and making personal connections with the topic of their choice as well as the process of receiving and providing feedback increases relevance and purpose to the writing that students do. The students know that whatever writing piece they are working on will be read and reflected and commented on by real people aka their classmates or teachers. There is genuine interest and discussion, which on their own are authentic elements of an authentic literacy classroom. Of course a big part of an authentic literacy classroom is one that uses real-world texts. This when compared to the text book materials can be highly motivating. Authentic texts do not necessarily have to be limited to print form but can be in the form of newspaper or magazine articles, YouTube videos or even MTV music or parts of popular sitcoms or movie excerpts. Real-life materials can be used on their own or as supporting material to an actual text-book material. Whatever the case, including real-world materials allows students to see that there is more to their learning then the text book or school-related documents. This also reminds students that when people read and write texts outside of the classroom, they have specific purposes, such as wanting to get information or to communicate an idea they may have. Therefore students in an authentic literacy classroom also go through the same reasons when they read and write too. When discussing authentic literacy classrooms, there is no avoiding the role of technology in it. Online materials and websites are transforming the way students are now accessing information and knowledge. They are developing critical thinking by having live discussions with an author of a blog or making meaning from the many related links of a certain website. Students are accessing the Internet to find solutions to the everyday problems they come across and an authentic literacy classroom will also reflect this technological tendency. Wikis, Facebook and Twitter introduces a new element into the world of literacy. It is a genre on its own that is an authentic mode of communication. It would go amiss if in reflecting on what an authentic literacy classroom looks like that assessment is left out. The concept of assessment is to help students improve whatever they have been learning about. Unfortunately, in a traditional classroom, test-taking has been elevated into an art, where focus on grades and how well students perform in standardized tests take precedence over what exactly students are learning and performing in. Assessment in an authentic literacy classroom should again reflect on real-world demands. These assessments should be able to provide students with concise feedback on their abilities and whether they are able to transfer their learning effectively into the real world. The assessments are not the product of learning but serve to further educate students about how they can go about improving on their learning. Newmann and colleagues (2001) showed in their research that authentic performance-based literacy assessments helps students further increase achievement, especially in terms of the quality of responses in writing and mathematics. When students were required to apply what they had learned and come up with original uses for what they have learnt, there was value placed in the assessment. Conclusion There is a clear need for individuals who practice lifelong learning and are able to critically read, think and write to come forth from the academic institutions of today. They must be able to compete and come up with novel ideas that meet the novel dilemmas faced by todays society. The call for authentic literacy in classrooms seems to be a good one. While policy-makers, administrators, parents, teachers and to some extent, students want to improve test scores, there is sound reasoning as to why authentic literacy can help improve scores as well as benefit students in their learning. When student read from authentic materials, have authentic purposes, carry out authentic tasks, discussions and collaboration, seek authentic resources to meet authentic demands, they are able to explore, argue, refine and strengthen their thought and learning processes because all that they use to learn and are learning about makes sense due to their relevance in the students lives. Teachers need to be quick in harnessing the advantages of authentic literacy to meet students learning needs and goals. Each student is an individual that is different from his or her classmate. They have different learning goals and they come from different backgrounds and opinions. As problem solvers, these students can meet their goals more effectively if their learning activities are supported by the teachers authentic literacy instruction. Our end goal as teachers is to support students towards becoming more independent thinkers who are able to utilize what they have learned in the school to meet the challenges they face after school, and as citizens of a global society. Integrating authentic literacy learning can be a strong start towards that end goal (Ablesser, 2008; VanDeWeghe, 2008). Maybe Meier (2002) best sums up what authentic literacy is and why it is important for todays classroom when she writes: Children should be inventors or their own theories, critics of other peoples ideas, analyzers of evidence, and makers of their own personal marks on this most complex world (p. 4)

Marbury vs. Madison :: essays research papers

In the Supreme Court case of George Reynolds vs. United States, 1879, concerned an older Mormon living in the Utah Territory under federal laws, was charged with a violation of a federal law forbidding marriage in all federal territories. The practice of multiple marriage couples is a practice common among Mormons of that time period. The United States put into effect a law the restricted multiple marriage couples upon receiving word that Mormons were moving into the Utah Territory. Since the United States Government was founded on Judeo-Christian beliefs, they frowned heavily on the Mormon practice and used their power to restrict their ability to act on their beliefs. The principle of democracy that is directly applicable to this situation is Equality under the Law. George Reynolds took his case to the Supreme Court in objection that he could not fully pursue his religion. He argued that the first amendment guarantees that persons will be free from any law prohibiting the free exercise of religion. That no federal law could interfere with a person’s religious belief or with actions based on those beliefs. That the federal law was unconstitutional and his conviction should be overturned. In his eyes he was not being treated fairly by the government because of what his religion believed was acceptable. He felt that multiple partner relationships should be allowed and that the United States was out of line in restricting that. The Supreme Court ruled that the case presented an obvious and compelling need to regulate a question of behavior offensive to public will. The first amendment cannot be used as a shield to protect any person against criminal behavior. This ruling states that the first amendment cannot be used as an excuse to do whatever you want simply because your religion says that’s ok to do. Mr. Reynolds is allowed to believe that multiple partners are acceptable, but he is not allowed to practice that belief, according to the law of the United States. The Supreme Court ruling was quite inaccurate in that they think Mormon beliefs are wrong because they differ from their own beliefs. Because Mormon religion is a minority in this country, the rest of the United States feels that they have the right to regulate how the Mormon religion can and cannot be practiced. Mormons should be allowed to pursue their religion to the fullest extent without causing harm to himself or herself or any other individual.

Lamarcus Adna Thompson

?2009 The most influencing person in my life would have to be the inventor of the first gravity-powered roller coaster in the United States by LaMarcus Adna Thompson, also known as the â€Å"Father of the Gravity Ride† for his Switchback Railway at Coney Island, New York City and became famous for the Scenic Railway on the Boardwalk in Atlantic City, New Jersey in 1887. Thompson was born on March 8, 1848 in Jersey, Ohio. At the age of 12, he built a butter churn and an oxcart, and was a master carpenter by the age of 17. In 1866, Thompson graduated from Hillsdale College in Michigan. He worked in a wagon and carriage business then made a mint for the manufacture of seamless women’s hosiery. In the early 1880s, Thompson almost had a nervous breakdown and thus sold his share in the hosiery business and returned to his first passion of inventing. Thompson was inspired by the designs of other inventors and the Mauch Chunk Switchback Railway in Pennsylvania. In 1884 in Coney Island, he had successfully built his version of the Mauch Chunk Switchback Railway, which he just simply called it, the Switchback Railway. Within the next four years, he had built about fifty railways all over the nation and in Europe. As more sophisticated coasters were beginning to be built, Thompson’s business was starting to go downhill. So Thompson paired up with James A. Griffiths, a designer, and produced his most famous attraction the Scenic Railway in 1887. It was a rolling tour of some elaborate artificial scenery with vividly colored tableaus, biblical scenes and flora-illuminated by lights triggered by approaching cars. This ride was the foundation of the Space Mountain of Disneyland in Anaheim, CA and other theme park journeys. Between the Switchbacks and his death on May 8, 1919, in Glen Cove, New York, Thompson had built many other scenic railways such as the masterpiece of faux-mountain and the Egyptian imagery in Venice, CA in 1910, which faced competition with his old partner James A. Griffiths. After he retired, he still patented an automatic car coupler and sold the invention to railroad car manufacturer, George Pullman. After Thompson’s death his legacy still ived through the Thompson company coasters, notably the Bobs, which was later renamed the Tornado, built at Coney Island in 1926. From then on, many coasters have been built and thought of. They are very intricate designs and have to be precise otherwise someone will get hurt. There are two types of roller coasters, steel and wooden. Steel roller coasters are known for their smooth riding usually taking the riders upside down, i n cork screws, etc. Some of the designs for the tracks are dwelling, figure 8, inverted, launched, shuttle, side friction, spinning and twister roller coasters. The most popular coasters are the floorless, flying, stand-up, suspended swing, and the Virginia Reel. LaMarcus Adna Thompson has influenced me more than I realized. My dream out of college is to become a roller coaster designer and if he had never invented the Switchback Railway I probably would be pursuing another career. I hope to be as successful as he was. I have learned to still be positive and stay focused on my goals in life now because the choices I make now will affect the way my future is played out. Like school for instance, I need to keep my grades up even though I have only one year left of high school. One bad grade could greatly decrease my chances of going to a college of my choice rather than a college I have to go to because I have no other offers. Even if Thompson almost had a nervous breakdown he still has inspired me to keep moving forward and to find comfort in the things that I find enjoyable. Yes, he did sell his part of the business but I would rather give up my part, than to bring everyone else down with me because that wouldn’t be fair to them. I understand more now than I ever did that when you fail it’s only an obstacle in your path that when you overcome it, you become even stronger than before. You become more creative and see the things in life with a totally different perspective than you would’ve thought of before. Now that I have grown to become a better person to find the good in everything I do and to pursue my dreams with my chin up high even though I know that I will get shut out every now and then. But that only means that greater things for me are to come in the mere future.

Drilling Offshore or not Essay Example

Drilling Offshore or not Essay Example Drilling Offshore or not Essay Drilling Offshore or not Essay Name: Lecturer: Course: Date: Reflection paper The research paper presents an argument on the effects of offshore oil drilling. The engineer appreciates the fact there is a high demand of oil in many countries. Due to the economic status, offshore drilling is the most economical method of oil mining. However, the researcher registers great concern on the consequences of this method, for example oil spillage, which results to severe pollution of the environment. Instead of using this inappropriate method, there are other alternative mentioned. The researcher recommends use of renewable energy resources in place of oil. If oil must be drilled, then onshore method should be used. This method is safer than offshore drilling. There are a few areas that the researcher needs to improve on. It is clearly stated that using renewable energy is one alternative of solving oil problems. This is a logical finding but may not be applicable. It could be extremely difficult to get the best energy source that is reliable. The researcher should find out more details and explain the most appropriate energy source. In place of offshore drilling, onshore method can be used. The work lacks brief details on this method. It is crucial to include them so that its benefits over offshore method are revealed. This research topic is wide, and more data could be gathered. It is recommendable to carry out further research on this topic. It will not only benefit the researcher but other people who wish to be informed. Despite the improvements to be made, there are also strengths. The argument made in this research paper has clearly been brought out. The points have been explained with clarity and are comprehensive. One significant characteristic of this paper is that it not only lays out an argument but also gives some practical solutions. The greatest strength experienced during this research, was getting evidence. The statistics included are a good support for the points laid out. There were readily available and easy to access. During field work, the respondents were cooperative hence, accurate data was obtained. This made it easy to analyze and present the data. The only significant struggle experienced was working within a limited time.

Observing Stars Essays - Electromagnetic Radiation, Radiation

Observing Stars Essays - Electromagnetic Radiation, Radiation Observing Stars Observing Stars Our view of the sky at night is possible because of the emission and reflection of light. 'Light' is the better-known term for the electromagnetic spectrum, which includes waves in the visible, ultra-violet, infra-red, microwave, radio, X-ray and gamma-ray regions. The scale of the spectrum is so large that no region is distinct, several overlap each other. Each of these regions in the electromagnetic spectrum represent transverse waves, travelling as electrical and magnetic fields which interact perpendicularly to each other, with different ranges of wavelength. The magnetic field oscillates vertically and the electric field horizontally, and each field induces the other. By the end of the nineteenth century, Maxwell gave a realistic value for c, the speed of light: c = __1__ = 3 x 108 ms-1 (mo eo) The relationship between the speed of all electromagnetic radiation, wavelength (l) and frequency (f) is shown to be c = l f. Because the Universe is so vast, interstellar distances are so great that light emitted can take upwards of millions of years to reach us. Such large distances are often measured in light-years; one light-year (ly) is the distance travelled by a wave of light in a year. Because of the massive speed of light and distances, the light arriving at us would have left the object many years ago, so that looking at a far away star is much like looking back in time. Scientific observation of the stars is difficult because of the distorting effect of the Earth's atmosphere. One problem is atmospheric refraction-where light is bent. Turbulent air currents cause varying refractive indices, as there is no uniform air density. This causes an effect called scintillation, where stars appear to twinkle. The effect on regions of the electromagnetic spectrum other than the visible part, such as the absorption of certain frequencies by atmospheric chemicals, and the reflection of waves by charged molecules in the ionosphere, means that some spectral data is simply invisible to us on Earth. The Earth receives electromagnetic radiation of all wavelengths from all directions in space, but most of the electromagnetic spectrum is blocked out by the atmosphere well above the Earth's surface, where our eyes and instruments are mostly based. However, wavelengths from only two regions of the electromagnetic spectrum are able to penetrate the atmosphere. These two spectral windows in the atmosphere through which we can observe the Universe are called the optical window-which allows the visible wavelength region through; and the radio window-which includes the wavelength region from about 1 mm to 30 m. The telescopes used by astronomers on the ground are therefore classed as optical and radio telescopes. Optical telescopes work by either reflecting or refracting light, using lenses or curved mirrors to focus the light from a subject to form an image. Radio telescopes consist of a parabolic reflector and receiver on which the waves are focused. The gathering and resolving power de pend on the diameter of the antenna. Radio observations are unaffected by the weather or time of day, and because of the larger wavelength of radio waves, dust in space and atmospheric convection currents are not a problem. Radio astronomy is used in the chemical analysis of elements (by emission and absorption spectra); to detect the motion of bodies due to the Doppler effect; and in investigation into the early Universe and the Big Bang. We can analyse radio waves from the centres of galaxies, including our own. Despite the radio window, there are still wavelengths that do not penetrate the atmosphere. Some radio waves are reflected from the ionosphere, part of the thermosphere, where streams of charged particles from the sun ionise gas molecules: this is photo-ionisation. Ultra-violet radiation, X-rays and gamma-rays are also absorbed at this layer. Absorption of the electromagnetic spectrum at various altitudes above Earth occurs to varying degrees. Much infra-red radiation does not reach ground level because of absorption in the upper atmosphere by water, and some carbon dioxide and oxygen molecules that lie between the ground and about 15 km of altitude (the troposphere). Ozone (tri-oxygen) and di-oxygen in the stratosphere absorbs much of the ultra-violet radiation (hence the ozone layer at about 30km). A side effect of the ozone layer is that molecules re-radiate

Innovation (Apple Ipod) Essay Example | Topics and Well Written Essays - 4000 words

Innovation (Apple Ipod) - Essay Example (Albury, 2005) From the singers to the composers, from the lyricists to the manufacturers of the devices which are used for playing music – they all are the key players in the music industry. The player that has been chosen for this report is the manufacturer of the music playing device. Apple introduced the revolutionary portable media player, called iPod on 23rd October 2001. (Breen, 2003) And this has been a major contribution to the world of innovation, since it radically altered the way music was being listened to. Innovation is to produce something new, whether it is an idea, a method or a device. Innovation opens the horizon for new dimensions to be explored and also fulfill some market niche which was unexplored and touched upon before the innovation. (Tushman, 2004) Moreover, the definition of innovation does not end there. Its scope is pretty vast. Innovation is not just about introducing a new thing; it is also about improving something old by adding an element of freshness and newness to it. Innovation is all about creativity. (Tidd, 2006) Innovation can happen in any field but mostly it is important in the field of business because that is where competition is intense and companies are fighting to gain the attention of the firm and they need to get a competitive edge somehow to come to notice. Innovation gives them that. Innovation requires creativity, and for a product to be successful ultimately, we need to make sure that it is functioning properly and is fitting the purpose for which it was created. (Tumi, 2002) Therefore, doing trial and error and continuously experimenting with your imagination is the preparation for an innovative product. For this purpose, companies open Research and Development Departments where they can experiment all they want to before finally giving a product to the end user.   Innovation is a concept which has been studied by managers and analysts time and

Rent Seeking in Economics Essay Example | Topics and Well Written Essays - 1000 words

Rent Seeking in Economics - Essay Example Upon analyzing the given case scenario, it is clear that rent seeking in economics happens because of the imperfection within the economic and political markets (Pasour, p. 124). It simply means that the presence of political and economic corruption promotes the strengthening of rent-seeking behavior among the local and international business people. On the contrary, the chances wherein the market will be dictated freely by the movements of supply and demand increases in case of the absence of lobbying, bribery, and political corruption. In a free market economy, movements in supply and demand dictate the market prices of goods and services. In the absence of a direct government regulation, sellers will have to encourage the buyers to purchase the products and services they offer to the public by making the market price more attractive. Because of the presence of political and economic corruption, it is not easy to control unfair business practices. It is difficult to abolish the pre sence of rent-seeking behavior because of self-interests among the government officials and the business people within a market economy. In line with this, government officials who have the political power to either grant tax protection or give monopoly right to a large corporation is often tempted to accept irresistible offers or bribes coming from the big-time players in the business world. As a way of earning more money, business people would always grab the chance of becoming protected by the government officials whenever possible. Since the general public is the one who votes for the members of the government officials, rent seeking behavior in economics terms does not always occur as a collective decision-making process but a larger context of public choice. This makes rent-seeking behavior a major public choice problem.  Looking back at the card game experiment our team had in class, the practice of rent seeking behavior is not possible since the experimental case study has dictated all the conditions behind the game. No matter how hard we try to manipulate the game, there is no other way our team could win the contract but luck. In case our team gets lucky enough to be randomly selected by the local government, we win the contract. If not, our team will always have to pay the paper work and legal fees even without winning the license.