Locke Essay Research Paper John Locke free essay sample

Locke Essay, Research Paper John Locke John Locke was an English philosopher. He was born at Wrington, Somerset, on August 29, 1932. He had attended the University of Oxford. Locke had spent his boyhood in Beluton, near the small town of Pensford. But the house no longer stands at that place. Locke s parents, John Locke and Agnes Keene, were married in 1630 and John was said to be a pious adult female and Locke speaks of her with fondness. But the greater influenced seems to be from his male parent. Locke s male parent was a Puritan attorney who fought for Cromwell in the English Civil War. Locke was trained to sobriety, industry, and enterprise and made to love simpleness and to detest inordinate decoration and show. Early in Locke s life, he learnt the significance of political autonomy. He would hear his male parent expound the philosophy of the rightful sovernity of the broadened changed his mentality, but there can be no uncertainty that his cardinal attitude of life was determine for him. We will write a custom essay sample on Locke Essay Research Paper John Locke or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page John Locke believed that revolution could be justified if authorities failed to function their citizens but that people are willing to bear serve adversities before they restort to revolution. The Declaration of Independence is in consequence a public justification for revolution against an abu sive sovereign. John Locke John Locke was an English philosopher. He was born at Wrington, Somerset, on August 29, 1932. He had attended the University of Oxford. Locke had spent his boyhood in Beluton, near the small town of Pensford. But the house no longer stands at that place. Locke s parents, John Locke and Agnes Keene, were married in 1630 and John was said to be a pious adult female and Locke speaks of her with fondness. But the greater influenced seems to be from his male parent. Locke s male parent was a Puritan attorney who fought for Cromwell in the English Civil War. Locke was trained to sobriety, industry, and enterprise and made to love simpleness and to detest inordinate decoration and show. Early in Locke s life, he learnt the significance of political autonomy. He would hear his male parent expound the philosophy of the rightful sovernity of the broadened changed his mentality, but there can be no uncertainty that his cardinal attitude of life was determine for him. John Locke belie ved that revolution could be justified if authorities failed to function their citizens but that people are willing to bear serve adversities before they restort to revolution. The Declaration of Independence is in consequence a public justification for revolution against an opprobrious sovereign.

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buy custom Hiroshima essay Hiroshima has been among the greatest horrors of the Second World War; it was a turning point in the development of the war in Asia, the one which destroyed Japanese army by killing hundreds of thousands of civilians and changing the way the world was leading wars. The stories of the people who experienced and survived the horrible event are documented in the book by John Hersey, who went to the bombed country and found the witnesses that shared their powerful stories. The book shows the readers not only the struggles and sorrow of losing everything in an instant, but also the amazing strength of the human spirit that makes the people move forward and fight for their lives, as well as risk everything to save others. The beginning of the book introduces the readers to the six main characters whose stories describe what happened to Hiroshima during and after the bombing. The readers see the reverend Tanimoto moving some furniture in order to help a friend; they also see a mother of three children, a dowager Nakamura, looking at her neighbors house. She feels exhausted by the war and the necessity to respond to all of the alerts, so on the day of the bombing, for the first time, she decides not to react to air-raid signals and lets her children sleep at home longer. Then, the book shifts to Mr. Fujii, the owner of a successful hospital located nearby the water, who is watching the river during the bombing and ends up in the water alongside his hospital when Hiroshima is bombed. The book also introduces the readers to Jesuit father from Germany called Wilhelm Kleinsorge, and young surgeon doctor Sasaki, who miraculously remains unharmed during the bombing, and who begins treating the ijured people a s fast as possible. There is also Miss Sasaki; she works as a clerk, and the bombing causes her to fall under the bookcase and breaks her leg. Therefore, the first chapter shows the readers what the main characters were doing. None of them expected anything out of what happened to their city, and none of the understood in the beginning what, in fact, happened to them. The novel shows the panic, chaos and misunderstanding as people were unaware of the things that were taking place at that time, and the main characters were swapped from their usual routine and had to face a new horrible reality after the bombing. The second chapter explains the readers what happened to the main characters after the bomb was dropped, and how it affected the rest of the city. The book depicts ruins, the havoc and destruction. The writer describes bombed Hiroshima as a place of deaths and devastation; when describing the scale of the bombing, he writes: On some undressed bodies, the burns had made patternsof undershirt straps and suspenders and, on the skin of some women (since white repelled the heat from the bomb and dark clothes absorbed it and conducted it to the skin), the shapes of flowers they had had on their kimonos. (Hersey, 1989) With this description, the author gives the readers a full picture of the many dead during the bombing with the deformed corpses lying around, many injured people losing their mind and consciousness, and no clear understanding or track of time because the catastrophe which happened in an instant happened to change the way of living in the city forever. As the author guides the reeaders through the stories of the main characters, the audience learns that all of them suffered different losses. Reverend survived almost uninjured; he also saw that his wife and a little child also survived the bombing. The Jesuit father also survived alongside all of the other Jesuits because their building was built in a way that could survive earthquakes and other major challenges. However, the priests decided to go to Asano Park because they needed to find a doctor for another priest who was bleeding because of the injuries he got from the bombing. The priests left their place, but one of them did not want to go. Jesuit had to carry him, but when he was unable to do it, the man ran back only to be burned in the fire. With such a turn, the author shows the readers how people were losing their minds over what happened. They were unable to comprehend the change, and they did not understand the bombing. To them, it was something too unbearable and diffic ult. The society was already exhausted by the war; the people were tired and did not have the strength to resist the military attacks. They were living in a constant fear, always worrying that something bad would happen, but they would never think that something of this scale could take place. Bombing was something they could not imagine; it was the turning point that completely broke some of the broken ones and changed the survivors forever. The following chapters also show the readers how the dowager and her children went to Asano Park, the clerk was being rescued with her broken leg, and the doctor worked like a madman to help those who were injured during the bombing and were seeking help in the hospital. Mr. Fujii, on the other hand, had to stay in the water because there was fire everywhere. Buy custom Hiroshima essay

Case Study Of Shakira Suffering from Rheumatic Heart Disease

1.In the present case study, Shakira is suffering from Rheumatic heart disease (RHD) which refers to the condition of damaged heart valves due to episodes of acute rheumatic fever (ARF). ARF leads to inflammation of the heart, as a result of which the normal blood flow is restricted. The complications arising due to this condition include endocarditis and stroke (Rothenbà ¼hler et al., 2014). Social determinants of health influence an individual’s health outcome, and for Shakira the two significant social determinants are unemployment and social isolation. These two factors have led to inadequate access to healthcare. Living in an isolated rural area and the poor economic condition has restricted the sufficient access to healthcare that could have a prevented the occurrence of RHD. Unemployment has a negative impact on the decision making process around care provided to an individual. In the present case, Shakira’s mother’s poor economic condition has led to an improper care approach towards Shakira (Roberts et al., 2015). As per reports, aboriginal individuals suffer more chances of developing RHD than the nonindigenous population, and this chance is 64 times greater (rhdaustralia.org.au, 2017). 2.Cultural awareness refers to the capability of a healthcare professional in being aware and knowledgeable about the cultural beliefs, values and traditions of other individuals that are distinctly different. A nurse needs to carry out research to become aware of the cultural background of Shakira and have a successful interaction (Holland, 2017). 3.Cultural sensitivity refers to the ability of a healthcare professional to perceive the cultural similarities and dissimilarities between two different individuals in a positive approach without disrespecting the other individual. A nurse needs to acknowledge the cultural beliefs and values of Shakira and not underestimate them while communicating with her (Norton & Marks-Maran, 2014). 4.The Aboriginal and Torres Strait Islander Act 2005 had been established to promote the level of self-sufficiency and independence of the Aboriginal and Torres Strait Islander population. The Act had been significant for focusing on the development of economic as well as the cultural status of this population through different programs (Willis et al., 2016). 5.The impact of colonisation on the health outcomes of the Aboriginal population is noteworthy. The reduced life expectancy of the population and the high rate of prevalence of a number of health conditions can be linked to the suffering and turmoil experienced by this population as a result of the colonisation. Due to the colonisation, there have been chaos and disturbances that have ultimately led to disputes and poor economic growth. Development and growth in different domains have been restricted to a considerable extent. The Aboriginals have therefore suffered physical and mental health concerns arising from loss, abuse and anguish. Disconnection from the mainland and non-indigenous population have added to the issues (Griffiths et al., 2016). 6.Consultation with community representatives would be a key approach to be taken on the enrolled nurse’s part in establishing an effective communication and building rapport that is culturally safe and appropriate. A community representative would be in a better position to understand the ethnic and cultural beliefs and systems of the aboriginal patient. A consultation with the representative would ensure that his advice is taken while communicating with the aboriginal individual. The representative would be helpful in guiding the manner in which the cultural beliefs are to be respected and acknowledged while communicating. In this way, the preferences of the patient would be included in his care plan (Willis et al., 2016). 7.Since Shakira and her family live in a remote rural area belonging to mostly indigenous population, chances are there that there might be a language barrier between the nurse and them. For avoiding any issues while consulting for Shakira and engaging in effective communication, it is required to have an interpreter who can foster the verbal communication. The second method that would be suitable for effective communication is understanding the level of education of the concerned individuals. Lower education level influences poor knowledge of healthcare. This is to be acknowledged, and communication is to rest upon this factor (Daly et al., 2017). 8.Displaying Aboriginal or Torres Strait Islander art and posters that are visible from the entrance to the building would ensure that Shakira and her family feel comfortable since such an approach would indicate a culturally safe and sensitive environment. Shakira and her family would feel that their cultural is being valued and respected by the care givers (Norton & Marks-Maran, 2014). 9.I have the knowledge that indigenous culture and history play an important role in shaping the interaction they have with their counterparts. The culture and the value system that they uphold are responsible for creating a disconnection between the indigenous and non-indigenous population. The nonindigenous population does not perceive the perceptions of the indigenous population in a positive manner and thus isolate them from the mainstream population. As a result of this, the later have been socially excluded and live in remote rural areas, further aggravating the concern of insufficient communication between the two groups (Holland, 2017). 10.Insufficient use of healthcare services is the first indicator of culturally unsafe practice. In such situation, the individual might not be provided with adequate care resources. The second indicator would be situations in which the health care professional would not acknowledge the concerns of the indigenous patient in relation to any health complication (Ray, 2016). Burden of Disease. (2017).  Rheumatic Heart Disease Australia. Retrieved 19 October 2017, from https://www.rhdaustralia.org.au/burden-disease Daly, J., Speedy, S., & Jackson, D. (2017).  Contexts of nursing : An introduction. Elsevier Health Sciences. Griffiths, K., Coleman, C., Lee, V., & Madden, R. (2016). How colonisation determines social justice and Indigenous health—a review of the literature.  Journal of Population Research,  33(1), 9-30. Holland, K. (2017).  Cultural awareness in   nursing and health care: an introductory text. CRC Press. Norton, D., & Marks-Maran, D. (2014). Developing cultural sensitivity and awareness in nursing overseas.  Nursing Standard,  28(44), 39-43. Ray, M. A. (2016).  Transcultural caring dynamics in nursing and health care. FA Davis. Roberts, K. V., Maguire, G. P., Brown, A., Atkinson, D. N., Remenyi, B., Wheaton, G., ... & Carapetis, J. (2015). Rheumatic heart disease in Indigenous children in northern Australia: differences in prevalence and the challenges of screening.  The Medical Journal of Australia,  203(5), 221. Rothenbà ¼hler, M., O'Sullivan, C. J., Stortecky, S., Stefanini, G. G., Spitzer, E., Estill, J., ... & Pilgrim, T. (2014). Active surveillance for rheumatic heart disease in endemic regions: a systematic review and meta-analysis of prevalence among children and adolescents.  The Lancet Global Health,  2(12), e717-e726. Willis, E., Reynolds, L., & Keleher, H. (Eds.). (2016).  Understanding the Australian health care system. Elsevier Health Sciences.

Bipolar Disorder Research Paper Example | Topics and Well Written Essays - 1250 words

Bipolar Disorder - Research Paper Example Bipolar disorder is referred to be a condition of the health where an individual suffers from quick mood swings that can occur between very good mood and irritating or depressed mood. Men and women may be equally affected through this disorder, where the primary age of getting attacked by this disorder is between 15-25 years. The exact causes of the disorder have not been understood. However it has been determined that the disorder mostly occurs in individuals who have relatives with the same problem. Although there are no particular causes of the manic moods in individuals, however certain lifestyles or sleep disorders that may be responsible. Bipolar Disorder Type I and Type II: An Understanding of Their Differences: Bipolar I and bipolar II are two major forms of the bipolar disorder. As far as the history of the disease is concerned, it has been obtained that bipolar disorder has some genetic connection. The disorder may affect men, women as well as children. Thus there might be a need for learning whether one’s family or one him/her self had the disorder in their childhood, particularly in cases where symptoms of the disease may be observed. Bipolar type I range from mania and depression and involve severe swings in the mood of the affected individual. However bipolar type II is milder in form in comparison to the type I disorder and involved gentler forms of hypomania that varies with the periods of depression. In order to receive a proper treatment, the type of the disorder is necessary to be determined that can be obtained by consulting with a medical professional if symptoms are observed (Bipolar Disorder History, 2008). Bipolar Type I Disorder: Causes, Symptoms, Diagnosis and Treatments: Individuals affected with Bipolar 1 are normally experienced with at least one manic period in their lives. This reflects a period of time when the affected individual suffers from abnormal mood swings, and abnormality in behavior that has severe impacts on his/her life. Generally majority of affected patients undergo through phases of depression. However in between the phases of depression or mania, the individual may live a life that is absolutely normal. Nearly every individual can be affected by this disorder. Generally the first symptoms are observed in individuals who are in their teen ages, and generally the disorder gets developed before 50 years age. If family members are affected with the disorder then chances of the occurrence of the disorder are higher (Bipolar I Disorder, 2012). The

Critique of quantitative research report Essay Example | Topics and Well Written Essays - 3000 words

Critique of quantitative research report - Essay Example In this review, the mishandling of the various parametric tests has been reviewed, including the most common error of its kind being reported by many critiques in the field- the application of ANOVA tests on non-parametric data in the article Attitudes of Undergraduate Health Science Students: Staff Regard Towards Working with Substance Users: This work represents one of many cases out there when researchers fail to conduct necessary investigations into the nature of the data they obtained for analysis. Statistically speaking, the requisites of conducting analysis on a set of data include cleaning the data, and classifying the same (that is according to its right distribution), so that the results will be cohesive with the distribution type. This paper begins by explaining the contrasting parametric tests and their non-parametric equivalents. It also explains lucidly why certain tests befit a certain category of data, and why their use may fail to impress when used on a different category of data. The instances that bear criticism for their wrongful representation are examined, and their suggested remedies listed. The paper concludes with the recommendation that the researchers re-test the original data so that they can overcome this standing shortcoming. The study Staff Regard towards Working with Substance Users: a European Multi-centre Study is the work of seven medical researchers: Gail Gilchrist, Jacek Moskalewicz, Silvia Slezakova, Lubomir Okruhlica, Marta Torrens, Rajko Vajd and Alex Baldacchino. The aim of the study was to compare the levels of regard that medical practitioners have for working with various groups of patients across eight European nations- Bulgaria, Greece, Italy, Poland, Scotland, Slovakia, Slovenia and Spain. Unwillingness to treat certain categories of patients stems from the perceived difficulties in handling them, lesser rewards from the intensive care required of the medics, and the general

Best Practices & Most effective strategies for Curriculum Design in K-12 education in America Essay Example for Free

Best Practices Most effective strategies for Curriculum Design in K-12 education in America Essay Curriculum is a plan for learning that includes targeting a student population, conducting a needs assessment, and writing a mission statement. It includes developing goals, objectives, content, teaching strategies, and assessment tools. Alignment is critical in curriculum development from purpose and philosophy, to goals and objectives, to content and activities, and to assessment and evaluation. Working through a process of asking and answering who, what, where, why, when, how questions is essential in designing and developing curriculum. A curriculum serves several purposes that include: †¢ Explicit statements of ideology underlying the instruction (why are you teaching it, and why is the teaching the way it is? †¢ General long-term aims (what are students intended to gain from following the course? †¢ Specific, testable, short-term objectives (what will they be able to do as a result of following the course? ) †¢ Resources to be used (what is needed to deliver the course? ) †¢ The delivery methods to be employed (how is it to be taught? ) †¢ Timing of the units and their sequencing (when is it to be taught and in what order? ) †¢ Assessment procedures and the balance of assessments to be made (how, when and why will it be examined? ) †¢ A methodology for evaluating how well the course has been received (how will instructor acquire feedback from the students about the course? ). K-12 education is defined as educational technology in United States, Canada and other countries for publicly supported grades prior to college. The K stands for kindergarten and 12 denotes 1st to 12th grade before the 13th that is the first year of college. Curricular Theory and Theorists The word curriculum has its origins in the running/chariot tracks of Greece. It was, literally, a course. In Latin curriculum was a racing chariot; currere was to run. A useful starting point for us here might be the definition offered by John Kerr and taken up by Vic Kelly in his standard work on the subject. Kerr defines curriculum as, All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school. [1] This gives us some basis to move on. For the moment all we need to do is highlight two of the key features: †¢ Learning is planned and guided. We have to specify in advance what we are seeking to achieve and how we are to go about it. †¢ The definition refers to schooling. We should recognize that our current appreciation of curriculum theory and practice emerged in the school and in relation to other schooling ideas such as subject and lesson. In what follows we are going to look at four ways of approaching curriculum theory and practice: †¢ Curriculum as a body of knowledge to be transmitted. †¢ Curriculum as an attempt to achieve certain ends in students product. †¢ Curriculum as process. †¢ Curriculum as praxis. Curriculum as a body of knowledge to be transmitted Many people still equate a curriculum with a syllabus. Syllabus, naturally, originates from the Greek. Basically it means a concise statement or table of the heads of a discourse, the contents of a treatise, the subjects of a series of lectures. In the form that many of us will have been familiar with it is connected with courses leading to examinations. For example, when teachers talk of the syllabus associated with, say, the Cambridge GSCE exam. What we can see in such documents is a series of headings with some additional notes which set out the areas that may be examined. A syllabus will not generally indicate the relative importance of its topics or the order in which they are to be studied. Those who compile a syllabus tend to follow the traditional textbook approach of an order of contents, or a pattern prescribed by a logical approach to the subject, or the shape of a university course in which they may have participated. Thus, an approach to curriculum theory and practice which focuses on syllabus is only really concerned with content. Curriculum is a body of knowledge-content and/or subjects. Education in this sense is the process by which these are transmitted or delivered to students by the most effective methods that can be devised [3]. Where people still equate curriculum with a syllabus they are likely to limit their planning to a consideration of the content or the body of knowledge that they wish to transmit. It is also because this view of curriculum has been adopted that many teachers in primary schools, have regarded issues of curriculum as of no concern to them, since they have not regarded their task as being to transmit bodies of knowledge in this manner. Curriculum as product The dominant modes of describing and managing education are today couched in the productive form. Education is most often seen as a technical exercise. Objectives are set, a plan drawn up, and then applied, and the outcomes (products) measured. In the late 1980s and the 1990s many of the debates about the National Curriculum for schools did not so much concern how the curriculum was thought about as to what its objectives and content might be. It is the work of two American writers Franklin Bobbitt, 1928 and Ralph W. Tyler, 1949 that dominate theory and practice within this tradition. In The Curriculum Bobbitt writes as follows: The central theory is simple. Human life, however varied, consists in the performance of specific activities. Education that prepares for life is one that prepares definitely and adequately for these specific activities. However numerous and diverse they may be for any social class they can be discovered. This requires only that one go out into the world of affairs and discover the particulars of which their affairs consist. These will show the abilities, attitudes, habits, appreciations and forms of knowledge that men need. These will be the objectives of the curriculum. They will be numerous, definite and particularized. The curriculum will then be that series of experiences which children and youth must have by way of obtaining those objectives. This way of thinking about curriculum theory and practice was heavily influenced by the development of management thinking and practice. The rise of scientific management is often associated with the name of its main advocate F. W. Taylor. Basically what he proposed was greater division of labor with jobs being simplified; an extension of managerial control over all elements of the workplace; and cost accounting based on systematic time-and-motion study. All three elements were involved in this conception of curriculum theory and practice. For example, one of the attractions of this approach to curriculum theory was that it involved detailed attention to what people needed to know in order to work, live their lives and so on. A familiar, and more restricted, example of this approach can be found in many training programs, where particular tasks or jobs have been analyzed and broken down into their component elements and lists of competencies drawn up. In other words, the curriculum was not to be the result of armchair speculation but the product of systematic study. Bobbitts work and theory met with mixed responses. As it stands it is a technical exercise. However, it wasnt criticisms such as this which initially limited the impact of such curriculum theory in the late 1920s and 1930s. Rather, the growing influence of progressive, child-centred approaches shifted the ground to more romantic notions of education. Bobbitts long lists of objectives and his emphasis on order and structure hardly sat comfortably with such forms. The Progressive movement lost much of its momentum in the late 1940s in the United States and from that period the work of Ralph W. Tyler, in particular, has made a lasting impression on curriculum theory and practice. He shared Bobbitts emphasis on rationality and relative simplicity. His theory was based on four fundamental questions: 1. What educational purposes should the school seek to attain? 2. What educational experience can be provided that is likely to attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether these purposes are being attained? Like Bobbitt he also placed an emphasis on the formulation of behavioural objectives. Since the real purpose of education is not to have the instructor perform certain activities but to bring about significant changes in the students pattern of behaviour, it becomes important to recognize that any statements of objectives of the school should be a statement of changes to take place in the students. We can see how these concerns translate into an ordered procedure and is very similar to the technical or productive thinking steps set out below. 1. Diagnosis of need 2. Formulation of objectives 3. Selection of content 4. Organization of content 5. Selection of learning experiences 6. Organization of learning experiences There are a number of issues with this approach to curriculum theory and practice. The first is that the plan or programme assumes great importance. For example, we might look at a more recent definition of curriculum as: ‘A program of activities by teachers designed so that pupils will attain so far as possible certain educational and other schooling ends or objectives [4]. The problem here is that such programmes inevitably exist prior to and outside the learning experiences. This takes much away from learners. They can end up with little or no voice. They are told what they must learn and how they will do it. The success or failure of both the program and the individual learners is judged on the basis of whether pre-specified changes occur in the behaviour and person of the learner. If the plan is tightly adhered to, there can only be limited opportunity for educators to make use of the interactions that occur. It also can deskill educators in another way. For example, a number of curriculum programs, particularly in the USA, have attempted to make the student experience teacher proof. The logic of this approach is for the curriculum to be designed outside of the classroom or school. Educators then apply programs and are judged by the products of their actions. It turns educators into technicians. Second, there are questions around the nature of objectives. This model is hot on measurability. It implies that behaviour can be objectively, mechanistically measured. There are obvious dangers here: there always has to be some uncertainty about what is being measured. We only have to reflect on questions of success in our work. It is often very difficult to judge what the impact of particular experiences has been. Sometimes it is years after the event that we come to appreciate something of what has happened. For example, most informal educators who have been around a few years will have had the experience of an ex-participant telling them in great detail about how some forgotten event brought about some fundamental change. Yet there is something more. In order to measure, things have to be broken down into smaller and smaller units. The result, as many of you will have experienced, can be long lists of often trivial skills or competencies. This can lead to a focus in this approach to curriculum theory and practice on the parts rather than the whole; on the trivial, rather than the significant. It can lead to an approach to education and assessment which resembles a shopping list. When all the items are ticked, the person has passed the course or has learnt something. The role of overall judgment is somehow sidelined. Third, there is a real problem when we come to examine what educators actually do in the classroom, for example. Much of the research concerning teacher thinking and classroom interaction, and curriculum innovation has pointed to the lack of impact on actual pedagogic practice of objectives. One way of viewing this is that teachers simply get it wrong as they do not work with objectives. The difficulties that educators experience with objectives in the classroom may point to something inherently wrong with the approach, that it is not grounded in the study of educational exchanges. It is a model of curriculum theory and practice largely imported from technological and industrial settings. Fourth, there is the problem of unanticipated results. The focus on pre-specified goals may lead both educators and learners to overlook learning that is occurring as a result of their interactions, but which is not listed as an objective. The apparent simplicity and rationality of this approach to curriculum theory and practice, and the way in which it mimics industrial management have been powerful factors in its success. A further appeal has been the ability of academics to use the model to attack teachers. There is a tendency, recurrent enough to suggest that it may be endemic in the approach, for academics in education to use the objectives model as a stick with which to beat teachers. What are your objectives? is more often asked in a tone of challenge than one of interested and helpful inquiry. The demand for objectives is a demand for justification rather than a description of ends. It is not about curriculum design, but rather an expression of irritation in the problems of accountability in education. [5] Curriculum as process We have seen that the curriculum as product model is heavily dependent on the setting of behavioural objectives. The curriculum, essentially, is a set of documents for implementation. Another way of looking at curriculum theory and practice is via process. In this sense curriculum is not a physical thing, but rather the interaction of teachers, students and knowledge. In other words, curriculum is what actually happens in the classroom and what people do to prepare and evaluate. What we have in this model is a number of elements in constant interaction. It is an active process and links with the practical form of reasoning set out by Aristotle, which is as follows: Teachers enter particular schooling and situations with an ability to think critically in action and with an understanding of their role and the expectations others have of them, and a proposal for action which sets out essential principles and features of the educational encounter. Guided by these, they encourage conversations between, and with, people in the situation out of which may become thinking and action. They continually evaluate the process and what they can see of outcomes. Curriculum as praxis Curriculum as praxis is, in many respects, a development of the process model. While the process model is driven by general principles and places an emphasis on judgment and meaning making, it does not make explicit statements about the interests it serves. It may, for example, be used in such a way that does not make continual reference to collective human well-being and to the emancipation of the human spirit. The praxis model of curriculum theory and practice brings these to the centre of the process and makes an explicit commitment to emancipation. Thus action is not simply informed, it is also committed. It is praxis. Critical pedagogy goes beyond situating the learning experience within the experience of the learner: it is a process which takes the experiences of both the learner and the teacher and, through dialogue and negotiation, recognizes them both as problematic. It allows, indeed encourages, students and teachers together to confront the real problems of their existence and relationships. When students confront the real problems of their existence they will soon also be faced with their own oppression. The process model is modified to fit the praxis model, which is as follows: Teachers enter particular schooling and situations with a personal, but shared idea of the good and a commitment to human emancipation, an ability to think critically in action, an understanding of their role and the expectations others have of them, and a proposal for action which sets out essential principles and features of the educational encounter. Guided by these, they encourage conversations between, and with, people in the situation out of which may become informed and committed action. They continually evaluate the process and what they can see of outcomes. Proposed Curriculum Design: A curriculum prepared for the targeted students of K-12 education must be tailored to meet their needs for a fast and productive mental growth. Therefore a curriculum for k-12 education must be prepared so that it supports all children and young people from 3 – 18 to develop as successful learners, confident individuals, responsible citizens and effective contributors, ready to play a full part in society now and in the future. As part of the review process we need to develop clear guidance which sets out expectations of what children and young people should learn and also promotes flexibility and space so that teachers can use their professional judgment creatively to meet children’s needs. Therefore, before beginning to design a curriculum for k-12 education, one must capture the essence of what young people will learn over the course of their schooling and express this through the experience and outcome statements. Curriculum Designing Guidelines Purpose The construction of experiences and outcomes that effectively provide progression in each curriculum area and convey the values, principles and purposes of A Curriculum for Excellence is central to the success of the program. In particular, it is important that you reflect relevant aspects of the four capacities in your work. If we can get this right these outcomes and experiences will have a significant, positive, impact on classroom practice and hence on the learning experience of all children and young people. It is an exciting prospect. Starting point In phase 1 each early review group should be asked to simplify and prioritise the curriculum (from age 3 to 15 in the first instance) retaining what currently works well and making changes where these were justified by research evidence. The output from phase 1 of the review process and the rationale for your curriculum area, research and other national and international comparators are your starting points. Your work will be based on the relevant parts of the Curriculum Frameworks: for Children 3 – 5, 5 – 14 guidelines, Standard Grade, and National Qualifications. It is important that experience and outcome statements you write at each Curriculum for Excellence level provide appropriate cognitive demand. The framework for outcomes The experiences and outcomes will sit within a framework of advice to teachers. Curriculum Area The eight curriculum areas are: Expressive Arts, Health and Wellbeing, Languages, Maths, Religious and Moral Education, Science, Social Studies and Technologies. Rationale The rationale provides an overview of the curriculum area states its main purposes and describes its contribution to the values and purposes. Subsets of the curriculum area Each curriculum area is subdivided either into fields of learning – or ‘subjects’ (e. g. Expressive Arts into art, drama, dance and music) or into aspects of learning in that area (e. g. Languages into listening and talking, reading and writing) Lines of development These identify learning tracks in each subset of the curriculum area. They are expressed in different ways in each area of the curriculum. For example within expressive arts they identify the skills to be developed: creating, presenting and evaluating in art, drama, dance and music; within science they describe broad areas of knowledge and understanding to be developed; biodiversity, being human and cells in Our Living World. Experiences and outcomes Within each line of development, experiences and outcomes describe the expected progression in learning for children and young people. Essential outcomes Essential outcomes are a small number of high level statements, derived from the main purposes described in the rationale, that encapsulate what learning in that curriculum area provides for all children and young people. Taken together, the essential outcomes are intended to sum up the expectations for the broad general education of all young people. The focus of your work will be writing the experiences and outcomes for your curriculum area. It is likely that there will be interplay between what you produce and the ‘essential outcomes’ , which are the ones helping to shape and refine the other in an iterative manner. Outcomes should be written in the clearest possible English. Where possible these should be accessible to children and young people, but not at the expense of clarity. It is also important to try to write lively and engaging experiences and outcomes. Best Practices of Writing the Curriculum Ultimately the intention is to produce streamlined guidance for the entire curriculum in a single document. We also intend to make the outcomes available in electronic format to allow curriculum leaders and teachers to identify and blend outcomes from both within and beyond curriculum areas. Several stages will be required to achieve this. Curriculum for Excellence Achievement framework In the first stage of work the aim is to produce experience and outcome statements up to Third level with provisional work done to Fourth level. Both Third and Fourth level have particular significance. Third level is important because it defines the point at which a young person has experienced a broad general education and has satisfied the essential outcomes in all curriculum areas. At this point there may be opportunities to choose what she or he wishes to study, typically with a greater degree of speciality and in greater depth to Fourth level and possibly beyond. For some pupils, their choices will result in continued, lateral progression, in curriculum areas at Third level. Fourth level is important because it will enable transition into the formal qualifications system. Experiences and outcomes at this level will tend to be more specific than those for earlier levels. The outcomes and experiences written during this stage will be subject to refinement through the engagement process. Writing an excellent outcome Always remember that the experiences and outcomes should have an impact on classroom practice and learning. The outcomes should not be written in the form of assessment criteria, nor should they constrain learning. Every outcome should therefore be tested against the following criteria: 1. It should express learning that is clear to the teacher, and where possible the young person. This will promote the application of formative assessment strategies. 2. It should indicate the purpose of the outcome and/or direct the selection of learning activities for all children and young people. 3. It should allow evaluation of the outcome. In other words, it should be clear from the outcome what evidence might be observed to demonstrate progress by the child or young person. Also bear in mind that there is no intention to produce an elaborated curriculum. Outcomes should therefore offer and support opportunities for enrichment and development for those young people with additional support needs who may not progress beyond the first levels. As you complete blocks of work a further test is to consider the extent to which you have prioritised and simplified existing guidance and to ask yourself if any changes are robust and justifiable. As a general rule outcomes should begin with the ‘I can’ stem. Experiences describe purposeful and worthwhile tasks, activities or events that contribute to motivation, personal development and learning. As a general rule they should be signalled using the ‘I have’ stem. The following additional general parameters will help you get started. †¢ Simplification and prioritisation should result in time and space being made to operate the seven principles of curriculum design. For example, teachers should have time for greater depth of study, to introduce topics or ideas in a relevant context or to respond to local events or circumstances and to ensure progression. †¢ Assume your outcomes can be taught within the time allocations typically applied in schools at present.

Rachel Carson :: Biography, Silent Spring

One of the prime ecologists in the world, best known for her book Silent Spring, was Rachel Carson. Rachel Carson’s book caused controversy and a scare for the progression of the environmental movement. â€Å"(Silent Spring) spells out in memorable detail through out the book the effects of synthetic insecticides and herbicides on water, soil, plants, wildlife, fish and human beings. But in the book’s final chapter she suggests alternative courses of action for mankind —- a way out of this march toward death.† (Holmes, Pg. 123) Rachel Carson had several accomplishments throughout her life many of which started at a young age. Carson was born in May of 1907 in Springdale, Pennsylvania. She was the third child born to Roger Carson and Mana Mclean. Her parents raised her with a strict Presbyterian background and a middleclass status. Her parents owned a farm and orchard which helped influence Carson’s love of the environment. Carson’s mom encouraged this love of the environment by teaching and learning with her. They continued to be best friends throughout her life. Carson had her first story published in St. Nicholas magazine at the age of ten. The story was about war and was inspired by letters that had been sent home by her brother who was a soldier in World War I. In 1922 Carson wrote her first article about nature. It was called My Favorite Recreation, Going Bird’s Nesting. Carson Graduated from Parnassus High School in 1925. She participated in sports but was quiet and her main focus was her studies. She graduated top of her class where she then decided to go to college at the Pennsylvania College for Women in Pittsburg. This was a liberal arts college stationed sixteen miles from her home. Rachel Carson’s first interest was in English composition but she later changed her major to biology. She graduated in 1929 and went on to work at a marine biology lab. At the same time she continued her education at Johns Hopkins University in Maryland. She graduated with a master’s degree in Zoology in 1932. Carson was then employed at the University of Maryland as an instructor. She did not acquire her PHD because she ran out of funds for research due to The Great Depression. (Quaratiello, 2004) One of Carson’s great inspirations during college was her biology professor Mary Skinker who Carson later turned to for help. Skinker recommended Carson for a job in the Zoological division of the United States Department of Agriculture in Washington D.

Political and Economic System Essay

Spain’s political system is parliamentary monarchy. Spain has many different political and economic issues that can impact the society. Most of these issues can be deal by the government. Sometimes other countries can be compare and contract its political and economic issues to other countries. Political System Spain’s government is parliamentary monarchy. The most important task of the constitution was to devolve power to the regions, which were given their own governments, regional assemblies and supreme legal authorities. The central government retains exclusive responsibility for foreign affairs, external trade, defense, justice, law (criminal, commercial and labour), merchant shipping and civil aviation. Spain has been a member of the United Nations (UN) since 1955, the North Atlantic Treaty Organization (NATO) since 1982 and the European Union (EU) since 1986, and is also a permanent observer member of the Organization of American States (OAS). Spain has three branches of government which includes the executive branch, the legislative branch and the judicial branch. The Senate has 259 members, directly elected by a first-past-the-post system. Each province provides four members plus additional members in the Balearic and Canary islands, where extra members represent the various islands, making a total of 208 members. The 17 autonomous regions also elect one senator each and an additional member for every million inhabitants, totaling a further 51 members. The Senate has the power to amend or veto legislation initiated by Congress. Under Spanish law, the official result of a general election is made public five days after the vote, in order to allow sufficient time for recounts and disputed results. After the members have been sworn in, the King of Spain meets with the party leaders and asks one of them to form a government, which must then be ratified by parliament. The leader of the party of government becomes the president of Spain and has his official residence in the Moncloa Palace in Madrid. The role of citizens in Spain is that they have to be born of a Spanish mother or father. A person born in Spain of foreign parents if neither of them has Spanish nationality or if neither of the parents’ legislations confer a nationality to their children. Spain has many political issues. One political issue is during the last few years has been corruption among public officials, including illegal financing of political parties, tax avoidance, fraud, bribery, trying to keep a place or someone in the residential institution, nepotism, misappropriation of public funds, illegal patronage, influence-peddling and kickbacks. Spain has been described (in the Spanish press) as the most corrupt society among the original 15 members of the EU and corruption permeates political and public life at every level. This problem is affecting the Marbella council on a massive scale, involving tens of millions of euros pocketed by council officials. Economic System Spain’s economy is a well-based way to equally spread money to all of the people. Some of Spain’s natural resources include coal, lignite, iron ore, uranium, mercury, pyrites, fluorspar, gypsum, zinc, lead, tungsten, copper, kaolin; hydroelectric power. Spain’s currency is the European Union euro. Spain’s imports include machinery and equipment, fuels, chemicals, semi-finished goods, foodstuffs, consumer goods, measuring and medical control instruments. In 2011, the amount of money that Spain received for imports was $364. 9 billion. Some of Spain’s exports include machinery, motor vehicles; foodstuffs, pharmaceuticals, medicines, other consumer goods. In 2011, the amount of money that Spain received for exports was $309. 6 billion. The gross domestic per capita is thirty three thousand six hundred euros a year. In labor force 2. 4 percent goes to agriculture, 24 percent to industry, and 71. 1 percent to services. Spain came out in the number one position because it is a sunny country, because its citizens enjoy shorter working hours and more days holiday, because energy and lifestyle costs are lower, because the government invests into education and healthcare, because the average age at which people die is higher than in most of Europe and because overall, living in Spain ensures you have a better quality of life. Spain has many economic issues. One economic issue is that the Spanish banks’ high exposure to the collapsed domestic construction and real estate market also poses a continued risk for the sector. The government oversaw a restructuring of the savings bank sector in 2010, and provided some $15 billion in capital to various institutions. Investors remain concerned that Madrid may need to bail out more troubled banks. The Bank of Spain, however, is seeking to boost confidence in the financial sector by pressuring banks to come clean about their losses and consolidate into stronger groups. Puerto Rico doesn’t have political and economic issues similar to Spain. One reason Puerto Rico political issue is not similar to Spain because Puerto Ricans do not have representation in the U. S. Senate and no voting representation in Congress. Instead, the 4 million U. S. Citizens of Puerto Rico only have one â€Å"Resident Commissioner† who cannot even vote on the House floor. Therefore, Puerto Ricans have no say in the making of the laws and statutes that apply to them. Even though the U. S. Supreme Court has absolute jurisdiction over Puerto Rico, Puerto Ricans do not have representation in the U. S. Senate to cast an up or down vote on Supreme Court nominees. In the end, Puerto Rico is governed by a Congress in which they are not allowed to participate in, an Executive whom they did not elect, and a Judiciary whose justices they did not confirm. The 4 million U. S. Citizens of Puerto Rico are not allowed to fully participate in the democratic process of their nation. One reason Puerto Rico economic issue is not similar to Spain because recently in Puerto Rico the economy has suffered budget cuts from U. S. The Puerto Rican economy has depended heavily on the tax incentives given to U. S. mainland companies and on federal transfers. Conclusion There were many different things that I learned about Spain’s Political and Economic Systems. One thing that I found interesting was that Spain has the ninth largest economy in the world. Another thing that I found interesting was that Spain was originally a constitutional monarchy but over time became a parliamentary monarchy.

Exercises Essay

I think it is an appropriate metaphor. Brain has the faculty of talking, laughing, crying, thinking and so forth. Without brain, human cannot exist. In the similar way, engine performs all the functions in the vehicle. The car is consisted of more than 20,000 parts. Even though it is not small number, it is nothing when it compared to the human neuron system. Anyway, neuron system is controlled by brain, of course, car parts are controlled by engine. Therefore, when there is a little bit damage at any part of the brain, specific features cannot be operated. It is the same story about the vehicle. There are four evidences. First, if placing an object in the sprit brain patient’s hand, left-right asymmetry observed. Second, when showing an image in the sprit brain patient’s visual field, the asymmetry is observed. Third, dichotic listening test shows language is lateralized. Left hemisphere is superior for linguistic stimuli such as syllable however right hemisphere is superior for nonverbal stimuli such as environmental sounds. Finally, the corpus callosum makes the two halves become two different mental spheres. The answer is NO. The evidence is provided by the patterns of neuronal activity in people reading different kinds of writing. For instance, Japanese language has two systems of writing. One is kana which is based on the sound system of the language. The other system, kanji, is not based on that system. Japanese with left hemisphere damage are impaired in their ability to read kana, while people with right hemisphere damage are impaired in their ability to read kanji. Plus, experiments suggest that the right hemisphere is better and faster than the left hemisphere at reading kanji, and vice versa.

Current Event Example

Current Event Example Current Event – Article Example 25 March, Article on Current Event In the world of advanced technologies, video games have managed to gain exuberant popularity all over the world excelling music industry and getting closer to the movie business by the size of global revenue. The Tournament for the video game Dota 2 that took place in July, 2014th at Seattle’s Key Arena once again proved the fact that the game industry could be equated to the professional sport with severe competition. The event was organized by the Valve Corporation and the reward that the contestants fought for totaled to almost $11 million (Wingfield par. 3). The scale of influence that is caused by video games tournaments fascinates. It is estimated that using Internet or TV, more than 70 million people in the world watch e-sport (Wingfield par. 10). Attracting numerous of cheering fans, involving the services of professional commentators and being decorated with national flags and confetti rockets, the Seattle event was broadcasted by ES PN2, the cable sports channel. Each e-sport event plays the function of mass media because companies, for example, such as T-Mobile USA and Coca-Cola, that become sponsors of video games tournaments and championships catch effective chance to promote own goods and services. In this respect, the tournament for the Dota 2 can be considered as the powerful source of mass media that encourages fans to exchange experience, impressions and news with each other. This case is related to the Framing theory of mass communication, which explains how the presentation of event by the media gatekeepers affects the perception of audience about it. Any video games event benefits society by stimulating e-sport, providing entertainment, uniting people, ensuring various job positions, employing workers, getting profits and contributing to the economy of that country where such event is held. The special site Twitch that allows to stream video of the playing sessions was accessed by more than 55 millio n people in July helping to raise money out of subscription fees, donations and ads (Wingfield par. 19). One of the biggest positive influences of the e-sports tournaments is that the creation of new jobs and the stimulation of video games to become professional kind of sport diminish the rate of unemployment within the state. Wingfield, Nick. â€Å"In E-Sports, Video Gamers Draw Real Crowds and Big Money.† The New York Times 30 Aug. 2014. Web. 25 Mar. 2015.

Starbucks is the world's premier coffee roaster and retailer Essay

Starbucks is the world's premier coffee roaster and retailer - Essay Example Aside that, Starbucks is a major corporate entity that seeks to maintain a strong grip through vertical integration. Starbucks maintains a strong hold on the coffee-related products and goods in America and around the world. Starbucks has acquired several processing plants and manufacturing entities that supply other corporate bodies with coffee and snack products which helps to boost the brand image. Stakeholders are the major entities who affect and are affected by the activities of an organisation (Freeman, 2004). In the case of Starbucks, the main stakeholders are employees, customers, the community, coffee producers and shareholders. In the mission statement of Starbucks, it seeks to satisfy the needs and aspirations of all these groups of stakeholders. The mission of Starbucks promises to provide a great work environment for the employees of Starbucks where diversity and excellence are at the core of their vision. They also seek to provide absolute customer satisfaction through excellent products. Also, Starbucks seeks to give back to the community and provide good arrangements and agreements with the coffee producers in different parts of the world. On the side of the shareholders, Starbucks seeks to provide the highest possible profits year-in-year-out for them. Starbucks' core strategy is 'to build a company with a soul'. This means it desires to set up a socially responsive organisation that seeks to provide the best results for all classes of stakeholders. It focuses on common values, common purpose and respect of people as well as shared success to create a bond between employees, suppliers, shareholders and management. Starbucks has different types of outlets found in several forms and systems thorough which they serve world class premium coffee. The growth of the Starbucks brand is an important element of the strategy. So Starbucks continues to provide high quality services and create a conducive atmosphere for coffee lovers. It embarked on an exp ansion drive in the 1990s by selling in top restaurants and hotels. It also entered joint ventures and strategic alliances with food manufacturers and CD manufacturers to create a unique brand that could be used to sell products around the world. Starbucks also expanded into other markets through strategic acquisition drives. They continue to spread their coffee brands through licensing and international expansion. However, Starbucks is going through some strategic challenges. The focus on the US markets seem to be proving less profitable due to the recent financial crises. Starbucks is therefore focusing on expanding to other foreign markets. They also seek to diversify and continue the vertical integration drive which seeks to acquire different business concerns related to the coffee industry. External Analysis External analyses refers to the points or situations where an organisation's activities interacts with the elements in the wider society; naming governmental, international , macroeconomic and socio-cultural and technological trends relevant (Scott, 2009). Political The years 2007 – 2009 were tough times for the United States in general. The War in Iraq and the global financial crises created a strong impact on the nation as a whole. The US Congress passed 3 stimulus bills in the period (The New York Times, 2012). These bills were meant to provide recovery to the financial system. It provided tax cuts as well as an unemployment fund to support

Topic 2 Essay Example | Topics and Well Written Essays - 250 words - 2

Topic 2 - Essay Example in the company by â€Å"focusing attention on the sources of demand for activities and by permitting management to create behavioural incentives to improve one or more aspects of the business† (The Chartered Institute of Accountants, nd). This process of demand can however be inefficient especially if management does not know the quantity of demand that should improve quantities. Just-in-time complements this shortcoming by providing the material quantity of what is needed and when it is needed. Just-in-time marketing also benefits activity based management because it provides more accurate information regarding the quantity of resources needed in its quest to generate meaningful information that would be used for decision making. Just-in-time would also make the activity of quantifying the cost of the performance of activities more proactive because it would instead quantify what is need to perform improvements instead of just quantifying the resources expended which could be inefficient. In sum, Just-in-time manufacturing would complement activity based management by providing the information it needed to become efficient in its strategic decision making to improve the