The Effect of Gamma Rays on Man- in †the Moon Marigold

Dominik Laszczkowski 11/12/12 Test Essay In The Effect of Gamma rays on Man- in – the Moon Marigold by Paul Zindel, Beatrice, the single mother of Tillie and Ruth, has multiple internal and external conflicts which present barriers to living a normal life. A single mother whose life has gone awry, she copes with it through  self-hatred,  cynicism, and  drug abuse, and by verbally (and at times physically) abusing her two daughters But she finds other ways to sustain herself.There are many internal conflicts reflected by personality and inner issues, as well as external conflicts which inhibit her ability to function normally in society, including family dynamics and environmental factors. Beatrice faces many internal conflicts because, first off, she is a crazy women! She is completely nuts. In the story Beatrice asks, â€Å" Do you want me to chloroform that thing right this minute? † ( 10) This shows her insanity because she wants to kill a rabbit that has not d one much harm to her or anyone else.Eventually her insanity drives her to the max and she ends up killing the per rabbit. Another problem Beatrice has is her life style, its not healthy at all. She sustain herself with alcohol and cigarettes and by creating illusions. Creates an illusion to escape problems by drinking but then having a drinking problem because she is always drinking. Because Beatrice was crazy and had a bad childhood she is know as â€Å" Betty the Loon†. In the story Ruth says, â€Å" Miss Hanley said her nickname used to be Betty the Loon. † ( 71) Thus everyone remembers her and how much of a weirdo she is.And Beatrice does not have a lot of nice to clothes to wear because of how poor they are so she never want to go out in public, or anywhere in general. Not only does her internal conflicts cause problems, so does her external ones. Beatrice has many external conflicts that cause her a lot of trouble too. She is very anti-social, stays home a lot be cause she wants to hide from people. Beatrice does not like being judged in anyway. In the story when yelling at Tillie she says, â€Å" I have no clothes, do you hear me? I'd look just like you up on the stage, ugly little you! (61) This shows how poor they area and that she knows that people are going to laugh at her because of their poverty. Beatrice is also husband- less because he left thus making it extremely hard being a single mother as she needs to do everything herself. Another external conflict is that she gets paid very little weekly and she needs to take care of very old people, people that are almost-died. She struggles a lot to make it through life. Beatrice has bad memories from her childhood which still taunt her now in her life and she does not want people to remember her.Beatrice has dreams that she wishes to come true and uses them as illusions. She wants to turn the closed shop that part of her home into a tea shop. Beatrice is also looking into buying a real e state so that they can move into a new big home. In the story Beatrice says, â€Å" Four- family house. Six and a half and six and a half over five and five. Eight garages. I could really do something with that. A nursing home†¦ † ( 22) This shows her illusions by thinking about buying expensive stuff in the future, but she does not have that much money to pay something like that because of her low paying job and poverty.Her routes of escape is drug abuse. She drinks a lot when there a problem she doesn't want to deal with and as well as smoke a lot of cigarettes too. As the play's main character, Beatrice is mainly  narcissistic and  lethally short-tempered, which is only worsened by the drugs. However, her plight is  sympathetic, as her past reveals a life spiraling steadily downward, leading her to  self-destruction. Thus being able to create illusions for herself she can sustain herself a little and not have to face the problems for a little.

Convey the story Essay

Heloise and Abelard by James Burger has its place among the most famous biographies that were written about the pair of lovers who lived in Medieval Age, and which is based on the correspondence the two held. It opens a new perspective on the life of the Dark Ages, on its institutions and philosophies, and most of all, on its theology. The lovers who became the victims of the religious age they lived in, that could not admit their love, or any other type of love, for that matter, except religious love. The characters themselves are besides the initiators of free love, the ones who foresee the escape from the too rigid, rule-based religion of the Medieval centuries: â€Å"Let us read after this the famous Colloquy of Erasmus, â€Å"The Franciscan†, and we will find repeated all the essential ideas of Heloise: Christ preached but one religion, the same for layfolk and monks; the Christian renounces the world and professes to live only for Christ, and St. Paul did not preach this doctrine for monks but for everyone; layfolk, even the married, are bound to chastity and poverty quite as much as monks; in short, the only rule binding the Christian is the Gospel. Once she has adopted this course, Heloise’s frank and direct reason would not let her stop. Carried away by her own logic she was to touch, one after the other, almost all the critical points on which the humanists and reformers of the sixteenth century are so insistent. Why forbid meat to monks? Meat in itself is neither good nor bad. Let us not attach religious importance to things which in fact have none. Nothing counts save what can lead us to the kingdom of God. Let us forget, then, these exterior practices common to truly pious souls and to hypocrites, It is only interior acts that really count for the Christian. The rest is Judaism. † (Gilson, 132) Thus, the point that the story of Heloise and Abelard is trying to make, is that theirs was the one of the most tragic examples of the many failures of the Medieval Age, which persecuted through religion and rigid commandments, trough enclosing monasteries and punishments of all kind, instead of opening the road to what true spirituality means. The touching and tragic story of the lovers impresses because of the nobility of their thoughts and feelings, and also to the spectacular love story, which remains intense throughout their lives. Love is blended with the Christian doctrine, and the lovers try to find a bridge between the two, something that will only be found later in the history or religion, with the advent of humanism. 2. Explain who Heloise and Abelard were. What is their background and upbringing? What brings their paths together? Heloise and Abelard form one of the most famous couples known for their romantic love, so often compared to such immortal stories like that of Romeo and Juliet. However, their story is the real account of a twelfth century couple that lasted throughout the centuries both because of the unusual love story that united them, and also because of the startling sincerity and openness of the letters that favors a clear view of their characters and lives, and of the circumstances of the century they lived in. Pierre Abelard was a well-known philosopher and theologian of the Middle Ages, whose studies have been concerned with mainly with logic and dialectics in the early years, and then with ethics and theology later on in his life. Of the account he himself gives of his early life in the letter addressed to his friend Philintus, we find that in his early youth he discovered his â€Å"natural genius for study†, and became â€Å"smitten with love for books†, so much so that he decided to renounce at once the fortune that father had bestowed on him as his eldest son, to his brothers and to dedicate himself entirely to learning. His passion and ambition to become a great logician soon brought him notoriety inside the circles of scholars, and he stood out as one of the most reputed teachers of his time. It is in the midst of his glory as a philosopher that the event that will change his life forever occurs: he sees Heloise, the niece of a certain Fulbert. She is belongs to a lower social class than he but she is equal in all else to him: she is literate and very learned, perhaps even surpassing him in depth of thought and feeling. All these were unique and very rare qualities in a medieval woman. Abelard concocts the perfect means of making her acquaintance, with a clear intention to conquer her and make her his mistress. He talks to the uncle, and after having offered him a sum of money, he obtains the latter’s assent to instruct his daughter as her teacher. Heloise, who has reason enough to admire him for his knowledge and brilliant mind, soon falls in love with him and becomes his lover, without the slightest resistance. It is here that their fascinating but tragic story actually begins. 3. Who was William of Champeaux? Discuss his influence in the life of Abelard. Why did Abelard achieve both acclaim and notoriety? Abelard has been, because of his originality of thought, in controversy with many of the philosophers of the age, among these, William of Champeaux, who began by being his teacher, but who was soon outwitted in the lectures he gave by his student. This naturally created animosity between the two, and it became even more founded when Abelard started teaching himself, and drew to his side most of the students that formerly had been instructed by Champeaux: â€Å"I put myself under the direction of one Champeaux, a professor who had acquired the character of the most skilful philosopher of his age, but by negative excellencies only as being the least ignorant! He received me with great demonstrations of kindness, but I was not so happy as to please him long; for I was too knowing in the subjects he discoursed upon, and I often confuted his notions. Frequently in our disputations I pushed a good argument so home that all his subtlety was not able to elude its force. It was impossible he should see himself surpassed by his scholar without resentment. It is sometimes dangerous to have too much merit. Envy increased against me in proportion to my reputation. † ( I) Abelard was many times an envied scholar, and later on, he was even accused of heresy for his ideas, by the enemies he always made in his circle. But, nevertheless, he became more and more notorious, because of the originality and novelty of his ideas, and especially because of his passion and ability for logic and argumentation. 4. How do Heloise and Abelard fall in love? What challenges must their relationship overcome? What were the consequences for both Abelard and Heloise? What is transcendent or universal about their love story? Together in the house of Heloise’s uncle, under the assumed masks of teacher and student, Heloise and Abelard begin their love story. As it becomes clear from Abelard’s own confessions in the letters to her, and from the imputations she brings on him, in her turn, the beginning of their of their affair was due more to his lust and incontinence rather than to his feelings for her: â€Å"Was it not the sole thought of pleasure which engaged you to me? And has not my tenderness, by leaving you nothing to wish for, extinguished your desires? Wretched Heloise! you could please when you wished to avoid it; you merited incense when you could remove to a distance the hand that offered it: but since your heart has been softened and has yielded, since you have devoted and sacrificed yourself, you are deserted and forgotten! † (II) Heloise however, seems to have given herself completely to her feelings to him, from beginning to end of their love story. After they remained together for the space of a few months, but their love was son discovered by Heloise’s uncle, who, enraged, demanded compensation from Abelard for his offense against the family honor. Abelard decides to marry Heloise, and when the latter becomes pregnant he sends her away to Britanny, to the care of his sister. The actual situation of the two lovers can not be fully comprehended without placing it in the Medieval context. Thus, it would perhaps seem natural to a modern reader that marriage be a solution for Abelard and Heloise, one that would confer legitimacy on their bond, both from the point of view of religion and from that of moral. However, this was not the case at all, for a few clear reasons. First of all, both Abelard and Heloise were both learned people, with such strict and high spiritual aspirations that they were incompatible with the idea of lay marriage. Abelard wanted for himself the kind of pure life that he admired in Saint Jerome or Seneca, and which would bring him the glory he longed for. For Heloise his glory would have been her glory too, so she was actually the one who withstood all she could the idea of marriage. In the strict sense of the world, according to the Medieval moral and religious laws, Abelard had the right to marry, without losing by this act the right to teach or his clerical dignity. The actual danger was that they, as all Medieval scholars, regarded marriage as a form of weakness and incontinence, that would inevitably and permanently drive a scholar away from his prayers and philosophical inquiries. Marriage was therefore considered degrading, and not a lot better than fornication for the ones who aspired to become theologians, because it had the same consequences – surrendering to sensual pleasures and forgetting one’s duty to God: â€Å"†If therefore laymen and pagans have lived thus, without the restrictions of a religious profession, how much the more is it your duty to do so, you who are a cleric and a canon, lest you should come to prefer shameful pleasures to the divine service, lest you cast yourself into the gulf of Charybdis and perish, lest you should destroy yourself in these obscenities to the mockery of the whole world. † (III) It is precisely in this conflict between their great passion and their aspiration for spiritual heroism, that the tragedy of Heloise and Abelard begins, even more so, when we consider that the spiritual ideals they tried to attain were not imposed on them from the outside, but were their own, and therefore as powerful as their love. It is this context that makes possible the famous and extraordinary statement of Heloise to Abelard, in which she declares that she would rather be his mistress or his prostitute than his wife: â€Å"You cannot but be entirely persuaded of this by the extreme unwillingness I showed to marry you, though I knew that the name of wife was honorable in the world and holy in religion; yet the name of your mistress had greater charms because it was freer. The bonds of matrimony, however honorable, still bear with them a necessary engagement and I was very unwilling to be necessitated to love always a man who would perhaps not always love me. † (II) As she herself declares it, Heloise believed in the disinteresedness of love, and considered, ahead of the time she lived in, that marriage does nothing to preserve the purity of love, but, on the contrary, makes it the slave of ambition or other advantages that are not love itself. Love is not to be confused with mere life or be put under the same necessities as the latter, as it would happen in a marriage, and this is seemingly what the story of Heloise and Abelard signified: a love that surpassed in intensity and nobility the limitations of simple life: â€Å"You have very justly observed in your letter that I esteemed those public engagements insipid which form alliances only to be dissolved by death, and which put life and love under the same unhappy necessity. (†¦ )With what ease did you compose verses! And yet those ingenious trifles, which were but a recreation to you, are still the entertainment and delight of persons of the best taste. The smallest song, the least sketch of anything you made for me, had a thousand beauties capable of making it last as long as there are lovers in the world. Thus those songs will be sung in honor of other women which you designed only for me, and those tender and natural expressions which spoke your love will help others to explain their passion with much more advantage than they themselves are capable of. † (IV) Heloise already takes pride in their love story as something universal that will be used as a ground for comparison for future couples who will be bound by so great a love. The two loved each other with such great ardor and nobility, that their love is pure in spite of their sin. In spite of Heloise’s noble attitude that can not consent either to the loss of glory by the man she loves or to the degrading of noble and free love by binding it to the hearse of marriage, the two eventually contract a â€Å"secret marriage†, a compromise imposed by Abelard, so as not to lose Heloise but at the same time, to maintain his respectfulness in public. Abelard sends his wife to the monastery of Argenteuil to avoid further rumors about their marriage, already dressing her in the nun habit, without knowing that she will wear it forever afterwards . The climax of these happenings comes with the barbaric act of revenge that Heloise’s uncle commits. He bribes the servants of Abelard and these allow for someone to enter the room of their master by night and castrate him. This terrible and symbolic revenge is perhaps what made the love story between Heloise and Abelard legendary. Afterwards, they both retire in convents, Heloise being the first to put on the veil, at Abelard’s command, who not being able to posses her anymore, shuts her up from the world in his jealousy, so that she might never belong to anyone else. This is perhaps the greatest and incontestable act of love and sacrifice she performs for him, surrendering herself completely, and renouncing the greatest thing for him: not the world, as he thought, but him, the man she loved. Their love becomes transcendental and universal through the very passion that fettered them when they were together, but which also manifested itself in their acts of renouncement.

Overview and Criticisms of Andragogy

Andragogy, the art and scientific discipline of learning grownups, is based on a set of nucleus premises about why and how grownups learn. The first premise is that grownups are autonomous ( Knowles, 1984 ) . As a consequence, grownups learn best when their acquisition procedure can be autonomous, instead than centered in a traditional, dependent educational environment. Second, grownups have both a greater figure of experiences from which to larn and a wider assortment of experiences upon which they can pull ( Knowles, 1984 ) . Third, grownup function development plays an of import portion in spurring acquisition in grownups ( Knowles, 1984 ) . For illustration, as a individual ages and takes on new functions such as that of a attention supplier to a kid or an aged parent, that person has the demand to larn new accomplishments. A 4th premise is that, because grownup acquisition is straight related to adult development, grownup acquisition is focused on work outing jobs or executing new undertakings ( Knowles, 1984 ) . Finally, Knowles ( 1984 ) assumes that grownups are chiefly driven by internal incentives and non external forces. Criticisms of Andragogy Both Lee ( 2003 ) and Sandlin ( 2005 ) describe multiple reviews of Knowles ‘ ( 1984 ) five premises. Lee ( 2003 ) challenges andragogy on the footing that it falsely incorporates the importance of context. Harmonizing to Lee ( 2003 ) , andragogy is an individualistic construct, concentrating merely on the context a learner brings from his or her ain experiences. Andragogy fails to see that the person does non be in a vacuity and that persons have many individualities that may â€Å" impact their positions of acquisition and ways of battle in the acquisition procedure † ( Lee, 2003, p. 12 ) . Sandlin ( 2005 ) undertook an integrative literature reappraisal that found that critical theoreticians found andragogy to be missing in five major and interconnected ways. First, andragogy dainties education as a impersonal, nonpolitical activity. Second, the full construct is based on a â€Å" generic † scholar who tends to be white, male, and in-between category. Third, andragogy appears to value merely one manner of knowing and ignores voices that do non suit into the theory. Fourth, the construct is about wholly individualistic, disregarding the importance of context. Finally, andragogy does non dispute the prevalent societal construction, even if that societal construction promotes inequality ( Sandlin, 2005 ) .My PremisesIn developing my ain premises for andragogy, I have incorporated non merely the reviews presented by Lee ( 2003 ) and Sandlin ( 2005 ) but besides those based on my ain experiences as an grownup scholar and as a instructor of grownups. Most of them refl ect the simple fact that worlds are frequently complicated. My first premise is that grownups may be self-directed in their acquisition journeys, but they may besides elect to set about a acquisition procedure because they are directed to make so by an external force. This premise addresses Sandlin ‘s ( 2005 ) review that andragogy is based on the thought that there is a generic scholar. Men and adult females may hold really different grounds for desiring to larn certain things, for illustration. As an pedagogue, it is of import to listen to the voices of your pupils. Second, grownups may hold been about longer but that does non intend they are capable of larning from their experiences. Most people go through life holding experience after experience, but non all of those experiences are capable of supplying a minute of larning. In add-on, non everyone is interested in or capable of believing about their experiences in such a manner as to larn something from them. This premise incorporates the unfavorable judgment that andragogy, as it was originally presented, merely valued one manner of larning – that of larning from experience ( Sandlin, 2005 ) . A 3rd premise is that grownups may larn non merely to develop the accomplishments and cognition needed for a new developmental function but besides to turn to a demand within their community. This premise addresses the concerns of both Lee ( 2003 ) and Sandlin ( 2005 ) that andragogy is excessively focused on the person and non focused plenty on the societal context of the person or on the demand for persons to turn to unfairness in community. At times, our communities may name us to set about a new function for which we need new accomplishments. In other instances, an grownup might see a job within the community and put out to larn what is needed in order to work towards a solution. Andragogy must admit that larning is non merely about the person. A 4th premise is that grownups might desire to larn to work out jobs but they might besides larn merely because larning is merriment. Again, this is a reaction to the unfavorable judgment that andragogy posits a generic scholar ( Sandlin, 2005 ) . Adults learn for many grounds. An grownup who is researching a new avocation or larning a new athletics may non really be trying to work out a job. Rather, they may be larning because it is fun to make. Finally, grownups might hold multiple motives for larning peculiar things at specific times. We may so be driven to larn for a sense of interior accomplishment, but we may besides be driven to larn so that we can conflict our kid ‘s school territory when they deny our kid something he or she needs. Learning can be a extremely political activity and acquisition can take to political activity ( Sandlin, 2005 ) . Andragogy should ne'er presume that grownup motive to larn is entirely driven by internal demands and desires. Using grounds you select from your readings explicate how race, gender and sexual orientation can impact grownup development or acquisition. Please supply CONCRETE illustrations of EACH positionality ( e.g. one illustration for race, one illustration for gender, and one illustration for sexual orientation ) . ( Hint: Narratives from Adult Learning and Development: Multicultural Narratives may be a good topographic point to get down when seeking to reply this inquiry. ) ( 3 points ) Race, gender, and sexual orientation, in add-on to other personal identifiers such as category, can positively and negatively affect both grownup development and acquisition. In this essay, I briefly examine several concrete illustrations of the relationship between development or acquisition and a scholar ‘s race or cultural individuality, gender, and sexual orientation.Race and Ethnic IdentityRace and cultural individuality can impact larning in a assortment of ways. First, race and cultural individuality can act upon what is of import or proper for an person to larn. La Tortillera, a short narrative by Patricia Preciado Martin ( 2000 ) , provides a good illustration of how race and gender intersect in finding what it is proper for, in this instance, a Latina to larn. In this civilization, it is of import for a adult female and a female parent to larn how to do tortillas for her household. Her female parent shows Ms. Martin over and over once more how to do tortillas, even th ough Ms. Martin finds the tortilla doing lessons to be thwarting non merely because she can ne'er acquire them merely right but besides because they are a reminder of her insufficiencies as a Latina adult female and a female parent. How persons of specific races and cultural individualities are treated can besides play a critical function in how persons experience acquisition. Because of racism, minority pupils are less likely to finish postsecondary instruction ( Swail, 2003 ) . Unfortunately, in a racialist and classist system, minorities frequently attend ill funded schools that lack modern equipment and text editions or that are insecure. If they enroll in college or in an big instruction plan, they may still hold to cover with the long-run effects of racism. Over 50 % of Black alumnus pupils, for illustration, reported being the marks of racist actions on campus and experienced â€Å" isolation, solitariness, disjunction, and favoritism † as a consequence ( Johnson-Bailey, Valentine, Cervero, & A ; Bowles, 2009, p. 192 ) . The affect of racism on larning need non be wholly negative, nevertheless. Developing a strong sense of ego in the face of racism can take scholars to reengage with their civilizations and communities. â€Å" Such bitterness can be directed by more deeply prosecuting with and repossessing one ‘s civilization, history, and heritage, and thereby redefining what it means to be ‘me, ‘ instead than defined ( be either oneself or the dominant civilization ) harmonizing to what one is non aˆÂ ¦ â€Å" ( Smith & A ; Taylor, 2010, p. 53 ) .GenderGender can besides present challenges to the development and larning experiences of adult females and work forces. In the acquisition environment she was analyzing, Cain ( 2002 ) described a state of affairs in which a really traditional power moral forces based on gender developed. The adult females attempted to develop consensus among all participants, while a little group of males took over the meetings and ignored the voic es of everyone else in the room. The lessons for all involved were tragic. â€Å" The importance of this for acquisition is that so many of the initial participants, including all the adult females, learned that their parts were non valued and they quit the group † ( Cain, 2000, p. 70 ) . The work forces ‘s developmental procedure had taught them that their voices were the most of import, and, as a consequence, they ignored and alienated other voices that could hold brought a great trade of cognition to the work. Another illustration that shows how gender can act upon the acquisition experiences of work forces and adult females can be seen in Michael Dorris ‘ ( 2000 ) short narrative Groom Service. In the narrative, Bernard and Marie both exhibit behaviours they have learned as the appropriate behaviours for their gender. What Bernard learns, in peculiar, is described in the narrative. Bernard ‘s accomplishments include runing. â€Å" Subsequently he thought about hunting, how he could hold succeeded the times he had failed, how the animate beings behaved, how they smelled and sounded † ( Dorris, 2000, p. 219 ) . Bernard besides learns proper behaviour around his hereafter in-laws, with whom he will populate in this matrilinear society.Sexual OrientationLike race and gender, sexual orientation can both positively and negatively affect development and acquisition. For illustration, if they are non â€Å" out † to their household, friends, or instructors, sapphic, bise xual, homosexual, and transgender ( LGBT ) pupils may endure from anxiousness about their sexual orientation ( Messinger, 2004 ) . They may make up one's mind to remain in the cupboard because they fear that being unfastened about their orientation might take to violence against them ( Messinger, 2004 ) . They may besides fear that their parents will retreat fiscal and emotional support from them ( Freedman, 2009 ) . As with persons who grow stronger by confronting racism, pupils who develop strong self-identities in the face of homophobia can come through the experience stronger. They frequently show a more extremely developed sense of empathy and better critical thought accomplishments than those who have non had to confront the same challenges ( Messinger, 2004 ) . You have taken Howard Gardner ‘s Multiple Intelligence Test online. You are in charge of developing resident hall helpers. Their highest multiple intelligence is one of your underside three intelligences based on your trial consequences. List your group ‘s acquisition manner and supply a class rubric ( .25 point ) Supply one class aim ( see the CAHA 501 class course of study or seek information on the cyberspace to decently word a class nonsubjective if you do non hold experience composing aims ) . ( .75 point ) Describe how you would learn that nonsubjective to your pupils based on their learning manner. Use concrete illustrations ( at least two ) and do a clear and direct connexion between the acquisition manner and accomplishing the instruction of your aim. ( 2 points )Learning Styles and My Training CourseMy underside three intelligences were societal ( 3.14 ) , body motion ( 3.00 ) , and spacial ( 3.00 ) . For the intents of this essay, my resident hall helpers will be strongest in bodily-kinesthetic intelligence. Learners that excel in bodily-kinesthetic intelligence frequently use parts of their organic structure or their full organic structure as they work through the acquisition procedure ( Smith 2002, 2008 ) . As a consequence, they learn best through hands-on exercisings, including edifice things and function playing ( Armstrong, 2009 ) . The class I will be offering them as portion of their preparation is â€Å" Helping the International Student Transition to American Higher Education. † The class aim is to develop empathy among resident hall helpers for the challenges that international pupils face when get downing college in the United States.Training ExercisesArmstrong ( 2009 ) suggests that one method to prosecute pupils with strong kinaesthetic acquisition intelligence is to function drama or move out what you want them to larn. To assist resident hall helpers gain a better apprehension of what it is like to be an international pupil go toing college in the United States for the first clip, I will offer a function playing exercising. In the exercising, the scholars will draw a scenario out of a chapeau. They will hold to function drama either an international pupil confronting a barrier or challenge or a resident hall helper tasked with assisting the pupil work through the state of affairs. An illustratio n of one scenario that the trainees might move out would be that of a South Korean female pupil who has been harassed by other pupils for walking arm in arm with her female friends. While this is a common behaviour for immature adult females in South Korea, in the United States, it can put pupils up for homophobic torment. The function of the occupant hall helper in this scenario would be to assist the South Korean pupil understand why they are being harassed and to speak through schemes for covering with the negative emotions torment can breed and for advancing personal safety. Another function drama might affect moving like an Ethiopian pupil who has enrolled in a northern college without cognizing that winter vesture, like a coat, is needed. This exercising advances the nonsubjective by assisting the pupils function play a state of affairs in which they take on the character of an international pupil confronting a realistic job. As portion of the preparation plan, I would state the occupant helpers that tiffin will be provided to them. The intent of the tiffin, nevertheless, is to offer them another kinaesthetic acquisition chance. Another manner in which to advance improved acquisition by kinaesthetic scholars is to prosecute them in hands-on activities or, in this instance, a oral cavity and stomach-centered activity ( Armstrong, 2009 ) . Our tiffin would be set up like the cafeteria at an American university. The nutrient would non be labeled, and they would stand for assorted nutrients that are eaten around the universe that might be unusual to American pupils. For illustration, there might be nutrients such as curried caprine animal, lingua greaser, stewed okra, natto ( fermented soya beans ) , blood pudding, kifte ( extremely spiced natural beef ) , kim qi ( spicy fermented veggies ) , and bread fruit and drinks like horchata and ginger beer. Sing such a counter might be disorientating to scholars who are steeped in American civilization and who are used to school bill of fares of pizza and beefburgers. This exercising provides pupils with a concrete, hands-on acquisition experience, that of being forced to choose and eat nutrients that are unusual without any anterior experience or counsel ( McKenzie, 1999 ) . It promotes the nonsubjective by leting the occupant hall helper to see what an international pupil might see the first twenty-four hours in the cafeteria. You have taken the Emotional Intelligence Test online. a ) Argue for or against the usage of emotional intelligence trials in engaging. You need to mention at least TWO ( 2 ) beginnings outside class stuffs to back up your reply. ( 2 points ) I find the thought of emotional intelligence to be extremely attractive. â€Å" Emotional intelligence is a set of abilities that includes the abilities to perceive emotions in the ego and in others, usage emotions to ease public presentation, understand emotions and emotional cognition, and modulate emotions in the ego and in others † ( Mayer & A ; Salovey, 1997 ) . Even though the construct of emotional intelligence presently is supported as a â€Å" separate concept of intelligence † by small empirical grounds ( Merriam, Caffarella, & A ; Baumgartner, 2007, p. 383 ) , I find that this theoretical account speaks to me because it argues for the importance of a really of import portion of life that is frequently denigrated or denied. How we interact and perceive the universe is non merely cold and rational, but instead our emotions play an of import portion in how we perceive the universe and how we learn and make significance. Dirkx ( 2008 ) argues that â€Å" emotional issues ne'er seem really far from the surface in grownup acquisition contexts † ( p. 9 ) . Emotions can impact how the pupil reacts to a schoolroom puting. They can besides impact, positively or negatively, how good an single learns, particularly if a scholar is scared or fearful ( Rager, 2009 ) . In add-on, struggles between scholars can make negative emotions that negatively impact the ability to larn ( Dirkx, 2008 ) . Having emotional intelligence can break aid scholars understand non merely their ain acquisition procedure but besides can assist them understand what their fellow scholars are traveling through. The usage of emotional intelligence trials in hiring, nevertheless, is a different affair. Does emotional intelligence play an of import function in an person ‘s ability to be a good employee? Is it perchance to accurately prove an person ‘s emotional intelligence? The usage of emotional intelligence trials in hiring is turning, yet the cogency of the trials is problematic ( Grubb & A ; McDaniel, 2007 ) . There is no uncertainty that emotional intelligence can be helpful in the workplace. Cote and Miners ( 2006 ) found that workers who had low cognitive abilities could be extremely successful workers if they had strong emotional intelligence to counterbalance for their lacks in other countries. However, the ability to accurately prove for emotional intelligence and to happen a trial that could non be â€Å" faked out † continues to be hard. Grubb and McDaniel ( 2007 ) found that, at least with one peculiar emotional intelligence trial, the EQ-i: Second, it was possible to learn trial takers how to â€Å" forge † emotional intelligence. In their experiment, they found that imposters could be identified in merely 31 % of the instances, but â€Å" most of the respondents were able to increase their mark by forging and non be identif ied † ( Grubb & A ; McDaniel, 2007, p. 56 ) . Of what usage is a trial that can be so easy deceived? On the other manus, other research workers have found emotional intelligence trials to be really utile in engaging patterns. In one survey, the research workers found that emotional intelligence trials were advantageous to minority trial takers, as they tended to hit higher in emotional intelligence than Caucasians ( Van Rooy, Alexander, & A ; Chockalingam, 2005 ) . If engaging were based on emotional intelligence trials with the engaging single unaware of the race of the trial taker, minority appliers might be more likely to be hired, whereas in traditional hiring state of affairss they are more likely to non be hired due to racism. When I took the emotional intelligence trial online, I was extremely dismayed by the consequences, which indicated that I had below mean emotional intelligence. I found this distressing because I have spent most of my calling working in places that require a high grade of emotional intelligence ( ability to read people, empathy ) and I have been really successful in my work. Have I been forging emotional intelligence this full clip or did I merely non make good in the proving environment? Or was the trial itself faulty? In the terminal, I believe that the construct of emotional intelligence is of import to see in the workplace. In many places, holding emotional intelligence is cardinal to or supports success. However, emotional intelligence trials remain debatable and should be used merely with great cautiousness. Ultimately, whether or non person has the emotional intelligence needed for any given place will merely be determined by detecting that single ‘s public presentation on the occupation. As the testing instruments are developed and refined, possibly this fact will alter, but for now, to establish a determination on whether or non to engage a given person on the footing of an emotional intelligence trial is non in the best involvements of employer or employee. 5. Situated knowledge is a subject of involvement in big instruction and it has been used in many scenes. Following are inquiries refering located knowledge. Compare ( state the similarities between ) and contrast ( state the differences between ) situated knowledge and experiential acquisition. ( 1 point ) In the narrative â€Å" Talking to the Dead † by Watanabe, explicate what type ( s ) of larning occur for supporter ( e.g. experiential, located knowledge, brooding pattern ) and support your reply by binding it to grounds in your readings. ( 1 point ) Situated knowledge and experiential acquisition are closely related. However, the primary topographic point of societal interaction and societal relationships as a demand of larning in societal knowledge delineates the two theories from each other. It is the importance of the societal interactions in Watanabe ‘s ( 2000 ) narrative, Talking to the Dead, that indicate that the type of larning the supporter experienced falls under the class of located knowledge.Situated Cognition and Experiential LearningOne of the most outstanding theories of grownup instruction, experiential acquisition addresses how grownups make significance or learn from their experiences ( Zepke & A ; Leach, 2002 ) . There are five major schools of idea that autumn under experiential acquisition theory. The first is the constructivist theoretical account, in which scholars participate in a brooding procedure in order to develop new apprehensions ( Merriam et al. , 2007 ) . The situative theoretical account p ostulates that larning happens as the scholar participates in activities, such as larning on the occupation ( Merriam et al. , 2007 ) . The psychoanalytic theoretical account believes that the emotions of the scholar, peculiarly those that inhibit acquisition, must be dealt with in order for larning to happen, and the critical theoretical account believes that larning happens when the scholar challenges the bulk civilization ( Merriam et al. , 2007 ) . Finally, the complexness theoretical account posits that larning happens when persons compare and contrast what multiple experiences teach them ( Merriam et al. , 2007 ) . Like experiential acquisition, situated knowledge involves a scholar deriving new understanding from lived experience. One illustration of located knowledge, the cognitive apprenticeship, makes this clear. In this procedure, larning can ne'er be separated â€Å" from the state of affairs in which the acquisition is presented † ( Merriam et al. , 2007, p. 178 ) . The acquisition happens in the experience. The experience of the topographic point itself is of import to the procedure of acquisition. â€Å" The physical and societal experiences and state of affairss in which scholars find themselves and the tools they use in that experience are built-in to the full acquisition procedure † ( Merriam et al. , 2007, p. 178 ) . Experiential acquisition besides focuses on â€Å" making the undertaking in order to larn it † ( Hansman, 2001, p. 46 ) . Situated knowledge, nevertheless, â€Å" is inherently societal in nature. The nature of the interactions among scholars, the tools they use within these interactions, the activity itself, and the societal context in which the activity takes topographic point form acquisition † ( Hansman, p. 45 ) . Experiential larning theory might affect a societal constituent but does non needfully necessitate it.Learning to Talk to the DeadIn seeking to find what type of larning the supporter of Watanabe ‘s ( 2000 ) narrative Talking to the Dead experienced, I felt it of import to believe about what it was that she was truly larning. On the surface, it appears that she was larning the procedure of fixing the organic structures of the dead. However, at a deeper degree, the supporter is really larning about proper societal relationships – between maestro and learner, between female parents and kids, between co-workers, and between the life and the dead ( Watanabe, 2000 ) . With t his in head, I believe that the supporter participated in located knowledge. Neither her acquisition procedure nor what she learned can be separated for the societal experience ( Hansman, 2001 ) . As in a cognitive apprenticeship, her larning merely came approximately because she learned in a specific state of affairs ( Merriam et al. , 2007 ) . Had she learned to embalm organic structures in another topographic point, she ne'er would hold learned that the proper manner to care for Aunty Talking to the Dead was to cremate her cadaver in the traditional manner ( Watanabe, 2000 ) . Every experience she had in larning about the proper relationships between the life and the dead – from the puting out of Mustard to the Blindman and the Blindman ‘s Dog – every societal context in which she found herself and of all time interaction between herself, Aunty, and others in the community contributed to her larning what she needed to larn in order to come to her minute ( Wata nabe, 2000, p. 279 ) . Application of Gerald Grow ‘s SDL Scale to Instruction: Grow ‘s SDL graduated table is enlightening for all pedagogues. This inquiry asks you to use his graduated table. You are an teacher in whatever context you choose. a ) Create a class rubric and one ( 1 ) aim. ( 1 point ) B ) Describe in item how you would learn this aim ( use 2 concrete illustrations ) to a Level 1 and a Level 4 scholar. ( 2 points ) I have for two old ages taught a class titled â€Å" Female Images of the Divine in the West. † My pupils dearly call it the goddess category. The primary aim of the class is to develop the ability to believe critically about how spiritual symbols and imagery impact people ‘s lives – both in the past and in the present. It is a 200-level undergraduate category, and I frequently find that I have a big group of freshman pupils in my category. I besides tend to hold a important figure of non-traditional-age pupils in my category, largely because it is a dark category. It makes for a really interesting group of pupils, stand foring every phase of Grow ‘s ( 1991 ) SDL Scale to Instruction.Teaching Phase 1 LearnersPhase 1 scholars are really dependent and view the teacher as the ultimate authorization on the capable affair ( Grow, 1991 ) . They feel most comfy in environments in which they receive immediate feedback, and they feel most comfy in an environment in w hich the teacher-master dispenses wisdom to the scholar ( Grow, 1991 ) . In working with this type of pupil, the pedagogue needs to happen a manner to assist the pupil addition assurance and get down to derive command over stuff that might be wholly new to them ( Grow, 1991 ( . The first manner I teach to my aim for my Phase 1 scholars is to assist them acknowledge that they know more about images of goddesses than they might believe they do – even if they do non place with any peculiar religion. We do this by speaking about popular civilization word pictures of goddesses. I have discovered that my pupils all seem to adore Xena: Warrior Princess. I have them travel on YouTube and happen cartridge holders from the show that depict the assorted goddesses – Here, Callisto, and Aphrodite to call merely a few. We so read primary texts from the ancient Greeks depicting the goddesses. As a group, we identify similarities and differences between the telecasting word pictures and the word pictures of the ancient Greeks and discourse why the two are frequently different. This treatment frequently leads to a farther treatment about why the goddesses were of import to ancient peoples and starts a semester-long treatment about the topographic point of godd ess imagination in modern times. A 2nd manner I help my Phase 1 pupils is that I give quizzes in category, particularly during the first few hebdomads, and we go over the replies right off. This helps them acquire immediate feedback on their apprehension of the stuff. This activity helps progress the class aim because spiritual symbolism both holds steady and evolves over clip. If they do non derive a solid command of the ancient apprehensions of goddesses, they have great trouble when we begin treatment on whether or non modern figures, such as Princess Diana or Angelina Jolie, serve the same intents in modern society as Artemis or Isis did in antediluvian civilizations.Teaching Phase 4 LearnersPhase 4 scholars are considered to be to the full autonomous ( Grow, 1991 ) . For a autonomous scholar, the pedagogue is person who serves as a adviser, heightening the acquisition work that is delineated and directed by the scholar. Students working at the really highest degrees are frequently autonomous scholars ; surely, a pupil set abouting a major undertaking such as a thesis ought to be able to work as a autonomous scholar ( Grow, 1991 ) . As an teacher of a phase 4 scholar, I personally feel most comfy with the delegator function ( Grow, 1991 ) . In this function, I can work straight with the pupil to detect their involvements and demands, assist them develop a acquisition program, and so run into with them on a regular footing to discourse their advancement and any barriers they have encountered. As portion of their acquisition program, we besides develop together an appraisal program: what will be assessed, what merchandises they are required to bring forth, and by which standard we will measure their advancement ( Zepke & A ; Leach, 2002 ) . Most frequently, the phase 4 pupils I work with and I agree that they will prosecute an independent undertaking that makes a connexion between the antediluvian and the modern. One undertaking involved a pupil who examined the ancient Irish myths of the godly figure Deirdre. She so created an interpretative dance that incorporated environmental, costume, and motion symbols to co nvey the myth to a modern audience. Another pupil undertook a undertaking that looked at the construct of ancient sovereignty goddesses and so used that stuff to analyse the Robert Zemeckis ‘ movie version of Beowulf. When we foremost discussed the undertaking, I suspected she might happen reverberations of sovereignty goddesses in the figure of Grendel ‘s female parent, but she besides, convincingly, found reverberations of the construct in the figure of Wealtheow. I was blown off! My pupil had made an rational find that had wholly escape me. 7. Several writers have constructed theoretical accounts that show autonomous acquisition as a procedure. Construct your ain theoretical account of autonomous acquisition based on your experiences. ( 1 point ) Compare ( state the similarities between ) and contrast ( state the differences between your theoretical account and two of the theoretical accounts found in Merriam, Caffarella and Baumgartner ( 2007 ) ( pp. 110-119 ) . ( 2 points ) Argue for or against the importance of context in the autonomous acquisition procedure utilizing grounds from the literature. ( 1 points ) Specifying autonomous acquisition can be slippery. It is non a self-contained theory of grownup larning but alternatively a group of related constructs and patterns. Among the definitions I most prefer, Caffarella ( 1993 ) defines autonomous acquisition as: a self-initiated procedure of larning that stresses the ability of persons to program and pull off their ain acquisition, an property or feature of scholars with personal liberty as its trademark, and a manner of forming direction in formal scenes that allows for greater scholar control. ( p. 25 ) . Similar to Caffarella ‘s ( 1993 ) definition, Candy ‘s ( 1987 ) definition focuses on the importance of liberty in autonomous acquisition, although the scholar can work in concert with an pedagogue ( as cited in Grow, 1991 ) .My Model of Autonomous LearningMy ain theoretical account of autonomous acquisition is one based on procedure divinity. Process divinity is grounded in alteration, growing, and changeless motion. â€Å" Human and other existences are non things ( substances or kernels ) situated in empty infinite aˆÂ ¦ but are active procedures of all time in relation and passage † ( Christ, 2003, p. 3 ) . Furthermore, as a postmodern divinity, it is structured around the belief that all cognition is contextual and that cognition is shaped and controlled by cultural systems. The ego can ne'er be genuinely independent. â€Å" The individuality of each of us extends over and includes the civilization, society, and civilisation that we participate in. There is no stray, lone ego imprisoned in its ain organic structure † ( Brumbaugh, 1982, p. 3 ) . My theoretical account of autonomous acquisition is one, so, that is based on the thought that worlds, by nature, are spurred to turn and alter. Curiosity is portion of growing and alteration, whether initiated by internal demands and involvements or external demands and forces. Once wonder is sparked, the scholar sees where that wonder takes her or him – either in weaving jets of larning activity or in a sustained acquisition journey. As portion of their autonomous acquisition, the scholar may seek out educational stuffs. The scholar may besides integrate hands-on activities, seting into pattern what has been taken in from the educational stuffs, or take a category to foster reinforce what has been learned from other beginnings. At times, failure may ensue, and the scholar may get down the full procedure once more. If there is success, the scholar may rest for a clip, but be spurred once more subsequently to set about a new acquisition undertaking.Similarities and Differences Between ModelsIn many ways, my theoretical account of autonomous acquisition is non much different from many of the synergistic theoretical accounts described in Merriam et Al. ( 2007 ) . Like those theoretical accounts, my theoretical account is non additive in nature. Curiosity and the acquisition journey will take the scholar where the scholar wants or needs to travel. My theoretical account has the most in common with Spear ‘s theoretical account. First, Spear identifies three elements that spur autonomous acquisition, all of which work with my theoretical account: environmental chance, opportunity, and personal cognition ( as cited in Merriam et al. , 2007 ) . Second, Spear ‘s theoretical account incorporates the thought that autonomous acquisition is non a steady, controlled procedure, but instead one that can go on in tantrums and starts, one that can halt and get down once more, and one that can integrate room for both failure and success ( Merriam et al. , 2007 ) . My theoretical account is least like those proposed by Tough and Knowles. In Tough ‘s theoretical account, autonomous acquisition is calculated and focused on achieving a specific piece of cognition or a accomplishment ( Merriam et al. , 2007 ) . In Knowles ‘ theoretical account, autonomous acquisition is a bit-by-bit procedure focused on work outing a particular job ( Merriam et al. , 2007 ) . My larning theoretical account acknowledges that certain scholars may elect to set about a additive autonomous acquisition procedure focused on work outing a peculiar job, but it does non presume that all autonomous acquisition will follow a similar way. My theoretical account has room for larning for the interest of acquisition and for fulfilling wonder, for the joy of merely being able to state â€Å" Well, you learn something new every twenty-four hours. †Importance of ContextIn all of the theoretical accounts I have examined here, including my ain, context plays a critic al function. First, a scholar ‘s context may find whether or non she or he is interested in or capable of take parting in a autonomous acquisition procedure ( Grow, 1991 ; Zepke & A ; Leach, 2002 ) . Second, context can find the type of resources available to assist with acquisition. For illustration, interior metropolis scholars of colour may non hold entree to all the rich acquisition resources that can be obtained through the Internet. Not merely is the monetary value of a computing machine prohibitive, but the scholar, as the consequence of life in a context, an environment, that is unsupportive, may non hold the computing machine literacy needed to utilize the Internet to seek out information as portion of his or her autonomous acquisition procedure ( Norris & A ; Conceicao, 2004 ) . All in all, context should be a core constituent of autonomous acquisition. 8. Experiential acquisition, autonomous acquisition, and transformative acquisition are three theories of grownup acquisition. What is the â€Å" best † larning theory? Why? Supply grounds from your readings ( and beyond if you so choose ) to back up your points. ( 3 points ) This essay will briefly analyze the chief renters of experiential acquisition, autonomous acquisition, and transformative acquisition. While all three theories have both positive and negative facets, I argue that experiential acquisition is the most flexible and hence the most utile of the three theories for the work of big pedagogues.The Three TheoriesExperiential larning â€Å" is a procedure of doing intending from all experiences-cognitive, emotional, physical, societal and religious † ( Zepke & A ; Leach, 2002, p. 206 ) . Harmonizing to Zepke and Leach ( 2002 ) , experiential acquisition is possibly the most dominant construct in the grownup instruction field, but theoreticians have different thoughts of how the procedure works. Learners can either reflect on experience in order to larn ( constructivist lens ) , learn through take parting in experiences ( situative lens ) , learn by linking with and get the better ofing frights and other emotional barriers ( psychoanalyti c lens ) , learn by challenge the dominate ethos ( critical lens ) , or larn by developing an apprehension of how assorted experiences relate to each other ( complexness lens ) ( Merriam et al. , 2007 ) . Harmonizing to Grow ( 1991 ) , the â€Å" end of the educational procedure is to bring forth autonomous, womb-to-tomb scholars † ( p. 127 ) . Although autonomous acquisition can be hard to specify, Candy ( 1987 ) delineated three features that can be used to set up whether or non learning is autonomous: the scholar possesses autonomy, the acquisition can go on outside of a formal acquisition environment, and the acquisition is directed chiefly by the pupil even if a instructor is involved ( as cited in Grow, 1991 ) . Mezirow ‘s theory of transformational larning postulates that adults see a minute when their beliefs turn out inadequate in understanding the state of affairs in which they find themselves ( Elias & A ; Merriam, 2005 ) . This disorienting quandary forces them to reevaluate their cognition and develop new apprehensions. As a consequence, a transmutation happens, and the single learns and grows ( Elias & A ; Merriam, 2005 ) . Transformative acquisition is an emancipatory procedure in which self-reflection leads to critical consciousness ( Cranton, 2002 ) .The â€Å" Best † TheoryAll of these larning theories have countries of concern. For illustration, scholars may non really have the ability to larn from experience, or they may non hold had experiences that are meaningful ( Brookfield, 1998 ) . On the other manus, scholars may non hold the desire or the ability to direct their ain acquisition procedures ( Zepke & A ; Leach, 2002 ) . Transformative acquisition can be ethic ally disputing. First of wholly, the terminal consequence of transformative acquisition could be a major crisis for the scholar. â€Å" Despite an pedagogue ‘s best purposes, a procedure of transformative acquisition can take to unpredictable and unwilled events † ( Moore, 2005, p. 83 ) . The power derived function between scholar and pedagogue can take to indoctrination ( Moore, 2005 ) . Ultimately, the best acquisition theory is whichever theory best helps the scholar run into his or her educational ends. However, transmutation of the scholar is non a demand of either autonomous or experiential acquisition ; hence, they both may advance greater flexibleness in grownup instruction ( Zepke & A ; Leach, 2002 ) . Autonomous acquisition is less an grownup larning theory and more a related group of patterns and thoughts ( Caffarella, 1993 ) ; as a consequence, it is slightly mussy. It besides does non see as many issues as experiential larning theory does. Experiential acquisition, on the other manus, addresses the procedure of larning non merely from reflecting on and in experience but besides from larning through engagement in experiences ( Zepke & A ; Leach, 2002 ) . It besides addresses of import issues around emotions, cultural context and the scholar ‘s relationship to society, and doing sense of a broad assortment of experiences that may either reinforce or dispute each other ( Merriam et al. , 2007 ) . All in all, experiential acquisition addresses more issues that might impact a scholar ‘s larning experience than the other two theories, and hence, it is the most utile of the theories for grownup pedagogues.

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Class Learning Log - Essay Example The need of competitive intelligence was identified to develop insight into emerging markets and identify and neutralize the threats so that the affects are minimized. The myths discussed clarified various doubts on the subject. Class 2 The class two was more based on the tools of the intelligence project. The KITS (Key Intelligence Topics) model was described and discussed and its application was explained. The intelligence wheel comprising of planning, analysis, communication, evaluation and collection and collation and distribution of time in each of this phase helped understanding different aspects of decision maker, decision, organizational contacts problems possible to encounter and many others. The focuses on the type of knowledge, prioritization, effective use of intelligence units and others have been explained with great details. The focus of intelligence can be various stakeholders, organizations or events. It can be competitors, customers, regulators or other stakeholders or technology changes, threat of new entrants, opportunities and others. Class 3 This class was for the intelligence and collection of information. The case study was used in this class for the Best Food’s information need like financial information, portfolio studies and the orientation of the senior management. Different types of information, difference of information and knowledge and various other basic concepts were cleared in this class. This class also helped building knowledge about the sources of information and competition of getting right information from right sources at right time. There was detailed information on various aspects of the use of internet sources for information. Class 4 Analysis in intelligence was the key theme for this class. This class was all about making sense of the information collected. The two approaches discussed were the Joe approach and analysis approach. The gap analysis was something covered in detail in the Services Marketing strat egies. This particular aspect was clearer to me from my previous educations. The main aspect of analysis explained were focus on collection, perspective on results, ensures completeness, assists in reducing bias and provides meaning. The analysis instruments covered were software based which help in data mining, checklists or models. The strategic and competitive analysis process as discussed by Fleisher & Bensoussan was covered in detail. This was new and interesting for me. The other interesting aspect was the decision, KIT and analytical approach method. This allowed integrating my previous knowledge to the present learning. Here also I felt as I am studying the things I already know with new approach. Class 5 The last class covered the evaluating capacity in order to develop foresight and intelligence. The four foresight scenarios for 2017 or 2030 were interesting to study. This class provided various strategies and how to understand robustness of strategies, deal with barriers and obstacles and priority action in each of key areas like technology, socio-cultural context, economic and export policy and finance availability. Second Presentation I suggest having presentation on the next course that includes more case study and practical based approach. The presentations so far has been good in developing the awareness and knowledge of what competitive intelligence are, its tool and techniques and many others. However more practice is needed to hone the

Health issues and reforms Assignment Example | Topics and Well Written Essays - 1000 words

Health issues and reforms - Assignment Example Additionally, the paper outlines other crucial aspects of health economics not discussed in the videos and other appropriate objective functions. Discussion 1. The three videos discussed the cost effectiveness and recommendations for modern health care. The videos are relevant because they dealt with modern issues of economics and how they can be improved. The narrators talked about where the government might start to improve the system’s efficiency. It is believed that systems of health care lack equity and are costly. Every person is responsible in the structure of the health care system today1. In the present world, doctors cannot understand everything. It is believed that the most expensive treatments are the best, which is not true. With the help of doctors, everyone should involve in shaping up the health care system. Better health care control should have the following elements: ability to flag out failures and success of current techniques, ability to develop solutions for health care problems, and ability to employ solutions worldwide. Health care groups must embrace teamwork, and use checklists to ensure every patient follows protocol. The three videos also differed in certain aspects. Ms. Rebecca Onie discussed the relationship between difficulties in socio-economic and the kind of risky prone people. She emphasizes on incompetency among nurses and doctors whom the society trust. Administrative specialists and social workers have been sidelined yet they possess expertise and knowledge in getting things done. However, Eric Dishman, talks about his personal experience to illustrate the point of reinventing the health care system around the world. Compared to other videos, he used his personal experience to pass issues in health economics2. Atul Gwande emphasized on the effectiveness of cost in health care. 2. Other health issues not addressed in the three videos include: availability of care which accounts for 11 percent in the world. Another is sue is corporate bureaucracy which accounts 11 percent. Also, errors in medicine have not been addressed. Medical errors accounts for 11% of health economic issues. Consequently, prescription to drug cost forms a major health concern in the world. 3. Allocating resources optimally depends on what the consumer needs to achieve. All models of health economics must have objective functions, even when states implicitly. The objective functions must specify resources distribution at hand. For instance, in maximizing health, health care is differently allocated from the normal if the objective were to satisfy those that are severely. Models of health economics make assumptions on the relationship between outputs and inputs. The objective that needs to be achieved is the maximization of health care3. The key input factors are medicinal drugs(X) and human capital (Y). The constraints accompanying these objectives are the cost of health and technology. Max U=f (x2y) s.t x2 + y2 =24 Constrain t 1: x, y ? 24 Constraint 2: x, y ? 0 U= x2y-?(x2 + y2 -24) F.O.C for x 2xy-2 ? x=0---1 F.O.C for y x2-2 ?y=0----2 F.O.C for ? x2 + y2 -24=0----3 Solving the equation. 2xy-2 ? x=0-----4 2xy/2x=? ?=y x2-2 ?y=0--------5 x2=2 ?y ?= x2/2y y= x2/2y 2 y2= x2 Substituting in 3 2 y2+y2=24 y2=8 x2=16 x=4 y=8^ (1/2) 4. Some of the crucial constraints facing the health system include: severe deficiency in trained health employees. This undermined the effort to provide better health care. Lack of financial support to set up isolation facilities and drug purchase is

EXPLICATION OF A SONG Essay Example | Topics and Well Written Essays - 1000 words

EXPLICATION OF A SONG - Essay Example It was sung by â€Å"The Beatles† for their album â€Å"Help† in 1965. Since then, the song has achieved milestones over the years. It is a melancholy about a broken love relationship sung by a single member of â€Å"The Beatles†. The story symbolizes the yesterday for the happy days of the past when there used to be joys all around. The basic theme of the song is the message which tells never to lose your love and try to maintain it for the whole of your life. It is love that beautifies the life and nothing else. When there remains no love, one earnestly waits and desires for it to come back. But that never happens as the time once gone never returns. The small lyrical ballad is outstanding in the sense that it narrates the whole story from the very beginning to the end. It has the memories of the golden days, of the separation and the longings for the days to return. The song is complete in nature to the extent that it covers the whole of turns and twists a lov e-story brings with it. The song begins with the title word, â€Å"yesterday†. The poet starts to tell the story of his failure. He tells the reader that there was a time when everything went right for him. There was beauty and love. Life was magnificent. He adds: â€Å"all my troubles seemed so far away† informing the audience that his life had no miseries, sorrows and concerns. What he had to care for was the sweet moments he could enjoy with his girl-friend. Life was no more than a story of the dreamland where all the demands were accord approval. But he knows nothing what happened to his life? The charm of life then was get up from the deep sleep. The troubles which he bade â€Å"good bye† had arrived again. They had the intentions to live there forever: â€Å"now it looks as though they are here to stay†. But as is the nature of love and the story with every lover, hope plays its role does not letting the lover leave its rope; just stick to it. He be lieves in the honesty of the â€Å"yesterday† in the words: â€Å"oh, I believe in yesterday†. The way the â€Å"yesterday† is appealed here is heart-touching. It looks like he is negotiating with the yesterday to persuade her to bring the gone glory to his life once again. Then comes the part of the story where the poet tells us the situation at the present. He tells: â€Å"suddenly, I am not half the man I used to be†. The poet shows us the ruins of his dream valley in the words that he is no more the perfect person. He is living with a broken heart. He sees no attraction in life any more. He convinces us that life comes from inside and it does not matter what looks outside. A man hit at heart can never be taken as alive though walking like a live man. He goes further explaining that: â€Å"there’s a shadow hanging over me†. The darkness prevails over him. He sees no light to proceed in the course of life. Something ugly like shadow has ta ken possession of him. He is not able to see beyond that shadow and for him; the world is a place of anxiety. The poet goes further and complains against the instability of the world and all that is inside it including humans. He weeps that the routine of life did not give him enough time to get to the taste of joys to his full. It was so much a short time for the enjoyment of his love. The troubles were in a very much hurry as to replace the pleasures. The poet’s desire for the â€Å"yesterday†

Pollution Essay Essay Example for Free

Pollution Essay Essay Pollution happens absolutely everywhere, every single second of the day, everywhere on earth. It happened in any city, any town, or any state. You can find pollution in cars, home electronics, personal hygiene products, natural disasters, and even your own home. Pollution is poison for anything that lives and breathes; it could toxify water, air, land, humans, and animals, and is not to be taken lightly. As a law people should be more considerate of their surroundings and try harder to preserve the world we live in, even if it is inconvenient to us. Because if we don’t save ourselves, who will? The effects we could do to save our planet from pollution could be proactive, instead of catastrophic and disastrous. Everyone benefits when we have clean water, air, land, etc. not just one thing. For example, you never hear any news on the TV, or over the internet talking about how a person passed away from clean air overdose, that would be crazy. Instead we hear news like, man died from pollution, family living in home pollution, water tests show pollution particles, the list could go on forever. By identifying the problem early, we can start to reverse the pollution process. Therefore, we can take what we have now and set new standards and laws that can help us from killing ourselves in the long run and putting the earth in a more clean state. The problem is, not everyone agrees with the fact that pollution is hurting us right now, or going to hurt us, and new generations to come. People get this information from insignificant and false sources and then spread that information to others that will willingly listen, without objection. This statement misses the point though; the fact is people are trying to help us now. And even though we might not feel the negative effects, it doesn’t mean it’s not happening to us right now. Some places have higher levels of pollution in their air and water and those people might be in more danger than others, and they might not even know it. For this reason one person cannot do this by themselves, it needs worldwide effort, from everyone. People need to stop being lazy and do something for themselves, and others. Also people need to start thinking about the future, and not just the year that’s going on right now. To meet these high demands of labor and cost, I think people should be required to carpool with other people a few times a week, or stop using girl products like hairspray and other cans of manmade chemicals and CFC’s that deplete the ozone layer and cause minor but significant pollution. If people really did try to change something small they do every day, and everyone did it, think of how much good change could happen. And never think just because something’s small, it won’t hurt â€Å"As much† because its people like that who chose the worst decisions. Also I’m sure for most objects, or personal hygiene products wouldn’t have a problem changing a few chemicals in their product to make it more people and planet friendly. There have been so many companies and organizations that have helped the earth and have reduced the amount of toxins we use. People everyday try to come up with new ideas, and strategies to get us where we need to go, and what we need to do, without the harmful effects of chemicals and toxins. So as iv stated many times in this essay, one little person can make a huge difference, but not only one person can do it alone. We all need to try to help to save our environment from pollution for ourselves, and for future generations. And just think, if everyone changed something in their daily routine to make it more planet friendly, how that could turn out to help all of us in the long run.

Research Into Youth Gang Culture Criminology Essay

Research Into Youth Gang Culture Criminology Essay A] Conduct your own research into youth gang culture. This research analyse the myths realities surrounding the highly problematic of youth gang in the UK. There is little research into the gang problem in the UK which has led to the large amount of research from the USA being involved to the UK. Key areas in this research were the analysis of different theories of youth gangs, the use of different subcultural concept in order to explain the emergence of youth gangs the impact of the press in changing public perception and government reaction, as the effect this has on official statistic. Hallsworth Young [2008] stated the gangs was for the first time clearly linked to the problem of urban violence and use of weapon in the UK suggested a Home Office report 2008, published following the rise in gang related incidents, which were the focus of much media attention. The Centre for Social Justice [2009] went on the state that media coverage has at times been suggestive of an expansion in gang related youth violence, extraordinary headlined television documentaries relating to gang violence death as well the involvement of girl gangs in the UK. Indicated that the issue is similar to that in the USA where the common perception is that this group are armed, dangerous ready to kill [Hallworst Young 2008]. Every time a youth is killed as a result of street violence, particularly when it involves knives or guns, questions are sent through the press as to whether the incident was linked to gangs [Hallsworth Young 2008]. However, it is stated that much of the press report in the UK are not backed by practical evidence of a large scale issues. The issue with defining gangs, the use of word gang can lead to events which can not be gang related defined as such [Marshall 2005]. The Greater Vancouver Gang study identified group who were recorded by the police as a gang even though they did not consider themselves this way [Gordon 2000]. Bullock Tilley [2002] stated that almost all who belong to informal group might be deemed to be gang member even if they are not criminal, despite previous studies such as Willmotts [1966] survey in East London showing that it is usual for youths of eighteen to go around in small group [Farrington West 1977]. Hallsowrth Young [2008] stated that there is a small consensus on what groups are gang and this stay the subject of on going debate. They explained that were 3 level of delinquent collective [Marshall 2005] Peer group are the most common, implicated in petty but unorganised crime. Gangs who are more likely to use deadly violence protect their territory than other street groups [Sanders 1994 cited in Bennett Holloway 2004]. Organised Criminal group who operate black markets, where specific view crime their regular occupation [Marshall 2005] and where youths can operate as part of the adult organised groups [Stelfox 1998]. Peter Stelfox found it difficult to find a generally agreed theory of a gang which was applicable to the UK issues [Pitts 2007]. He stated on a broad theory to suit the aims of his research , showing that a gang criminal purpose, but uses violence the threat fear of violence to further a criminal purpose , but excluding football hooligans terrorist [Stelfox 1998]. This theory Stelfox found a national total of 72 gangs in the UK. Those using alternative theories for example the Metropolitan Police [2006 cited in Pitts 2007] recorded169 youth gangs in London and Hallsworth Youngs [2008] discovered state that gang membership in the UK is no more than 37% of the youthful population. The problem that will arise when trying to identify youth gang using different theories The majority of young people are law-abiding citizens who a valuable contribution to community. Young people are disproportionately more likely to be the victim of violence to scary about the impact in their live. British Crime Survey evaluate that young men from 16 to 24, for example are more than four times more likely to become the victim of violent crime than general population and there were over 500,000 violent incident against 10 to 15 years olds in 2010/11 A young persons risk of being a victim of violence is heavily determined by their age, sex class. Family elements like parental neglect or violence are important, but so too are broader community elements like local attitudes to the illegal economy or high crime rates. What elements lead young people to commit serious violence are: Early childhood neglect abuse Ill health in the family Parental violence drug addiction School exclusion early conduct disorders Violent victimisation repeated hospital visit Early involvement in local gangs Gang Membership also drives serious violence. Data on gangs is not systematically recorded in the UK, evidence suggest that gang membership is relatively rare. Youth surveys have found that 2 to 7% of youth people aged between 10 19 years report being a member of a gang. Gang played a small, but significant role in the riots earlier this year. Across the 10 Forces where the disorder was most prevalent a total of 417 arrestees during the event of the disorder were reported to be members of gangs 13% of the total. _____________________________

Eagles band

Eagles band Eagles Band The Eagles band had many members over the years. They created many different albums over a period of time. The Eagles became more and more famous, as time went by. They traveled the world, and told storys through their song writings. The Eagles formed in 1971, Los Angeles, CA. The group started with Bernie Leadon, Randy Meisner, Glenn Frey, and Don Henley. Then around 1974 Don Felder, who was called in to do guitar work, was added to the group. In 1975 Bernie was replaced by Joe Walsh, and in 1977 Randy was replaced by Timothy B. Schmit. The group went on with Henley, Frey, Schmit, Walsh, and Felder. With the first four members the group is signed by Asylum Records. The Eagles travel to London where their debut album is released in 1972 titled Eagles. The group made it very clear they were Eagles not The Eagles. The first single Take It Easy led them to earned instant world wide recognition. The Eagles tour until the end of the year where another song toped the charts at number nine called Witchy Woman. In 1973 the group decides to do a follow up album in London. After long hours and hard work half way done with the album, they decide they want a different sound, more rock like you could say. So they packed up and moved everything to California where they worked with producer Bill Szymczky. There they created Desperado. This just lets everyone know just how talented and great storytellers they are. In 1974 their next album On The Border is released. This is when Felder was brought in to some work, and after the release he was made part of the band. Their single Best Of My Love was number one on the adult contemporary charts. This made it possiable for the Eagles to get their first gold single record as well multiple Grammy nominations. In 1975 the Eagles are ready once again to release their fourth album which is One of These Nights. The song titled One of These Nights, which is a rhythm and blues song, is released early makes the album gold certified after only being out for one week. At the end of this year Bernie decides to leave the group. He is then replaced by Joe Walsh. Now in 1976, Eagles are becoming more and more famous. Asylum decides its time to take all of their greatest hits from 1971 and 1975 and put them on one album. This sells over a million copies. This earns them the first RIAA platinum award in that category. Out of all the albums upon release this is the third in history to sell at the million unit mark. The same year the band wins their first Grammy for the single Lyin Eyes.As 1976 comes to an end the group releases their next album Hotel California, receiving the most outstanding commercial and critical success and reaching number one on the Billboard Charts and goes gold. At this point, Hotel California sells nine million copies, which surpasses the seven million units of Eagles: Their Greatest Hits 1971-1975. The following year is spent touring the US, Canada, England, Scandinavia, Scotland, and Europe. In August at the end of this year Randy Meisner decides to leave the band. He is then replaced by Timothy B. Schmit. The Eagles just keep going and going. By 1978 which is a very successful year for the band. For they receive two Grammy awards one for best vocal arrangement for New Kid In Town and record of the year for Hotel California. Which just happens to be one of my favorite songs. At this time the group spends the year recording The Long Run. When they had breaks for this album, the Eagles release Please Come Home for Christmas and Funky New Year. The single became the first Christmas record to break into the top twenty on national music charts in over twenty years. Around 1980 the band was falling apart; however, they went ahead and kept their promises of a Japanese tour with a stop in Hawaii. then they release The Long Run and it reaches number one on the Billboard Charts. Before the official announcements are made about the band they release the 1981 album Eagles Live. This album reaches number six on the charts. Even with all the success, the Eagles decide to go their own separate ways. The Eagles returned after fourteen years for a MTV special. This 1994 live recording titled Hell Freezes Over became number one on the Billboard Charts. It went on to sell over fifteen million copies. During the next two years the band goes on tour, proving to be the most successful tours in music history. In 1998, the Eagles were placed into the Rock N Roll Hall of Fame. In 1999 as the new millennium was arriving , the Eagles decided to play a New Years Eve show. They open the new Staples Center in Los Angeles, California. Now its the year 2000 the Eagles release a four CD box set with Selected Works from 1972-1999 which includes highlights from that New Years Eve show as well as hit songs throughout the bands career. Talk about a come back! In 2001 the band decides to fire Don Felder. Apparently he started fights with in the group. So now we are down to just four members. During interviews, the group reports that it is more peaceful with Felder gone. The band now consisting of Don Henley, Glenn Frey, Joe Walsh, and Timothy B. Schmit, went on to tour Europe in the summer of 2001. The Eagles, have entertained fans all around the world for three decades and there not done yet, in 2007 they released a double album long Road out of Eden. Then they of course went on to do a world tour which was a guaranteed sold out event. As you can tell by now the Eagles have had a variety of members. They were known for there very talent story telling through their songs. They were very Famous and put together many albums for us to enjoy. I wonder what the Eagles will have in store for us next.

The Lesson of Chaim Potok’s The Chosen :: Potok Chosen Essays

The Lesson of The Chosen The Chosen, written by Chaim Potok, is about two boys from different religious sects that become friends despite all of their conflicts. Danny and Reuven participated in a baseball game against each other and Danny smacked the ball directly into Reuven's face, shattered his glasses, and a piece of glass penetrated his eye. Danny went to visit him in the hospital but, before he could say anything, Reuven started screaming at Danny and commanded him to leave while Danny only wanted to say that he was sorry. When Reuven's eye healed, Danny went over to Reuven's house and they apologized and forgave each other. From then on Danny and Reuven help each other achieve their foremost important ambition in life. Reb Saunders poses an important question, "How can we raise ourselves above the dust?" which is the main theme in the novel. Danny searches for intellectual truth, Reb Saunders, Danny's father, tried to become as spiritual as possible while still on this earth, and Reuven desires to help other people. Danny Saunders yearned for more knowledge other then Talmud and wanted to raise his intellectuality higher then what he obtained in his isolated world. He learned Talmud most of the day and "After a while it gets a little boring"(69). The first time Danny met Reuven properly, Rueven was astonished because, " [Danny] recited about a third of [a] page [of Talmud] word for word, including the commentaries and the Maimonidean legal decisions of the Talmudic disputations. He did it coldly, mechanically, and, listening to him, [Reuven] had the feeling [he] was watching a sort of human machine at work"(69). He studies Talmud as if it were involuntary. Danny himself sometimes even "...gets the feeling we are all ants" because he has the same routine everyday, and learns Talmud over and over as if he was programmed. Also, ants do not do what they wish but are programmed and have natural instinct. This is beneficial in some ways, because if they all do the same thing their work pay s off. They are capable of building magnificent mounds that are amazing knowing that they are still ants and if it is destroyed they can speedily and sufficiently rebuild it exactly as it were before.

Arthurs Unrealism: Monty Python, Gawain and the Green Knight, and the Destruction of :: Essays Papers

Arthur's Unrealism: Monty Python, Gawain and the Green Knight, and the Destruction of Ideals It may be that ideals are necessary for humanity. Without idealized images, codes of behavior, even idealized objects, mankind would have difficulty functioning. There would be a lack of context or criteria with which to judge objects that may be termed less than ideal. However, the problem with idealized images is that they can never be described fully, and certainly never attained. An example is the contemporary ideal of feminine beauty, which has led to countless problems such as depression and psychological dietary disorders among women who perceive themselves to be "inadequate." The more culturally emphasized an ideal is, the more ordinary people are made to feel inadequate. This has led to a trend common to all centuries, that of puncturing ideals by showing them to be less than what they are supposed to be. In art and literature we see manifestations of this mechanism. It is a protective mechanism in a sense, for it prevents total absorption in the ideal, forcing us to see it for what it is, a benchmark and not a realistic goal. Even in the works where men and women achieve the ideal, it is usually accomplished by supernatural means, for a concomitant of the ideal is that it cannot truly exist in the natural and hence imperfect world. Examples of such mechanisms range from the colloquialism "out of this world" to describe the superlative to the common mythological pattern of the religious leader being the son of a god. One of the most enduring myths in the Western world is that of Arthur and his Knights of the Round Table. Regardless of the origins of the tales, the fact is that by the time they had been filtered through a French sensibility and re-exported to England, they were representations of not one but several ideals. Courtly love and chivalry and the various components thereof, such as martial prowess, chastity, bravery, courtesy, and so on, were presented as the chief virtues to aspire to, and the knights as role models. Arthur's eventual fall is precisely because of having failed at some level to fulfill these ideals in his life. The Arthurian cycle shows a sporadic awareness of the impossibility of mere humans fulfilling all the ideals that Arthur and his court represent. The story of Lancelot and Guenevere, Merlin's imprisonment by Nimu‘, and numerous other instances testify to the recognition of this tension between the real and the unrealistic.