King Arthur Myth Essays - Mythological Kings, Welsh Mythology

King Arthur Myth There has been a lot of material written about King Arthur and his court. He has been a popular figure in literature for over 800 years. People believe he was only a myth and some people believe he was an actual person. Not a lot of information on King Arthur is fact; most is fictional from many types of writers. The earliest reference of Arthur is the poem " Gododdin" (A.D. 600) also "Historia Bitton" by Nennius (A.D.800). In Sir Thomas Mallory's Novel Le Morte D'Arthur, people receive a good idea on how he worked and how the life back then was. Many stories have been written and tales have been told of King Arthur but stories can't be proven to be true. There are many different versions and many different styles and languages written about King Arthur. Welsh, Italian, Celtic, and Arabian, are just a few types of origins from where Arthur has traveled. It is believed that Arthur was a fifth-century British king also named Rithoamus (meaning high king)1. The historic Arthur lived in the mists of the dark ages. From the encyclopedia of Arthurian Legends, Arthur was not a medieval king. It is believed that he was a fifth century chieftain who protected his people . Arthur changes from a God-like Celtic king, to a monarch, to an ordinary man. There are many different opinions as of whom King Arthur was. King Arthur appeared as a national hero in Geoffrey of Monmouth's book called Historia Regum Britanniea (meaning, History of The Kings of Britain). Many of the legends told about Arthur and the round table take place in the castle of Camelot. This is to be believed to have been Cadbury Castle. This is near Somerset. There is no evidence that a little castle, Camelot, existed. There is evidence; however, that there was a castle in the large hill, inside the outer walls, believed to be Camelot. Arthur was a wonderful leader and a terrific fighter. When fighting, Arthur based his strategies on his hill forts, and mounted commando's. It is said that Arthur fought wars that gave him power over Britain, Ireland, and France. After he gained control, he made his claim of the Roman Empire. Many of the wars he fought were against the Saxons. Arthur was a great Calvaryman. Sir Thomas Mallory's Book, Le Morte D' Arthur-, one of the worlds famous books about Arthur, his court, and his life, is very important to young readers in all different countries. This is a very important book, and contains immense details on how life was back in those years. In The Book, Le Morte D' Arthur, written By Sir Thomas Mallory, tells the story of King Arthur. In this tale of King Arthur, King Uther Pendragon is his father 2. King Arthur's father Uther Pendragon died while in his bed 3. Uther Pendragon died when Arthur was two years old. King Arthur received his title, king, by pulling Excalibur out of the stone. People in the country looked upon him as his king because he had the power to pull the sword out. In Mallory's book, Arthur is the great king of Britain. Arthur conquers Rome and was the founder of the Knights of the Round Table. Many people saw Arthur as a pure and flawless man, however, he commits incest and adultery with his Queen Margause and conceives with her bastard Sir Modred, whom Arthur tries to drown. King Arthur finally marries Gwynevere, who he later sentences to death 4. He sentences her to burn because of adultery. Mallory's Novel was one of the greatest works published and a wonderful piece to read if one is interested in learning more about Arthur and his court. Another important writer was a Welsh writer, Geoffrey of Monmouth, who also wrote in detail about King Arthur and his life. His piece of writing was called Historia Regum Britanniea, (which means, History of the Kings of Britain). The two pieces of writing differ in ways. Geoffrey was a Welsh cleric. It's been suggested that Geoffrey took "Arthur" as his last name because it was his father's name. It may not be going too far to believe that Geoffrey's fascination with the ancient Celtic hero Arthur may have begun when he was a child, hearing the tales his father may have told him about his name 2. "My name is Arthur," his father may have said, "and I want to tell you about another man named Arthur who lived long, long ago." So

Free Essays on Diveristy Anaylsis In The Classroom

As more and more immigrants come to America searching for a better life, the population naturally becomes more diverse. This has, in turn, spun a great debate over multiculturalism. Appreciating individual and cultural differences has become a goal of American society (Gorham, 2005). Some of the issues under fire are who is benefiting from the education, and how to present the material in a way so as to offend the least amount of people. In the 1930's several educators called for programs of cultural diversity that encouraged ethnic and minority students to study their respective heritages. This is not a simple feat due to the fact that there is much diversity within individual cultures. In the month of February we celebrate the achievements of African Americans known as Black History Month. In my classroom I have decided to teach my children about famous African Americans. The history books that my students use always show the European side of things. African Americans are left out and their story is not told. So what I have done in my classroom is exposed all of my students to famous African Americans. By exposing my students to African American history I am teaching them to display multicultural aware of the different people that had an impact on this country’s history. Multicultural awareness will also help them to understand the people around them. My classroom is made up of several cultures. I have two Hispanic children, five black children, two Caucasian children and to Haitian children. It is safe to say I have a nice little melting pot going on in my classroom. During journal time I try to touch upon issues that have affected all of these children or their ancestors. My goal this month is to make all of these children aware of where they have come from. Different learning styles are always taken into account in my classroom. Some children are auditory learners, some visual, kinesthetic and multisensory. I... Free Essays on Diveristy Anaylsis In The Classroom Free Essays on Diveristy Anaylsis In The Classroom As more and more immigrants come to America searching for a better life, the population naturally becomes more diverse. This has, in turn, spun a great debate over multiculturalism. Appreciating individual and cultural differences has become a goal of American society (Gorham, 2005). Some of the issues under fire are who is benefiting from the education, and how to present the material in a way so as to offend the least amount of people. In the 1930's several educators called for programs of cultural diversity that encouraged ethnic and minority students to study their respective heritages. This is not a simple feat due to the fact that there is much diversity within individual cultures. In the month of February we celebrate the achievements of African Americans known as Black History Month. In my classroom I have decided to teach my children about famous African Americans. The history books that my students use always show the European side of things. African Americans are left out and their story is not told. So what I have done in my classroom is exposed all of my students to famous African Americans. By exposing my students to African American history I am teaching them to display multicultural aware of the different people that had an impact on this country’s history. Multicultural awareness will also help them to understand the people around them. My classroom is made up of several cultures. I have two Hispanic children, five black children, two Caucasian children and to Haitian children. It is safe to say I have a nice little melting pot going on in my classroom. During journal time I try to touch upon issues that have affected all of these children or their ancestors. My goal this month is to make all of these children aware of where they have come from. Different learning styles are always taken into account in my classroom. Some children are auditory learners, some visual, kinesthetic and multisensory. I...

Iraq Government, Facts, and History

Iraq Government, Facts, and History The modern nation of Iraq is built upon foundations that go back to some of humanitys earliest complex cultures. It was in Iraq, also known as Mesopotamia, that Babylonian king Hammurabi regularized the law in the Code of Hammurabi, c. 1772 BCE. Under Hammurabis system, society would inflict upon a criminal the same harm that the criminal had inflicted upon his victim. This is codified in the famous dictum, An eye for an eye, a tooth for a tooth. More recent Iraqi history, however, tends to support the Mahatma Gandhis take on this rule. He is supposed to have said that An eye for an eye makes the whole world blind. Capital and Major Cities Capital: Baghdad, population 9,500,000 (2008 estimate) Major cities: Mosul, 3,000,000 Basra, 2,300,000 Arbil, 1,294,000 Kirkuk, 1,200,000 Government of Iraq The Republic of Iraq is a parliamentary democracy. The head of state is the president, currently Jalal Talabani, while the head of government is Prime Minister Nuri al-Maliki. The unicameral parliament is called the Council of Representatives; its 325 members serve four-year terms. Eight of those seats are specifically reserved for ethnic or religious minorities. Iraqs judiciary system consists of the Higher Judicial Council, the Federal Supreme Court, the Federal Court of Cassation, and lower courts. (Cassation literally means to quash - it is another term for appeals, evidently taken from the French legal system.) Population Iraq has a total population of about 30.4 million. The population growth rate is an estimated 2.4%. About 66% of Iraqis live in urban areas. Some 75-80% of Iraqis are Arabs. Another 15-20% are Kurds, by far the largest ethnic minority; they live primarily in northern Iraq. The remaining roughly 5% of the population is made up of Turkomen, Assyrians, Armenians, Chaldeans and other ethnic groups. Languages Both Arabic and Kurdish are official languages of Iraq. Kurdish is an Indo-European language related to Iranian languages. Minority languages in Iraq include Turkoman, which is a Turkic language; Assyrian, a Neo-Aramaic language of the Semitic language family; and Armenian, an Indo-European language with possible Greek roots. Thus, although the total number of languages spoken in Iraq is not high, the linguistic variety is great. Religion Iraq is an overwhelmingly Muslim country, with an estimated 97% of the population following Islam. Perhaps, unfortunately, it is also among the most evenly divided countries on Earth in terms of Sunni and Shia populations; 60 to 65% of Iraqis are Shia, while 32 to 37% are Sunni. Under Saddam Hussein, the Sunni minority controlled the government, often persecuting Shias. Since the new constitution was implemented in 2005, Iraq is supposed to be a democratic country, but the Shia/Sunni split is a source of much tension as the nation sorts out a new form of government. Iraq also has a small Christian community, around 3% of the population. During the nearly decade-long war following the US-led invasion in 2003, many Christians fled Iraq for Lebanon, Syria, Jordan, or western countries. Geography Iraq is a desert country, but it is watered by two major rivers - the Tigris and the Euphrates. Only 12% of Iraqs land is arable. It controls a 58 km (36 miles) coast on the Persian Gulf, where the two rivers empty into the Indian Ocean. Iraq is bordered by Iran to the east, Turkey and Syria to the north, Jordan and Saudi Arabia to the west, and Kuwait to the southeast. Its highest point is Cheekah Dar, a mountain in the north of the country, at 3,611 m (11,847 feet). Its lowest point is sea level. Climate As a subtropical desert, Iraq experiences extreme seasonal variation in temperature. In parts of the country, July and August temperatures average over 48 °C (118 °F). During the rainy winter months of December through March, however, temperatures drop below freezing not infrequently. Some years, heavy mountain snow in the north produces dangerous flooding on the rivers. The lowest temperature recorded in Iraq was -14 °C (7 °F). The highest temperature was 54 °C (129 °F). Another key feature of Iraqs climate is the sharqi, a southerly wind that blows from April through early June, and again in October and November. It gusts up to 80 kilometers per hour (50 mph), causing sandstorms that can be seen from space. Economy The economy of Iraq is all about oil; black gold provides more than 90% of government revenue  and accounts for 80% of the countrys foreign exchange income. As of 2011, Iraq was producing 1.9 million barrels per day of oil, while consuming 700,000 barrels per day domestically. (Even as it exports almost 2 million barrels per day, Iraq also imports 230,000 barrels per day.) Since the start of the US-led War in Iraq in 2003, foreign aid has become a major component of Iraqs economy, as well. The US has pumped some $58 billion dollars worth of aid into the country between 2003 and 2011; other nations have pledged an additional $33 billion in reconstruction aid. Iraqs workforce is employed primarily in the service sector, although about 15 to 22% work in agriculture. The unemployment rate is around 15%, and an estimated 25% of Iraqis live below the poverty line. The Iraqi currency is the dinar. As of February 2012, $1 US is equal to 1,163 dinars. History of Iraq Part of the Fertile Crescent, Iraq was one of the early sites of complex human civilization and agricultural practice. Once called Mesopotamia, Iraq was the seat of the Sumerian and Babylonian cultures c. 4,000 - 500 BCE. During this early period, Mesopotamians invented or refined technologies such as writing and irrigation; the famous King Hammurabi (r. 1792- 1750 BCE) recorded the law in the Code of Hammurabi, and over a thousand of years later, Nebuchadnezzar II (r. 605 - 562 BCE) built the incredible Hanging Gardens of Babylon. After about 500 BCE, Iraq was ruled by a succession of Persian dynasties, such as the Achaemenids, the Parthians, the Sassanids and the Seleucids. Although local governments existed in Iraq, they were under Iranian control until the 600s CE. In 633, the year after the Prophet Muhammad died, a Muslim army under Khalid ibn Walid invaded Iraq. By 651, the soldiers of Islam had brought down the Sassanid Empire in Persia  and began to Islamicize the region that is now Iraq and Iran. Between 661 and 750, Iraq was a dominion of the Umayyad Caliphate, which ruled from Damascus (now in Syria). The Abbasid Caliphate, which ruled the Middle East and North Africa from 750 to 1258, decided to build a new capital closer to the political power hub of Persia. It built the city of Baghdad, which became a center of Islamic art and learning. In 1258, catastrophe struck the Abbasids and Iraq in the form the Mongols under Hulagu Khan, a grandson of Genghis Khan. The Mongols demanded that Baghdad surrender, but the Caliph Al-Mustasim refused. Hulagus troops laid siege to Baghdad, taking the city with at least 200,000 Iraqi dead. The Mongols also burned the Grand Library of Baghdad and its wonderful collection of documents - one of the great crimes of history. The caliph himself was executed by being rolled in a carpet and trampled by horses; this was an honorable death in Mongol culture  because none of the caliphs noble blood touched the ground. Hulagus army would meet defeat by the Egyptian Mamluk slave-army in the Battle of Ayn Jalut. In the Mongols wake, however, the Black Death carried away about a third of Iraqs population. In 1401, Timur the Lame (Tamerlane) captured Baghdad  and ordered another massacre of its people. Timurs fierce army only controlled Iraq for a few years  and was supplanted by the Ottoman Turks. The Ottoman Empire would rule Iraq from the fifteenth century through 1917  when Britain wrested the Middle East from Turkish control and the Ottoman Empire collapsed. Iraq Under Britain Under the British/French plan to divide the Middle East, the 1916 Sykes-Picot Agreement, Iraq became part of the British Mandate. On November 11, 1920, the region became a British mandate under the League of Nations, called the State of Iraq. Britain brought in a (Sunni) Hashemite king from the region of Mecca and Medina, now in Saudi Arabia, to rule over the primarily Shia Iraqis and Kurds of Iraq, sparking widespread discontent and rebellion. In 1932, Iraq gained nominal independence from Britain, although the British-appointed King Faisal still ruled the country and the British military had special rights in Iraq. The Hashemites ruled until 1958  when King Faisal II was assassinated in a coup led by Brigadier General Abd al-Karim Qasim. This signaled the beginning of a rule by a series of strongmen over Iraq, which lasted through 2003. Qasims rule survived for just five years, before being overthrown in turn by Colonel Abdul Salam Arif in February of 1963. Three years later, Arifs brother took power after the colonel died; however, he would rule Iraq for just two years before being deposed by a Baath Party-led coup in 1968. The Baathist government was led by Ahmed Hasan Al-Bakir at first, but he was slowly elbowed aside over the next decade by Saddam Hussein. Saddam Hussein formally seized power as president of Iraq in 1979. The following year, feeling threatened by rhetoric from the Ayatollah Ruhollah Khomeini, the new leader of the Islamic Republic of Iran, Saddam Hussein launched an invasion of Iran that led to the eight-year-long Iran-Iraq War. Hussein himself was a secularist, but the Baath Party was dominated by Sunnis. Khomeini hoped that Iraqs Shiite majority would rise up against Hussein in an Iranian Revolution-style movement, but that did not happen. With support from the Gulf Arab states and the United States, Saddam Hussein was able to fight the Iranians to a stalemate. He also took the opportunity to use chemical weapons against tens of thousands of Kurdish and Marsh Arab civilians within his own country, as well as against the Iranian troops, in blatant violation of international treaty norms and standards. Its economy ravaged by the Iran-Iraq War, Iraq decided to invade the small but wealthy neighboring nation of Kuwait in 1990. Saddam Hussein announced that he had annexed Kuwait; when he refused to withdraw, the United Nations Security Council voted unanimously to take military action in 1991 in order to oust the Iraqis. An international coalition led by the United States (which had been allied with Iraq just three years earlier) routed the Iraqi Army in a matter of months, but Saddam Husseins troops set fire to Kuwaiti oil wells on their way out, causing an ecological disaster along the Persian Gulf coast. This fighting would come to be known as the First Gulf War. Following the First Gulf War, the United States patrolled a no-fly zone over the Kurdish north of Iraq to protect civilians there from Saddam Husseins government; Iraqi Kurdistan began to function as a separate country, even while nominally still part of Iraq. Throughout the 1990s, the international community was concerned that Saddam Husseins government was trying to develop nuclear weapons. In 1993, the US also learned that Hussein had made a plan to assassinate President George H. W. Bush during the First Gulf War. The Iraqis allowed UN weapons inspectors into the country, but expelled them in 1998, claiming that they were CIA spies. In October of that year, US President Bill Clinton called for regime change in Iraq. After George W. Bush became president of the United States in 2000, his administration began to prepare for a war against Iraq. Bush the younger resented Saddam Husseins plans to kill Bush the elder and made the case that Iraq was developing nuclear weapons despite the rather flimsy evidence. The September 11, 2001 attacks on New York and Washington DC gave Bush the political cover he needed to launch a Second Gulf War, even though Saddam Husseins government had nothing to do with al-Qaeda or the 9/11 attacks. Iraq War The Iraq War began on March 20, 2003, when a US-led coalition invaded Iraq from Kuwait. The coalition drove the Baathist regime out of power, installing an Iraqi Interim Government in June of 2004, and organizing free elections for October of 2005. Saddam Hussein went into hiding  but was captured by US troops on December 13, 2003. In the chaos, sectarian violence broke out across the country between the Shia majority and the Sunni minority; al-Qaeda seized the opportunity to establish a presence in Iraq. Iraqs interim government tried Saddam Hussein for the killing of Iraqi Shiites in 1982  and sentenced him to death. Saddam Hussein was hanged on December 30, 2006. After a surge of troops to quell violence in 2007-2008, the US withdrew from Baghdad in June of 2009  and left Iraq completely in December of 2011.

Reliability and Validity Paper Essay Example | Topics and Well Written Essays - 750 words

Reliability and Validity Paper - Essay Example † and then proceeds with â€Å"How it will be measured?† (Desarbo, William, & Babin, 2009) A measurement is defined as ‘good’ if it fulfills the criteria of validity and reliability. Reliability: Reliability measures the extent to which the test yields consistent results each time it is conducted and across various situations and includes the following (Neukrug, 2008). Test-retest: This involves conducting the same scale or test to similar respondents at two different points in time (Neukrug, 2008). For example, a researcher interested in measuring the number of times an average adult worker falls sick within a year discovers that 68% of the population falls sick at least thrice. If this test is conducted again, under similar conditions, and it is discovered again that 68% of the population falls sick at least thrice a year, it indicates that the test is reliable. Split-half: Under this the researcher checks one half of the results of a test against the othe r half to check for internal consistency (Neukrug, 2008). For example, a researcher who has measured good quality of human services at a hospital in terms of four items ambience, proper equipment, quick procedure and trained staff can split the results by grouping the results of ambience and proper equipment together and quick procedure and trained staff together respectively and then check the Chronbach’s alpha for these two groups. ... If the results obtained through the two tests show high correlation, then the tests are considered to be reliable. Validity: Validity refers to the extent to which the test measures what it is supposed to measure; that is, the extent to which the test meets its objectives (Neukrug, 2008). The following are the types of validity: Face or content validity: This results from the consensus amongst experts that a scale logically appears to be reliable (Neukrug, 2008). For instance, questions such as â€Å"how many children do you have?† asked by a researcher regarding the effectiveness of family planning programs are generally assumed to stand up to face validity. Criterion Validity: If the measure correlates with another measure of the same construct then it is assumed to have criterion validity (Desarbo, William, & Babin, 2009). If the new measure is tested at the same time as the old measure and is shown to be valid it is known as concurrent validity and if the new measure is te sted at a later time and is shown to be valid then it is predictive validity (Desarbo, William, & Babin, 2009). For example, in tests reveal that the effectiveness of the prototype provide correct estimate of the effectiveness of the final medicine 80% of the time, then the test has predictive validity. If, however, the same correlation is established between the final medicine (after it’s manufactured) and its prototype at the same time, then it will have concurrent validity. Construct Validity: This refers to the extent to which the measure confirms a network of hypothesis based on a theory to which the concepts are related (Monette, Sullivan, & DeJong, 2010). Convergent

Intruding Ima and Falsified Report Case Study Example | Topics and Well Written Essays - 1750 words

Intruding Ima and Falsified Report - Case Study Example Police force is very crucial in any democratic system for maintaining law and order. As such they should have high ethical standards. Police officers are charged with the responsibility of promoting the rights of citizens but at the same time restricting the right of people who are a threat to the general good of the society. In their routine, they are sometimes compelled to appeal to force when a situation calls for it. Deliberate brutal treatment of offenders on the part of the officers is however a crime. To keep the trust of the public, misconducts on the parts of police should be dealt with in an acceptable way. Any officer given the duty to serve the public should take an oath of office and adhere to the set a code of ethics. Most people understand the importance of the police force in law enforcement and their role in maintaining order. As such they are very willing to cooperate with the police in order to live in a safe environment (Peak, 2001). Misconducts from police office rs weaken the relationship between the police and the people making them loose trust on the force. In this paper, the case study of Intruding Ima and falsified report and how such cases of misconduct and insubordination can be treated by the police administration and a justification of the method used is brought to the fore. Summary of the case study The case study given in this book is about Officer Ima Goodenough who has been an employee in the force for eight years. She is an officer in charge of patron and at times serves as field training officer. She has demonstrated great capability and is experienced in detective division and patrol. She labels herself as being an â€Å"old school† and only associated with colleagues who share her sentiments while turning away from other officers with contrasting views. When called for service, she takes them singlehandedly without asking for back up or cover units. She has shown consistent rough treatment in her contact the public wi th about six cases of brutality complaint launched against her within the last three years. According to her, people who ask for backup are â€Å"wimps†. Recently, she was engaged in two-high speed pursuit when her car was seriously smashed when she tried to go after the suspects off the road. She only reports to her supervisor about major cases. New supervisors have reported having major problem with her as she shows no respect for their authority. According to her, the administration is just there to mess up people. Being her shift commander I am fed up with her unchanging negative attitude and dissatisfactory performance and I am considering taking disciplinary moves. I have been made to understand that she is very tough making some of her current and past and current supervisors dread her. She has shown cases of intrusion and giving falsified reports on several occasions. In one instance, when she was on patrol, she is reported to have responded to a shooting call outside her jurisdiction. She radios her supervisor that she was assisting and intrudes into a home where different officers and paramedics already had the situation under control. She tampers with evidence by holding a revolver that she finds lying on the floor. When asked to write about a report about the incidence, she leaves out the part where she interferes with the evidence. Her file shows that her performance for the last eight years have

A research paper on cocaine Essay Example for Free

A research paper on cocaine Essay Grown in the countries of South America, with Columbia being the most productive, the Erythroxylon Coca bush is the natural origin of cocaine, a central nervous stimulant. Its history is as rich and diverse as the people using and dealing the drug. Cocaine use dates as far back as the 16th century when it was used among Inca royalty. In the early 1800s cocaine was introduced to Europe. Sigmond Freud wrote a song in its honor and famous author Robert Louis Stevenson wrote The Strange Case of Dr. Jekyll and Mr. Hyde during a six -day cocaine binge. In the early 1900s cocaine was available to consumers over the counter. Its medicinal value was a relief for toothaches and congestion. Parke Davis advised their consumers of the effects of cocaine by stating that it could make the coward brave, the silent eloquent, and render the sufferer insensitive to pain. The use of cocaine found its way into other products like wine and the most famous of all, Coca Cola. Early production of Coca Cola contained 60mg of cocaine. Today, the popular soft drink still uses the leaves of the Coco Bush for flavor but the illicit drug has been removed (www.cocaine.org). The resurrection of cocaine use as a recreational drug began in the 1960s, and was used mostly among the affluent because of its price. Movie stars, sport stars and the like give cocaine its mystique and draw; psychological and physical effects make it addictive. Changes in form and price make cocaine far more accessible and affordable. Today, there is no clear connection between the use of cocaine and education, occupation or socioeconomic status. Cocaine is generally sold as a hydrochloride salt, a fine white powder substance that is commonly referred to as snow, coke or blow. Street dealers of cocaine commonly dilute, or cut the drug with similar looking substances like talcum powder or with active local anesthetics and even sometimes with other stimulants like amphetamines. The purity of street cocaine, powder form, is about 75 percent. When the impurities of this form are removed, it is known as freebase or crack cocaine. Crack cocaine  is easier to find and less expensive to buy. Cocaine in any form can be found in almost every town and city. Research studies done in 1999 showed cocaine is used by over 3.7 million Americans 12 years old and over, with the highest rate among people 18 and 25 years of age. The use among people 35 years and older also continues to rise (www.cocaine.org). The effects of cocaine depend on the route of administration, the amount of consumption, the users past experience, and the circumstances under which its taken. The major routes of administration are snorting, injecting, and smoking. Snorting is inhaling the powder form through the nasal cavity. The drug enters the bloodstream through the nasal tissues. Injecting cocaine is using a syringe to release the drug directly into the bloodstream. Smoking cocaine is inhaling the cocaine vapors or smoke delivering large quantities to the lungs where it then enters the bloodstream as quickly as injecting. Cocaine interferes with the re-absorption process of dopamine that is a chemical messenger of pleasure to the brain. The effects are instant and intense but not long lasting (www.drugs.indiana.edu). The short -term effects usually make the user fell euphoric, energetic, and alert to their senses. It can decrease your anxiety and heighten your sexuality. Crack users have described the rush as a whole body orgasm. Or, a user can feel anxious or panic-stricken. The drug is a parody of heaven and hell. Often times the cocaine user craves other drugs. These symptoms appear quickly and disappear within a few minutes or a few hours. Physically, a persons blood pressure, body temperature, heartbeat, and breathing accelerate, along with pupil dialation. In larger amounts the side effects intensify. The high might include feelings of paranoia, vertigo, and muscle twitches and physically a user might experience chest pains, nausea, blurred vision. Over time with continued use, the effects of cocaine gradually change. Irritability, restlessness, insomnia and paranoia replace the euphoria. Physically, the long- term user will lose interest in sex and lose weight. Those who snort the drug wear out their nasal septum while those who inject it risk the chance of contracting hepatitis or AIDS. Cocaine related deaths  are often a result of cardiac arrest or seizures followed by respiratory arrest. Over time, to the users tolerance, the drug will build. To achieve the same effects as that of early usage requires larger doses of the drug. The user becomes psychologically dependent. The drug becomes pivotal to their thoughts, feelings and their daily activities. Cocaine just made you feel really good. Then after you get done feeling really good then you start to get a Superman ego and thats the beginning of the end. (Drug Wars; A Frontline, PBS Production) Often times, cocaine addicts develop an illicit lifestyle to keep up with their drug habit. Cocaines influence leads a user to stealing from family, friends and even employers. The lifestyle of addicts becomes as corrupt as the organizations that produce and supply the product. Cocaines addiction has two sides: the love of the high and the love of the money. The US Government has estimated that cocaine trafficking takes nearly $80 billion a year out of our economy. In 1990, the DEA (Drug Enforcement Agency) estimated about 20 Colombian organizations controlled most of Americas cocaine supply. Annual revenues of the Colombian drug trade have been estimated to be 5 billion dollars. The drug cartels existing today control every phase of the drug trafficking business. They manufacture, transport, distribute, and finance cocaine. Like many large corporations, the business involves bankers, accountants, and lawyers, wholesalers and retailers. More special to this business the cartel payroll also includes chemists, pilots and enforcers of security (www.drugs.indiana.edu). The cartels are structured in layers, at the center is the cartel manager or kingpin. Information shared among the members of the cartel is highly secularized. Only a choice few are privy to all the workings of the cartel. Those employees holding positions in the outer layers of the organization (the lawyers, accountants, bankers, and enforcers) reap the financial benefits of serving their bosses but are strictly put on a need to know basis. Cartels operating in the United States are referred to as cells which are self contained organized units. The Medillin Cartel was the first known, successful cartel of cocaine  traffickers coming from Colombia. It was established in 1978 and lead by Carlos Lehder. It used violence and intimidation to stay one step ahead of the justice system. The cartel bribed police officers with money or threatened them with death if they did not honor the cartel and look the other way when they did business. The Medellin Cartel was taken down in March of 1984. Carlos Lehder was arrested in 1987, tried in the United States and sentenced to 135 years without the possibility of parole. George Jungs, the Medillin Cartels American contact, testimony against Lehder assured his conviction. In the 1990s, on the heels of the Medillin, came the Cali Cartel. They are responsible for 70-80 percent of the cocaine coming into the United States and 90 percent of that entering Europe. Instead of violence and intimidation like their counter parts, the Cali operated their business using a subtle approach. Law enforcement has had difficulty in closing the Cali operations for many reasons. Their structure is different from that of the Medillin, as is their methods of smuggling. They are much more conservative. They only sell to people they know. The home office, which is the CEO and vice presidents, coordinate the cells. The cells contact the buyers usually by cellular phone or pager and arrange the time and place to distribute the drugs. Payment is made at the second meeting. When the deal is done, the home office is contacted and accurate records are kept by both (www.awesomestories.com). While the Colombians may monopolize the cocaine market, there are similar organizations in other countries. The Triads and Tongs of China, La Compania of Cuba, and the Yakuza of Japan are some other major drug trafficking organizations. They have successfully invested into legitimate American business. The one thing they all have in common: United States of America as a client base (www.cocainefacts.com). Cocaine touches many people on a variety of levels. It can completely change a persons personality, for the worse. It spins a web of deceit and destruction. Physically and mentally the drug tricks you from recognizing reality. Euphoria tricks you into believing that the high is good, all the while the time bomb is ticking. Blowing up your mind is just a matter of time. Works Cited Bailey, William J. Factline on Cocaine. 1995: Heller, Matthew. Addicted to Love. Los Angeles Magazine. Sept. 1999. No Author Given. No Author Given.

We Need a Constitutional Amendment to Protect the American Flag Essay

We Must Fight for the Constitutional Amendment to Protect the American Flag Free speech and the First Amendment rights do not give people lisence to desecrate a symbol of pride and freedom. It is not all right to protect those who let it burn, lighting up the sky with their hatred. It definitely is not acceptable to insult the men and women who fight every day to protect this nation by burning the symbol of their labors. Therefore, it is crucial that the Supreme Court pass the amendment to the Constitution to protect the flag of the US. When people see â€Å"Old Glory† flying, the experience should take their breath away. From the Omaha beaches in Normandy, where over three million soldiers stormed the German Nazis, to Iwo Jima, where the exhausted marines raised the proud flag, to the h...

Project Charter: Setting Up a Virtual Private Network Essay

Setting up a LAN/WAN for a small computer repair shop that has two shops within ninety miles of each which will have repairs, sales and networking for home users and small to medium business in the surrounding metro areas of Waynesville and St Roberts Missouri.Prepared ByDate 9/13/14Version1 Project Objective The client is a new computer repair shop in Waynesville and St Robert Missouri and is requiring a network from the ground up including all operating system software and hardware. The client will need a network that will meet their demands in repair and upgrades of customer at home and small and medium business, sales in computers, computer equipment and devices and network equipment and devices and setting up network to homes and small and medium business throughout the two metro areas. Having a network that is secured, efficient and reliable, this will let client meet the needs and wants of their customers. The main objectives of the project are Establish a reliable and secured ring topology network that will meet the demands of the client so they can serve their customers with the highest excellency Deliver the best hardware and software for the network that is within the clients budget that meets their needs and wants Establish servers at both locations that includes a back-up server that is reliable and secured Establish an internet connection for all staff members and field technicians so they can do their jobs on a daily basis Establish a remote access to staff members and field technicians that require the access to accomplish their daily tasks Establish a secured VPN Establish a secure file and print sharing Assumptions Final planning permission will be approved by the clients within the timeframes required Prices will be within the clients projected budget No additional staff will be needed for the project That the project will be completed before or by the due date set by the c lient and project manager There will be no changes or delays in the project That resources used for the project will be used within the limits of the client Project Scope This is probably one of the most important aspects of the project. What is the project, what is being delivered and done With this project there are many things that are going one and will be at times at the same time. The two stores that are located in Waynesville and St Robert will be connected and will be able to  communicate with each other over the network through a LAN/WAN combination. There will be internet connection with both shops and for staff and field technicians that will need to use it. This project will be delivering the following deliverables To establish a network from the ground up, that will require all new hardware, that will include but not limited to computers, routers, switches, printers, laptops and mobile devices and any other hardware that will be required Establish a ring topology Create a server and back-up server at both locations Purchasing of hardware and s oftware that meets the needs of the client that is within their projected budget Implement Windows Server 2008 and establish Windows 7 Professional for workstations and laptops Test the Network and see it is working and correctly and is within the client needs Create a secured VPN Create an Active Directory for both sites for permissions for file and print sharing WI-FI connections for all staff and field technicians Remote access for staff and field technicians that require the access Create a Cloud computing through a 3rd party vendor Training for staff and field technician on the network Training the staff and field technicians of remote access log-in Documentation and drawings on information on the network and how to use certain aspects of the network (i.e. logging on the system either at site or remotely) List any requirements that are specifically excluded from the scope. None excluded from the scope or to be determined at a later time. Project Milestones MilestonesDateDeliverablesCompletion of Project Charter completeSeptember 13, 2014 Information on the project for the client and what is expected to be accomplishing throughout the project. The client accepts and signs the project charter.Network Design completeOctober 4, 2014Design a ring topology secured network.Set-up of servers, computers and printers and other miscellaneous hardware and devices completeOctober 18, 2014Set-up hardware, computers, printers, servers and back-up servers and other hardware and devices that will be needed for the network including routers and switches.Installation of Network completeOctober 20, 2014Set-up the network. Installation of Windows Server 2008 and Windows 7 professional, including set-up of Active Directory, VPN and Remote access permission and restrictions completeNovember 7, 2014Installation and setup of Windows Server 2008 and Windows 7 Professional, Active Directory, VPN, Remote access permissions and restrictions (giving access to all required staff).Network  Testing completeOctober 14, 2014Test the network for conflicts and fix them conflicts.Implement the Network completeOctober 15, 2014Implement the Network and put it on-line.Cloud computing set-up completeOctober 16, 2014Set-up a 3rd party Cloud computing.Training completeOctober 17, 2014Train all staff and field technicians of the network, remote access, and logging on.Documentation completeOctober 19, 2014Information on the network and logging on to the network and remote access and any other documentation that will be needed.Project completeOctober 20, 2014The client has signed off on all deliverables and the project is now in review. Impact Statement Project ActivityImpactsCriticalityGain Final Client Planning ApprovalAll Planning and execution activitiesVery HighNetwork DesignThe network as a wholeVery HighInstall NetworkThe networkHighTrainingThe client and networkHighDocumentationThe client High Roles and Responsibilities Sponsor Provides overall direction on the project. Responsibilities include approve the project charter and plan secure resources for the project confirm the projects goals and objectives keep abreast of major project activities make decisions on escalated issues and assist in the resolution of roadblocks.NameEmail / PhoneProject Manager Leads in the planning and development of the project manages the project to scope. Responsibilities include develop the project plan identify project deliverables identify risks and develop risk management plan direct the project resources (team members) scope control and change management oversee quality assurance of the project management process maintain all documentation including the project plan report and forecast project status resolve conflicts within the project or between cross-functional teams ensure that the projects product meets the business objectives and communicate project status to stakeholders.NameE mail / PhoneTeam Member Works toward the deliverables of the project. Responsibilities include understand the work to be completed complete research, data gathering, analysis, and documentation as outlined in the project plan inform the project manager of issues, scope changes, and risk and quality concerns proactively communicate status and manage expectations.NameEmail / PhoneCustomer The person or department requesting the deliverable. Responsibilities include partner with the sponsor or project manager to create the Project Charter partner with the project manager to manage the project including the timeline, work plan, testing,  resources, training, and documentation of procedures work with the project team to identify the technical approach to be used and the deliverables to be furnished at the completion of the project provide a clear definition of the business objective sign-off on project deliverables take ownership of the developed process and software.NameEmail / PhoneSubject Matter Expert Provides expertise on a specific subject. Responsi bilities include maintain up-to-date experience and knowledge on the subject matter and provide advice on what is critical to the performance of a project task and what is nice-to-know. NameEmail / Phone Success Measurements The total cost of the project will be determined at a later time. The project will include a new network, that will include computers, laptops, servers and server back-ups, server and OS software, routers, switches, printers and any other equipment and devices that will be needed for the project. The measurements for this project is to have a network that is efficient, secure and reliable for the client and that it is expandable network for any future expansion. It will meet the client needs and is fast and reliable so the client has no downtime and that is will do what they want it to do for them, with no downtime. The client has a total budget of 450.000 and which includes the network, hardware, software and wages for the employees doing the actual work. This budget is logical and the team will stay within the projected budget and if it goes beyond that they will inform the client within a timely manner.

Investigate differing learning styles of an AVCE second year student group Essay

1. Abstract This report investigates differing learning styles of an AVCE second year student group. Firstly the report provides a critical account of the context of the course; it’s provision and relevant information about the learners and how some aspects of learning theory can be applied within the delivery of the Project Management module. Taking into account the theoretical issues a scheme of work, lesson plans and teaching material was prepared for the project management module, which I am unit leader for next semester. The second part of the report provides a critical review of the scheme of work and lesson plans and justifies the learning strategies used. It explains how individual needs and support issues have been addressed and considered when planning and delivering a lesson. The report concludes with an evaluation of the strengths and weaknesses of the sessions. 2. Table of Contents 1. Abstract 1 2. Table of Contents 2 3. Terms of Reference 3 4. Understanding and Managing the Learning Process 4 4.1 Introduction 4 4.2 Factors influencing the ability and desire to learn 4 4.2.1 The Course Provision and Group Members 4 4.3 Theories of Learning 5 4.4 Relevance of Bloom’s Classification of the cognitive domain within the learning process of AVCE students 7 4.5 Aims, objectives and outcomes of the scheme of work, lesson plans and learning materials in relation to the cognitive learning taxonomy 10 4.6 Teaching and learning strategies deployed in the development of the project management unit 12 4.7 The importance of language, literacy and numeracy 13 4.8 Evaluation of teaching and learning strategies 13 4.9 Evaluation of learning materials used 14 4.10 Evaluation of Student Learning 14 4.11 Strengths and weaknesses of the sessions 15 5. References 16 6. Bibliography 17 Appendix A Scheme Of Work†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..18 Appendix B Lesson Plans†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.19 Appendix C Teaching materials†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..21 Appendix D Presentation Slides †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..22 3. Terms of Reference This report is intended to satisfy the requirements of an assignment that has been set as part of an In-Service PGCE in Education. A group of learners will be selected that I am currently teaching and relevant information about these learners will be provided along with some of the factors influencing (positively or negatively) their learning. An account will be given of the main features of one or more theories of learning, which seem to you to be relevant to these learners. As a result a scheme of work and lesson plans will be prepared and delivered. The report will conclude with an evaluation of the scheme of work and lesson plans and how the experience will affect future practice. 4. Understanding and Managing the Learning Process 4.1 Introduction Understanding and managing the learning process is key to enhancing the teaching and learning experience. In order to achieve this goal research was undertaken into relevant learning theories and factors that influenced the ability and desire to learn. The knowledge gained was then applied to the planning and delivery of curriculum to students enrolled on the Advanced Vocational Certificate in Education (AVCE) at Wakefield College studying. The report includes a critical review of the scheme of work, lesson plans and learning materials designed to meet the learning objectives and outcomes of the course. 4.2 Factors influencing the ability and desire to learn Some of the factors that influence the ability and the desire to learn of a group of students on the second year of an AVCE in ICT at Wakefield College have been examined in order that the learning process can be understood and therefore more effectively managed. 4.2.1 The Course Provision and Group Members The Project Management module is one of 12 units that are studied as part of the AVCE for students at Wakefield College. Students on the course are aged between 17 to 19 and most have achieved GCSE results at mainly Grade D and Grade E. The group of consists of 14 students and of these a cross section were selected to discuss their aspirations and motivations. To keep the identities of the following students confidential, students have been addressed A to E respectively: Student A came into the college with poor GCSE results and had to complete the foundation course before undertaking the GNVQ Intermediate in IT. During this time she was diagnosed dyslexic and since has received support for exams and her dyslexia tendencies are taken into account during delivery on the units. She contributes well verbally in group discussions, however she is always reluctant to type or write down information whilst being observed by other students or class tutor. Her motivation to succeed is exceptional which has led to outstanding achievements on her first year of AVCE. She has applied for IT courses at several universities and now awaiting offers. She is employed part time at a local solicitor’s and has been offered sponsorship to continue to study for a degree in computing. Student B is a close friend of Student A and also completed a GNVQ Intermediate in IT with above average grades, he now wishes to eventually obtain a degree in a computer related subject by studying for his HND in Computing at Wakefield and then topping up to the Sunderland University BSC in Computing. His preference is to complete a good proportion of work at home, which he does to a high standard, however this often leads to him distracting other members of the group during class time. This impacts on other students who do not have the commitment to work at home for example student C. Student C again started at Intermediate level and achieved adequate grades, however his levels of concentration are poor, he is easily distracted and he often fails to complete his work. This is a concern as he is planning to progress onto the HND Computing course and will need to prove that he has the motivation and the ability to cope with the workload. He has worked part time in the computing section of Staples and shows a good understanding of hardware issues but struggles with the application side of computing and completing course work. He appears to be more ‘hands on’ student rather than academic. Student D has chosen to do a computer related course to increase his prospects of employment in the computing field. He intends to continue his studies at Wakefield College in order to achieve a BSC in computing. Although not academically brilliant he is a very conscientious and independent worker who tries exceptionally hard to succeed and consequently achieves good grades. He work part time as a window cleaner. Student E is the girlfriend of Student D and initially chose to do a computer related course to increase her prospects of employment and has no intention of progressing to University. The fact that she receives Education Maintenance Award (EMA) is the key motivation for attending the course and she gives the impression that doing this course is better than doing nothing. She lacks enthusiasm for the subject matter and at times the only thing that keeps her on track is the help and support she receives from her boyfriend. 4.3 Theories of Learning Evidence suggests there are many theories of learning often one theory contradicting another, this is substantiated by Reece (2000, p.69) who claims â€Å"that for every piece of research that tells us to do something a particular way, there is another piece that suggests, not necessarily the opposite, but a different way†. This report concentrates on some theories on learning styles and learning taxonomies and how these can be applied to understanding and managing the learning process of a group of AVCE students. 4.3.1 Learning Styles There is strong evidence to suggest that students learn in several different ways and planning to deliver curriculum to the AVCE group must consider the four main learning styles identified by Honey and Mumford (1986): Activists – enjoy the present, like the immediate experience and respond to short-term issues. Reflectors – prefer to think about things and explore all aspects before coming to a conclusion. Theorists – like principles, theories, models and systems. Logic rules! Pragmatists – look for new ideas and are keen to experiment. The choice of learning strategies will therefore determine how much a student is motivated and a key aim must be to offer all learning styles some element within the lesson that enhances there learning experience. 4.3.2 Learning Taxonomies In addition to the recognised learning styles, learning can be separated into three main domains, psychomotor, cognitive and affective domains. Within each of these domains there are specific levels identified by Honey and Mumford, Bloom and Kolb amongst others. Taxonomies usually refer to the classification of life into similar groups, but for the purposes of Bloom, a taxonomy was described by McLeod (p. 1029) as: â€Å"†¦the science or practice of classification.† Cognitive Domain The Cognitive domain looks at the intellectual skills and abilities, considering knowledge, comprehension, application, analysis, synthesis and evaluation with knowledge being the easiest level. The cognitive domain suggests that knowledge allows someone to state something. Moving sequentially through each stage to higher levels, allows a student to learn the full range of cognitive skills i.e. to explain, apply, differentiate between, summarise and evaluate. Petty (1998, p.347) states that it is important to â€Å"†¦include the higher-order objectives in your teaching or these skills will not be developed†¦Ã¢â‚¬  Simply gaining knowledge is the first stage of learning and is the building block for the higher cognitive levels, which without such could not be reached. Encouraging the student to comprehend, apply and evaluate, enhances their learning process. For example, a student may know what a mathematical formulae is, understand that it can be used to solve some mathematical problem, but may be unable to apply it and derive an answer. Affective Domain The Affective domain is concerned with attitudes and deal with feelings and emotions. Petty (1998) suggested that this means a student has the social skills, is able to listen to, be aware of, or is able to appreciate something. Psychomotor Domain The Psychomotor domain focuses on a student’s dexterity, and is predominately physical tasks that need practice. It is similar to the cognitive domain in that it progresses from the simple to the complex where physical skills are concerned. Although all three domains could be considered appropriate to the teaching and learning experience of the AVCE group, Bloom’s taxonomy of the cognitive domain has been identified as the most relevant to the AVCE group and the theory has been studied in much greater detail and then applied to the case study. 4.4 Relevance of Bloom’s Classification of the cognitive domain within the learning process of AVCE students Bloom defined the following areas in his classification of the cognitive domain, as knowledge, comprehension, application, analysis, synthesis and evaluation. Knowledge is the ability of a student or person to be able to recall and recognise information. Child (1993) proposed that someone couldn’t operate cognitively without a basic amount of knowledge. The AVCE students have demonstrated that they have a certain level of knowledge by being accepted on to the second year of the course. Some students have more knowledge than others, which is likely due to a greater degree of application on the first year and the motivation to work at home. Some of the students appear to have a slightly wider experience of relevant computing knowledge and are able to recall and recognise information more readily. Student C who is easily distracted and often fails to complete his work does show he has quite extensive knowledge in specific IT areas that are related to his work at Staples where he deals with the computing hardware side. Comprehension is the ability to illustrate, explain or describe the reasons for something. This area of understanding can be fairly basic. All the students have a generally equal level of comprehension in the subject areas, although Student A has more difficulty explaining reasons in written report format or under exam conditions. Application is the ability to take the knowledge and comprehension of something and to utilise this in new situations. Using the mathematical formula example, knowledge is where a student is aware of or knows the formula, comprehension is the understanding that the formula can be used to solve a particular problem and application is having the ability to use the formula to actually solve it. There was evidence of prior learning being applied to a new situation whereby the knowledge gained when produced a user manual for a spreadsheet unit was applied to producing a user manual for the database unit. Also Students explained that the group work undertaken in the multi media unit was a good way of pooling knowledge and comprehension. Consequently, the project management unit I am leading will include a group project to develop a web site. The intention is to team those students who demonstrate good organisational skills with those who show an aptitude for graphical design. Group work has shown that the knowledge, comprehension and application of a group can be higher than the individuals themselves would achieve, as not everyone is a specialist in every field. Analysis is the breaking down of something into its component parts, differentiating between similar items and the ability to compare and contrast. All the students interviewed for this report were able to use the knowledge and comprehension of information they have been given and apply this to new situations. Synthesis is the ability to take the component parts and either rearrange or combine them to form a new or different whole. A particularly relevant example of analysis and synthesis is demonstrated when considering the rescheduling of tasks when a crisis situation arises during the project lifecycle. The project manager can study the critical path of the project and determine where resources can be reallocated or extra resources brought in order to ensure that the project is still delivered on time and to specification. The project plan can then be updated to produce a new schedule, which does not necessarily look like, or work in the same way as, the original. In the Project Management unit they are able to look at the scheduling of other Project plans prior to producing their coursework assignment. Synthesis will then allow them to take individual processes from this analysis and combine them as they investigate a business problem and produce a Project Management solution. For the second semester unit students will be shown how to create a project plan for the websites development, and will gain an understanding of the importance of scheduling and resource allocation. Evaluation requires judgements to be made as to what elements of the project went to plan and what lessons can be learned from the overall project experience. For example, the project manager will evaluate the finished product after implementation. This allows them to see if future projects can be managed more effectively and efficiently. Using the Project Management unit as an example, once the project plan is implemented, an evaluation of the project will allow the students to check if the product they have designed was produced as planned, to specification, within budget and timescale. Word Count 2083 4.5 Aims, objectives and outcomes of the scheme of work, lesson plans and learning materials in relation to the cognitive learning taxonomy The evidence gained during the research and interviews carried out facilitated the production of scheme of work, (Appendix A) lesson plans, (Appendix B) and learning materials (Appendix C) for the Project Management unit. The scheme of work identifies how each session builds on the previous session and each lesson plan shows evidence of how Bloom’s taxonomies has been incorporated into the learning process. The aim and objectives of the unit were to outline how to produce a project plan prior to the student producing their own project plan for the web development. Knowledge – All lecture topics have been developed on the basis that students have no prior knowledge of each stage of project management. The only assumption was the students had completed the tasks in the preceding practical session, however, not having completed the tasks should not interfere with their learning of the lecture topic. The scheme of work has been written in a way that does not penalise a student for not having grasped any particular fragment of the course, being as it is, modular in design. Each lecture consists of a PowerPoint presentation followed by a brief demonstration on the interactive whiteboard. Each week previous learning is checked prior to and often during the lecture to check the learning. building upon the week before with the subject matter progressively gaining in complexity. Comprehension – All the students will be encouraged to ask questions at any point during the presentation/demonstration if they require additional clarification. The intention is to check their comprehension by asking if they can provide examples to justify a point made and then opening up discussion to the whole group. Application – Knowledge and Comprehension will be combined when attempting the task sheets written to accompany each week’s lecture topic. These sheets are not handouts in the usual sense, each one consisting not of information for a student to refer to at a later date, but tasks that will facilitate their learning. The tasks cater for individual interpretation of the problem statements, allowing each student to develop the subject matter with their knowledge and understanding. Analysis, Synthesis and Evaluation – Students will be actively encouraged to explore alternative project management software, breaking each one down into specific functions and comparing and contrasting how well they facilitate the task of managing a project and the application limitations. There will be a requirement to evaluate the overall effectiveness of the application. 4.6 Teaching and learning strategies deployed in the development of the project management unit The project management unit was designed in line with the cognitive taxonomy described earlier. Lectures/Group discussions Students are given lectures whereby information is presented from which knowledge and comprehensive can be gained by interaction in group discussion. For Student A and Student B asking questions and providing answers to questions comes naturally as they are both confident members of the group. However Student D is a very quiet member and through a basic lack of confidence always appears reluctant to come forward therefore subtle probing is required to check his learning and ensure that he has fully understood the subject matter. One to one tuition Although Student C is usually willing to interact if directly questioned often, one to one tuition is needed as due to his lack of concentration he often lags behind the rest of the group and needs more thorough recapping of prior sessions. Whilst Student E often shows little interest in group discussions she will ask later in the practical session if she has not understood a certain element. Tasks In order to encourage students to apply knowledge and comprehension to a new situation the scheme of work includes a simple task to plan a birthday celebration and consider all the tasks involved, and the sequence with which they undertook the tasks and who would be responsible for each task. Students were then given the opportunity to apply this knowledge by completing the task sheets. Demonstration In the later weeks once the basic project management principles have been taught then students progress to using the project management software at this point demonstrations are included in the lesson plan to illustrate the use of the features of the project management tool. Students are at this point encouraged to part take in these demonstrations. One of the main problems is that students progress at varying rates throughout the unit and to ensure that this issue is addressed I have built in further complexity to stretch the more able student by for example introducing more complex scheduling and updating techniques within the project plans. This provides an opportunity for the tutor to concentrate on an individual group member without restricting the progress of others, meaning that all students will be able to feel that they have accomplished something of value in each session. However, the scheme of work does progress through a logical pattern. For example, the principles of project management precede the creation of a project plan. The students will then learn topics of progressive complexity before creating a project plan for a commercially acceptable web site. 4.7 The importance of language, literacy and numeracy In today’s environment where employers are increasingly looking graduates that possess good communication and numeracy skills it is important that these elements of teaching and learning are incorporated into lesson plans and schemes of work. Presentation skills are developed within the project management unit as students are required to present their website to their client in a professional manner by the use of a PowerPoint presentation. Report writing skills are developed, as the assignment brief requires students to produce their evidence in report format. Students are encouraged to communicate both verbally in group discussions and by written communication in the form of agendas and minutes of meeting they have held within their group and with their client. Student A who is dyslexic is supported by proof reading her assignment work prior to submission and understanding her anxieties about being watched whilst keying in information. The application of numbers within the project management unit is limited to calculating the estimated duration of a task using the Program Evaluation Review Technique, a formulae that explores the probability, i.e. optimistic duration + pessimistic duration + (3 x most likely duration) divided by 6 Other mathematical skills are using when determining the critical path of a project. 4.8 Evaluation of teaching and learning strategies Detailed study has shown that Bloom’s taxonomy is relevant to all the students I teach. In particular, recent experience teaching the AVCE group has highlighted the need for students to have both knowledge and comprehension, and in order to achieve the higher grades students must also possess the ability to apply, analyse, synthesise and evaluate. As is evident in the study, if the lower levels of learning are not achieved i.e. the knowledge and the comprehension then students will be unable to achieve the higher levels such as analysis, synthesis and evaluation. Although these higher levels are not often required to pass the AVCE unit there is an expectation that they will need be achieved if they progress to Higher Education (HE). Student A, Student B and Student D are already showing signs of reaching the higher cognitive levels however in the case of Student C and Student E there will be a strong need to build on their knowledge and subject understanding in order to become proficient in analysing, synthesising and, most importantly, evaluating their work to ensure that they succeed at any higher education qualifications they undertake. In conclusion the cognitive domain theory can easily applied to the development of the project management unit in order that students can learn to produce good project plans. 4.9 Evaluation of learning materials used As a result of doing this research, I now ensure that basic knowledge and understanding of subject matter is achieved by recapping both in group discussion and on a one to one basis with individual students. I also plan individual lessons in greater depth and look for new ways to break up the learning process into more manageable chunks, by using tasks sheets and group work and the requesting agendas and minutes are taken. I have explored the use of electronic tools such as Course Genie in order to provide a much interactive way of presenting information. I am now proficient at using the whiteboard and actively encourage students to use it during group discussions. In conclusion I feel that by gaining a good understanding of the individual needs of my student I can adapt lessons to suit. This is substantiated by Stephens and Roderick (1971) who state, â€Å"that a failure to select methods that are appropriate to the real needs and interests of the students will weaken their educational achievement† 4.10 Evaluation of Student Learning Assessment of student’s learning is two fold. Firstly work produced during each practical session, is checked and commented upon. Secondly more formal assessment takes place by marking the three assignments and feeding back on the PowerPoint presentation. As this is the first course for which I have been responsible for the complete management of the learning process, I am as yet unable to critically discuss the effectiveness of the strategies and materials. However, I am confident that the students will learn more effectively from this style of content delivery than they have from the previous project management material that was I asked to deliver last year delivered with the very limited material provided for me by previous unit leader. 4.11 Strengths and weaknesses of the sessions As the scheme of work and lessons are not planned to be delivered until 24 January 2005 the strengths and weaknesses cannot at this moment in time be reflected upion. 1556 5. References Child. D., (1993), Psychology and the Teacher, Casell Education Ltd, London. Curzon. LB., (2000), Teaching in Further Education: An Outline of Principles and Practice, Continum, London. Huddleston. P. & Unwin. L., (1997), Teaching and Learning in Further Education: Diversity and Change, Routledge, London. Petty. G., (1998), Teaching Today, Stanley Thornes, Cheltenham. Reece, Ian & Walker, Stephen (2000) Teaching, Training and Learning a practical guide 4th Edition, BEPL, Sunderland. Stephens. MD. & Roderick. GQ., (1971), Teaching Techniques in Adult Education, David & Charles, Newton Abbot. 6. Bibliography Bennett. N. & Carre. C., (ED’s), (1993), Learning to Teach, Routledge, London. Borg. WR. & Gall. MD., (1983), Educational Research: An Introduction, Longman, New York. Broadfoot. PM., (1996), Education Assessment and Society, Open University Press, Buckinghamshire. Castling. A., (1996), Competence based Teaching and Training, Macmillan, Basingstoke. Chitty. C., (ED), (1991), Post 16 Education Studies in Access and Achievement, Kogan Page, London. Cohen. L. & Manion. L., (1983), A Guide to Teaching Practice, Routledge, London. Cohen. L. & Manion. L., (1989), Research Methods in Education, Routledge, London. Cohen. L. & Manion. L., (1996), A Guide to Teaching Practice – 4th Edition, Routledge, London. Cosin. B. & Hales. M., (1983), Education Policy and Society: Theoretical Perspectives, Routledge, London. Entwistle. N., (ED), 1985, New Directions in Educational Psychology: 1 Learning and Teaching, Falmer Press, London. Freeman. R., (1993), Quality Assurance in Training and Education, Kogan Page, London. Jarvis. P., (1995), Adult and Continuing Education: Theory and Practice, Routledge, London. Minton. D., (1991), Teaching Skills in Further and Adult Education, Macmillan, Basingstoke. Murphy. R. & Torrance. H., (ED’s), (1987), Evaluating Education: Issues and Methods, Open University Press, Buckinghamshire. Reeves. F., (1995), The Modernity of Further Education, Bilston College Publications, Derbyshire. Rogers. J., (1989), Adults Learning, Open University press, Milton Keynes. Stores. E., (1994), Supervision in Teacher Education: A Counselling and Pedagogical Approach, Routledge, London. Tansley. P., (1989), Course Teams: The Way Forward in Further Education, NFER-Nelson, Windsor. Waddington. DJ., (Ed), (1985), Education Industry and Techniques, Pergamon Press, Oxford. Walklin. L., (1982), Instructional techniques and Practice, Stanley Thornes, Cheltenham

Berkeleys Theory Of Immaterialism Essays - Ontology, Perception

Berkeleys Theory Of Immaterialism Essays - Ontology, Perception Berkeley's Theory of Immaterialism As man progressed through the various stages of evolution, it is assumed that at a certain point he began to ponder the world around him. Of course, these first attempts fell short of being scholarly, probably consisting of a few grunts and snorts at best. As time passed on, though, these ideas persisted and were eventually tackled by the more intellectual, so-called philosophers. Thus, excavation of "the external world" began. As the authoritarinism of the ancients gave way to the more liberal views of the modernists, two main positions concerning epistemology and the nature of the world arose. The first view was exemplified by the empiricists, who stated that all knowledge comes from the senses. In opposition, the rationalists maintained that knowledge comes purely from deduction, and that this knowledge is processed by certain innate schema in the mind. Those that belonged to the empiricist school of thought developed quite separate and distinct ideas concerning the nature of the substratum of sensible objects. John Locke and David Hume upheld the belief that sensible things were composed of material subezce, the basic framework for the materialist position. The main figure who believed that material subezce did not exist is George Berkeley. In truth, it is the immaterialist position that seems the most logical when placed under close scrutiny. The initial groundwork for Berkeley's position is the truism that the materialist is a skeptic. In the writing of his three dialogues, Berkeley develops two characters: Hylas (the materialist) and Philonous (Berkeley himself). Philonous draws upon one central supposition of the materialist to formulate his argument of skepticism against him; this idea is that one can never perceive the real essence of anything. In short, the materialist feels that the information received through sense experience gives a representative picture of the outside world (the representative theory of perception), and one can not penetrate to the true essece of an object. This makes logical sense, for the only way to perceive this real essence would be to become the object itself! Although the idea is logical, it does contain a certain grounding for agnosticism. Let the reader consider this: if there is no way to actually sense the true material essence of anything, and all knowledge in empiricism comes from the senses, then the real material essence can not be perceived and therefore it can not be posited. This deserves careful consideration, for the materialist has been self-proclaimed a skeptic! If the believer in this theory were asked if a mythical beast such as a cyclops existed he would most certainly say no. As part of his reply he might add that because it can not be sensed it is not a piece of knowledge. After being enlightened by the above proposed argument, though, that same materialist is logically forced to agree that, because the "material substratum1" itself can not be sensed, its existence can not be treated as knowledge. The materialist belief has, in effect, become as futile as proving that the cyclops exists; his ideas have lead him into skepticism. Having proven that the materialist is, at best, a doubter, Berkeley goes on to offer the compelling argument that primary and secondary qualities are, together, one thing. As the materialist believes, primary qualities of an object are those things that are abstract (not sense oriented). Examples of these would be number, figure, motion, and extension. Secondary qualities are those things that are concrete (sense oriented), such as color, smell, sound, and taste. The materialist feels that these primary qualities persist even when the secondary ones are not there. Thus, if a person were blind, then that individual would not be able to hear or to touch items; yet the so-called real qualities such as figure would remain existent in the objects. As previously shown, the materialist is agnostic in his belief of these real (primary) qualities. It is here that Berkeley directs an alternate hypothesis: that the abstract primary qualities don't exist at all. In fact, the immaterialist position states that these qualities are merely secondary in nature, as they, too, can not be perceived as being separate from an object. For inezce, if a person is asked to imagine a primary quality

7 Simple Best Practices to Speed Up Your Job Search

7 Simple Best Practices to Speed Up Your Job Search When an individual has spent some time looking for a new work, it can be easy to get into a rut, especially if that perfect job hasn’t come along. Worse yet, the few interviews that came your way did not result in a job offer. There is no reason to panic. Changing your tactics and being more proactive can change your luck and land you that job. 1. Look Over Your ResumeOne mistake made by resume writers is using stock phrases in a resume. Saying things such as â€Å"team leader† sounds good but tells the recruiter nothing about your skills. Making yourself stand out in the crowd is more likely to get your resume noticed. If you are qualified for a job and applied for numerous classified ad jobs but don’t get callbacks for interviews, then the problem may lie with your resume. Gear a resume toward the job you are seeking, highlight your skills and make this information easy to find such as placing this information in short bullet points. Before you send a resume, c heck to make sure your contact information is correct. A surprising number of job applicants are never contacted because they listed an old phone number or email address.2. Improve Your Job SkillsWhile you are waiting for that interview, go over your resume and see if there is anything you can do to make yourself more desirable as an employee in your job niche. Perhaps taking a course to improve your skills may make the difference in whether you are selected. Even if it doesn’t, it adds to your skills and shows that you keep on top of the latest information. This can leave a positive impression on recruiters.3. Work on Interviewing SkillsThe all-important interview can make or break getting a job. Polish your interview skills by practicing in front of friends or family or even in front of a mirror. Remember that you will probably be asked to tell the recruiter about yourself. Keep this response under two minutes and include education, what you accomplished that benefitted you r previous job and how you can be an asset for the current job opening.4. Try NetworkingSometimes, jobs can be found right under your nose. By networking through friends and business acquaintances, you can find job position openings. In addition, you can make a list of companies where you would like to work and submit an application for a current job listing or make inquiries about future job openings.5. Reevaluate Your SearchYou’ve submitted dozens of applications at job search sites and haven’t heard anything back. Maybe you need to reevaluate the way you are conducting your job search and the information you are putting out. This might be the time to ramp up your LinkedIn profile or your personal web page, which gives you plenty of room to list your qualifications, awards and experience. If searching job boards online isn’t helping, maybe it’s time to expand your job hunting by using other means.6. Follow Up on ApplicationsRather than waste time waitin g for a call or email from a recruiter, wait about a week and follow up on your job application. If the interest isn’t there, check it off your list to avoid wasting your time. In addition, recruiters may appreciate that an applicant wants the job badly enough to follow up. This might make a recruiter reconsider your application or bring it to his or her notice when contacting applicants for interviews.7. Take Your Job Search SeriouslySome job seekers simply send in stock resumes and wait for responses. Being proactive when searching for a job is more likely to get you called in for that first interview. Conducting a job search is work in itself and should be treated as seriously as you would a new job. Attention to detail, being proactive and making necessary changes will get you that dream job more quickly.When your job search stalls out, then it is time to re-evaluate, make changes and keep searching. TheJobNetwork helps by doing the searching for you. This service lets yo u list your qualifications and job interests and searches 24-hours a day for appropriate job openings, which it sends to you in the form of alerts. In addition, you can be proactive by searching the jobs yourself. Sign up for job match alert to get your job search going.

Limited Liability Corporations and Partnerships Essay

Limited Liability Corporations and Partnerships - Essay Example It integrates properties of general partnerships with properties of corporations. This form of business ownership is common among professionals in ‘service-oriented’ industries such as law and accountancy. The partnership restricts liability to partners who either directly or indirectly, through negligence or malpractice, initiate such liabilities. Other aspects of the form of business are however similar to those of the general partnership (Miller, 2012). The scope of a limited liability partnership, as a business enterprise, therefore identifies a number of roles. One of such roles is to undertake production process. Whether the partnership deals in goods or services, it converts resources such as labor and raw materials into more refined and consumable products. As a result, limited liability partnerships play the role of ensuring consumer’s utility through provision of either goods or services or both. Another role of a limited liability partnership involves m arketing of its products. Based on competition among players in a market, each enterprise develops strategies towards attracting and retaining customers. The organizations also face the role of financial management. Being profit oriented enterprises, limited liability partnerships focuses on managing their finances to meet their production costs and needs. Financial management is also important in ensuring minimized production costs for higher profit margins. Another role of the organization involves recruitment and management of human resource. Being an employer together with the need to develop an efficient labor force initiates the responsibility of managing personnel. Like any other form of business organization, limited liability partnerships have a role in social responsibility. The organizations must ensure that their activities are friendly to their environments and that they make efforts to benefit their immediate societies (Miller, 2012; Sde, n.d.). Advantages of limited l iability partnerships The main advantage of a limited liability partnership is the limitation of partner’s liabilities. This protects partners from negligence, mistakes, and fraud by other partners. In addition, limitation of partners’ liability to responsibility over losses promotes diligence and improved efficiency in operations. This is because partners know that they are solely responsible for their faults. Another advantage of a limited liability partnership is its wider base for raising capital from many partners (Miller, 2012). Disadvantages of limited liability partnerships One of the major disadvantages of limited liability partnerships is the freedom of partners to operate independently within the partnership. This means that decisions are individually made and may conflict with the organization’s objectives. Limiting liability to responsibility of partners is also a threat to innovation due to fear of bearing associated losses (Miller, 2012). Limited liability corporations and their roles Limited liability corporations are business organizations with separate legal entities. The owners of the business are different from the management team that is normally composed of board of directors and senior employees. Like in limited liability