Final Reflection for Sociology - 1239 Words

For this final reflection for Intro to Sociology, I will cover several topics that I learned throughout the course of this class. I will cover topics that I can relate to as well as those that I can’t. Part of the reason this class is so important for students to take is so that we can take the outlook of others and allow it to possibly change the views that we have on certain topics. Topics such as culture, race and ethnicity, gender stratification, and education are a part of our daily life, but we get in such a rut of living day to day life without taking in the opinion and outlook of others that we don’t know what we truly feel because we are only one sided. By learning these different ideas and beliefs, we may not feel the way†¦show more content†¦There are a lot more stay at home fathers now than there were in the last decade and as time goes on, there will be more and more taking up this role. Education is the social institution through which society provides its members with important knowledge, including basic facts, job skills, and cultural norms and values (Macionis 406). Today, schooling differs from whether you are living in a high incomeShow MoreRelatedThe Changing Meanings Of Religion975 Words   |  4 Pagesbiography, political and other views and the zeitgeist in which they constructed their theories. More than 100 years ago of theoretical reflection on religion in the framework of sociology may be organized in a few ways in order to highlight the dominant characteristics. In the first chronological approach, there are three periods of development in the sociology of religion, which are: classical, post-classical and contemporary. In the second approach, there are three theories of religion that inRead MoreDurkheim Is Dead! 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The Return Midnight Chapter 23 Free Essays

string(51) " sleep is probably running on too much adrenaline\." In the car, Matt sat by the sleeping Meredith with Saber crammed in at their feet, listening in shock and horror as they recounted Meredith’s story. When they were done, he was able to speak about his own experiences. â€Å"I’m going to have nightmares al my life about Cole Reece,†he admitted. We will write a custom essay sample on The Return: Midnight Chapter 23 or any similar topic only for you Order Now â€Å"And even though I slapped an amulet on him, and he cried, Dr. Alpert said he was Stillinfected. How can we fight something this far out of control?† Elena knew he was looking at her. She dug her nails into her palms. â€Å"It isn’t that I haven’t tried to use Wings of Purification over the town. I’ve tried so hard that I feel as if I’l burst. But it’s no good. I can’t control any Wings Powers at all! I think – after what I’ve learned about Meredith – that I may need training. But how do I get it? Where? From who?† There was a long silence in the car. At last Matt said, â€Å"We’re al in the dark. Look at that courtroom! How can they have so many werewolves in one town?† â€Å"Wolves are sociable,†Stefan said quietly. â€Å"It looks as if there is a whole community of werewolves in Ridgemont. Seeded among the various Bear and Moose and Lions Clubs of course. For spying on the only creatures they’re scared of: humans.† At the boardinghouse Stefan carried Meredith to the first-floor bedroom and Elena pul ed the covers over her. Then she went to the kitchen, where the conversation was continuing. â€Å"What about those werewolves’families? Their wives?†she demanded as she rubbed Matt’s shoulders where she knew the muscles must hurt fiercely from being handcuffed behind his back. Her soft fingers soothed bruises, but her hands were strong, and she kept kneading and kneading until her own shoulder muscles began to swear at her†¦and beyond. Stefan stopped her. â€Å"Move over, love, I’ve got evil vampire magic. This is necessary medical treatment,†he added sternly to Matt. â€Å"So you have to take it no matter how much it hurts.†Elena could Stillfeel him, if faintly, through their connection and she saw how he anesthetized Matt’s mind and then dug into the knotted shoulders as if he was kneading stiff dough, meanwhile reaching out with his Powers of healing. Mrs. Flowers came by just then with mugs of hot, sweet cinnamon tea. Matt drained his mug and his head fel back slightly. His eyes were shut, his lips parted. Elena felt a huge wave of pain and tension flood away from him. And then she hugged both of her boys and cried. â€Å"They picked me up on my own driveway,†Matt admitted as Elena sniffled. â€Å"And they did it by the book, but they wouldn’t even look at the – the chaos al around them.† Mrs. Flowers approached again, looking serious. â€Å"Dear Matt, you’ve had a terrible day. What you need is a long rest.†She glanced at Stefan, as if to see how this would impact him, with so few blood donors. Stefan smiled reassuringly at her. Matt, Stillbeing kneaded pliant, had just nodded. After that his color started coming back and a little smile curved his lips. â€Å"There’s m’main man,†he said, when Saber butted his way through traffic to pant directly in Matt’s face. â€Å"Buddy, I love your dog breath,†he declared. â€Å"You saved me. Can he have a treat, Mrs. Flowers?†he asked, turning slightly unfocused blue eyes on her. â€Å"I know just what he’d like. I have half a roast left in the refrigerator that just needs to be heated a bit.†She punched buttons and in a short while, said, â€Å"Matt, would you like to do the honors? Remember to take the bone out – he might choke on it.† Matt took the large pot roast, which, heated, smel ed so good it made him aware that he was starving. He felt his morals col apse. â€Å"Mrs. Flowers, do you think I could make a sandwich before I give it to him?† â€Å"Oh, you poor dear boy!†she cried. â€Å"And I never even thought – of course they wouldn’t give you lunch or dinner.† Mrs. Flowers got bread and Matt was happy enough with that, bread and meat, the simplest sandwich imaginable – and so good it curled his toes. Elena wept just a little more. So easy to make two creatures happy with one simple thing. More than two – they were al happy to see Matt safe and to watch Saber get his proper reward. The enormous dog had fol owed every movement of that roast with his eyes, tail swishing back and forth on the floor. But when Matt, Stillchomping, offered him the large piece of meat that was left, Saber just cocked his head to one side, staring at it as if to say, â€Å"You have to be joking.† â€Å"Yes, it’s for you. Go on and take it now,†Mrs. Flowers said firmly. Final y, Saber opened his enormous mouth to take hold of the end of the roast, tail twirling like a helicopter blade. His body language was so clear that Matt laughed out loud. â€Å"This once on the floor with us,†Mrs. Flowers added magnificently, spreading a large rug over the kitchen floorboards. Saber’s joy was only surpassed by his good manners. He put the roast on the rug and then trotted up to each of the humans to push a wet nose into hand or waist or under a chin, and then he trotted back and attacked his prize. â€Å"I wonder if he misses Sage?†Elena murmured. â€Å"I miss Sage,†Matt said indistinctly. â€Å"We need al the magic help we can get.† Meanwhile Mrs. Flowers was hurrying around the kitchen making ham and cheese sandwiches and bagging them like school lunches. â€Å"Anybody who wakes up tonight hungry must have something to eat,†she said. â€Å"Ham and cheese, chicken salad, some nice crisp carrots, and a big hunk of apple pie.†Elena went to help her. She didn’t know why, but she wanted to cry some more. Mrs. Flowers patted her. â€Å"We are al feeling – er, strung out, â€Å"she announced gravely. â€Å"Anyone who doesn’t feel like going right to sleep is probably running on too much adrenaline. You read "The Return: Midnight Chapter 23" in category "Essay examples" My sleeping aid wil help with that. And I think we can trust our animal friends and the wards on the roof to keep us safe tonight.† Matt was practical y asleep on his feet now. â€Å"Mrs. Flowers – someday I’l repay you†¦but for now, I can’t keep my eyes open.† â€Å"In other words, bedtime, kiddies,†Stefan said. He closed Matt’s fingers firmly around a packed lunch, then steered him toward the stairs. Elena gathered several more lunches, kissed Mrs. Flowers twice, and went up to Stefan’s room. She had the attic bed straightened and was opening a plastic bag when Stefan came in from putting Matt to bed. â€Å"Is he okay?†she said anxiously. â€Å"I mean, wil he be okay tomorrow?† â€Å"He’l be okay in his body. I got most of the damage healed.† â€Å"And in his mind?† â€Å"It’s a tough thing. He just ran smack into Real Life. Arrested, knowing they might lynch him, not knowing if anybody would be able to figure out what had happened to him. He thought that even if we tracked him it would come down to a fight, which would have been hard to win – with so few of us, and not much magic left.† â€Å"But Saber fixed ’em,†Elena said. She looked thoughtful y at the sandwiches she’d laid out on the bed. â€Å"Stefan, do you want chicken salad or ham?†she asked. There was a silence. But it was moments before Elena looked up at him in astonishment. â€Å"Oh, Stefan – I – I actual y forgot. I just – today has been so strange – I forgot – â€Å" â€Å"I’m flattered,†Stefan said. â€Å"And you’re sleepy. Whatever Mrs. Flowers puts in her tea – â€Å" â€Å"I think the government would be interested in it,†Elena offered. â€Å"For spies and things. But for now†¦Ã¢â‚¬ She held her arms out, head bent back, neck exposed. â€Å"No, love. I remember this afternoon, if you don’t. And I swore I was going to start hunting, and I am,†Stefan said firmly. â€Å"You’re going to leave me?†Elena said, startled out of her warm satisfaction. They stared at each other. â€Å"Don’t leave,†Elena said, combing her hair away from her neck. â€Å"I had it al planned out, how you’l drink, and how we’l sleep holding each other. Please don’t leave, Stefan.† She knew how hard he found it to leave her. Even if she was grimy and worn out, even if she was wearing grungy jeans and had dirt under her fingernails. She was endlessly beautiful and endlessly powerful and mysterious to him. He longed for her. Elena could feel it through their bond, which was beginning to hum, beginning to warm up, beginning to draw him in close. â€Å"But, Elena,†he said. He was trying to be sensible! Didn’t he know she didn’t want sensible at this particular moment? â€Å"Right here.†Elena tapped the soft spot on her neck. Their bond was singing like an electric power line now. But Stefan was stubborn. â€Å"You need to eat, yourself. You have to keep your strength up.† Elena immediately picked up a chicken salad sandwich and bit into it. Mmm†¦yummy. Real y good. She would have to pick Mrs. Flowers a wildflower bouquet. They were al so well taken care of here. She had to think of more ways to help. Stefan was watching her eat. It made him hungry, but that was because he was used to being fed round the clock, and not used to exercise. Elena could hear everything through their connection and she heard him thinking that he was glad to see Elena renewing herself. That he had learned discipline now; that it wouldn’t do him any harm to go to bed one night feeling hungry. He would hold his sleepy adorable Elena al night. No! Elena was horrified. Since he’d been imprisoned in the Dark Dimension, anything that hinted at Stefan going without fil ed her with appal ing terror. Suddenly she had trouble swal owing the bite she’d taken. â€Å"Right here, right here†¦please?†she begged him. She didn’t want to have to seduce him into it, but she would if he forced her to. She would wash her hands into pristine cleanliness, and change into a long, clinging nightgown, and stroke his stubborn canines in between kisses, and touch them with her tongue tip gently, just at the base where they wouldn’t cut her as they responded and grew. And by then he would be dizzy, he would be out of control, he would be hers completely. All right, All right! Stefan thought to her. Mercy! â€Å"I don’t want to give you mercy. I don’t want you to let me go,†she said, holding her arms out to him, and heard her own voice soft and tender and yearning. â€Å"I want you to hold me and keep me forever, and I want to hold you and keep you forever.† Stefan’s face had changed. He looked at her with the look he’d worn in prison when she had come to visit him in an outfit – very unlike the grubby one she wore now – and he’d said, bewildered, â€Å"Al this†¦it’s for me?† There had been razor wire between them then. Now there was nothing to separate them and Elena could see how much Stefan wanted to come to her. She reached a little farther and then Stefan came into the circle of her arms and held her tightly but with infinite care not to use enough strength to hurt her. When he relaxed and leaned his forehead against hers, Elena realized that she would never be tired or sad or frightened without being able to think of this feeling and that it would uphold her for the rest of her life. At last they sank down together on the sheets, comforting each other in equal measure; exchanging sweet, warm kisses. With each kiss, Elena felt the outside world and al its horrors drift farther and farther away. How could anything be wrong when she herself felt that heaven was near? Matt and Meredith, Damon and Bonnie would surely al be safe and happy too. Meanwhile, every kiss brought her closer to paradise, and she knew Stefan felt the same way. They were so happy together that Elena knew that soon the entire universe would echo with their own joy, which overflowed like pure light and transformed everything it touched. Bonnie woke and realized she had only been unconscious for a few minutes. She began to shiver, and once she started she couldn’t seem to stop. She felt a wave of heat envelop her, and she knew that Damon was trying to warm her, but Stillthe trembling wouldn’t go away. â€Å"What’s wrong?†Damon asked, and his voice was different from usual. â€Å"I don’t know,†Bonnie said. She didn’t. â€Å"Maybe it’s because they kept starting to throw me out the window. I wasn’t going to scream about that,†she added hastily, in case he assumed she would. â€Å"But then when they talked about torturing me – â€Å" She felt a sort of spasm go through Damon. He was holding her too hard. â€Å"Torturing you! They threatened you with that?† â€Å"Yes, because, you know, Misao’s star bal was gone. They knew that it had been poured out; I didn’t tel them that. But I had to tel them that it was my fault that the last half got poured out, and then they got mad at me. Oh! Damon, you’re hurting me!† â€Å"So it was your fault it got poured out, was it?† â€Å"Well, I figure it was. You couldn’t have done it if I hadn’t gotten drunk, and – wh-what’s wrong, Damon? Are you mad too?†He real y was holding her so that she real y couldn’t breathe. Slowly, she felt his arms loosen a little. â€Å"A word of advice, little redbird. When people are threatening to torture and kil you, it might be more – expedient – to tel them that it’s someone else’s fault. Especial y if that happens to be the truth.† â€Å"I know that!†Bonnie said indignantly. â€Å"But they were going to kil me anyway. If I’d told about you, they’d’ve hurt you, too.† Damon pul ed her roughly back now, so that she had to look him in the face. Bonnie could also feel the delicate touch of a telepathic mind probe. She didn’t resist; she was too busy wondering why he had plum-colored shadows under his eyes. Then he shook her a little, and she stopped wondering. â€Å"Don’t you understand even the basics of self-preservation?†he said, and she thought he looked angry again. He was certainly different from any other time that she’d seen him – except once, she thought, and that was when Elena had been â€Å"Disciplined†for saving Lady Ulma’s life, back when Ulma had been a slave. He’d had the same expression then, so menacing that even Meredith had been frightened of him, and yet so fil ed with guilt that Bonnie had longed to comfort him. But there had to be some other reason, Bonnie’s mind told her. Because you’re not Elena, and he’s never going to treat you the way he treats Elena. A vision of the brown room rose before her, and she felt certain that he would never have put Elena there. Elena wouldn’t have let him, for one thing. â€Å"Do I have to go back?†she asked, realizing that she was being petty and sil y and that the brown room had seemed like a haven just a little while ago. â€Å"Go back?†Damon said, a little too quickly. She had the feeling that he’d seen the brown room too, now, through her eyes. â€Å"Why? The landlady gave me everything in the room. So I have your real clothes and a bunch of star bal s down there, in case you weren’t through with one. But why would you think you might have to go back?† â€Å"Well, I know you were looking for a lady of quality, and I’m not one,†Bonnie said simply. â€Å"That was just so I could change back into a vampire,†Damon said. â€Å"And what do you think is holding you up in the air right now?†But this time Bonnie knew somehow that the sensations from the â€Å"Never Ever†star bal s were Stillin her mind and that Damon was seeing them too. He was a vampire again. And the contents of these star bal s were so abominable that Damon’s stony exterior final y cracked. Bonnie could almost guess what he thought of them, and of her, left to shiver under her one blanket every night. And then, to her total astonishment, Damon, the ever-composed, brand-new vampire blurted, â€Å"I’m sorry. I didn’t think about how that place would be for you. Is there anything that wil make you feel better?† Bonnie blinked. She wondered, seriously, if she were dreaming. Damon didn’t apologize. Damon famously didn’t apologize, or explain, or speak so nicely to people, unless he wanted something from them. But one thing seemed real. She didn’t have to sleep in the brown room anymore. This was so exciting that she flushed a little, and dared say, â€Å"Could we go down to the ground? Slowly? Because the truth is that I’m just terrified of heights.† Damon blinked, but said, â€Å"Yes, I think I can manage that. Is there anything else you’d like?† â€Å"Well – there are a couple of girls who’d be donors – happily – if – well – if there’s any money left – if you could save them†¦Ã¢â‚¬  Damon said a little sharply, â€Å"Of course there’s some money left. I even wrung your share back out of that hag of a landlady.† â€Å"Well, then, there’s that secret that I told you, but I don’t know if you remember.† â€Å"How soon do you think you’l feel well enough to start?†asked Damon. How to cite The Return: Midnight Chapter 23, Essay examples

God Grew Tired of Us free essay sample

The lost boys whom to be lost to love ones in many significant ways therefor the struggle they went through never keep them from been ‘found’’. The lost boys were very hurt and derived from the connections to another culture and from their homeland. First the lost boys overcame many adversities of creating new lives. Second the long journey out of Sudan to years spent in a refugee camp in Kenya to new lives in two northeastern cities. Finally the successful the lost boys become in the years spent in U. S. The lost boys were John, Daniel, and also Panther. Therefore the relocation by the International Rescue Committee to their new homes in Syracuse and Pittsburgh was the move for success. It sounds that if they leaving hell for heaven until you realize these men have never seen electricity, flushing toilets, or running water. They were anguished to leave behind the friends who been closer than family for fifteen years. We will write a custom essay sample on God Grew Tired of Us or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Many adversities came upon the lost boys on strive for success for their family and friends left behind in Sudan and Kenya. For example in 1983, civil war broke out in Sudan between the Arab north and Christian, Animist south that engulfed the entire country causing thousands to flee. Of the thousands that fled were over 86,000 boys between the ages of 5-10 years old. Majority of these boys no longer had any family of any sort. The boys walked thousands of miles from Sudan to Ethiopia and on to Kenya to escape their government’s slaughter of the people. The goal of the civil war was to punish the half of the country that was not of Muslim faith. In 1987, the Sudanese government announced that all men of the south should be killed or sterilized in order to end the spread of their so called treacherous ideals of Christianity and freedom. By the time the â€Å"Lost Boys† had fled over a thousand miles to Ethiopia, their numbers had been reduced to nearly 27,000 boys due to the extreme conditions of their traveling. With little food and even less water, their trek to escape the Sudanese crisis alive seemed hopeless. The camp in Ethiopia provided food, shelter, and security for the boys in Ethiopia for nearly 3 years. In this time, the boys began to form new bonds that would help them survive. They overcame the adversity of leaving a group who was also led by them.

The JFK Conspiracy Essays - Gambino Crime Family,

The JFK Conspiracy The JFK Conspiracy Is the government really truthful to us ? the people? Government is a really big "organization" with a huge amount of members, and it's obvious somebody is not telling the truth. Most of these dishonest events take place in an attempt to cover up any information that the government thinks is not for public eyes, but which we are supposed to know as citizens of this country. This is called a government conspiracy or cover up. Many people believe in conspiracies; some even believe too much, but it's very rare that a person believes the government is not hiding at least something from them. There have been hundreds if not thousands of books published on this subject and also numerous TV shows based on conspiracies and cover-ups like the "X-Files". There are even people who research these events for their enjoyment. There are many internationally known conspiracies, some examples are: the John F. Kennedy assassination, and the Roswell, New Mexico cover-up. Many other conspiracies are not that well known, the TWA flight 800 explosion which was supposedly an accident is one example. Probably the most famous government conspiracy of all is the John F. Kennedy assassination on November 22, 1963. Most people think that the Kennedy family was an all around perfect American family. Well they were not. I'm going to talk about the JFK assassination and why the government did not reveal some very important information about the incident to the public. Like I already said -- the Kennedies were not a perfect family. John's father, Joe Kennedy was a bootlegger during the prohibition and was also tied up with Mafia. He made a huge fortune dealing with Mafia and bootlegging, Joe was also the one who provided his son with a $250 million fortune when John was just in his 20's. Otherwise, how else could a 20 something year old guy acquire a 250 million dollar capital in the 1950's. John F. Kennedy was not always honest himself, he did not win the presidential election honestly, his father asked the Mafia ? Gambino crime family to help his son beat Nixon. Gambino faked and stuffed ballots. During his term John received money from Gambino and two other important crime families. But this tribute did not last long, John's brother, whom he had appointed to a very high government position launched a very serious campaign to eliminate Mafia controlled hotels and casinos which were numerous around the country. The campaign turned out to be very successful which put Gambino into a very bad situation ? his profits were dropping by millions each week and his men were arrested one by one. The Mafia world was furious and JFK was announced a "double crosser" which meant he was relying on help from the mafia, but at the same time trying to eliminate them. And in the Mafia world there is only one answer to a double crosser ? a "hit". Oswald was hired to do the job, although it is still a mystery by which crime family. John Fitzgerald. Kennedy was shot at three times with two bullets making it to the head on November 22, 1963. John died in a hospital bed, his body was taken for an autopsy and the FBI conducted a long investigation on the murder. Oswald was arrested and imprisoned for life, but none of the Mafia was touched. The government covered this incident up because they were aware of JFK's connections to the Mafia and that the CIA was involved with the same people in a campaign to assassinate Fidel Castro of Cuba. So if the public knew this information it would present great danger to the stability of the government. The FBI's report said Oswald killed John Kennedy but it had nothing in it about the Mafia. Also when the autopsy was conducted on John ? the brain that doctors supposedly took out of his head was a full size, unharmed, adult brain. But Kennedy was shot in the head twice and it was very vivid how a good part of his brain splattered out on the street. Now many theories exist in the world about the assassination in general and certain parts of JFK's life. Almost all of them are false and completely out of the blue with no particular evidence to prove them, but some could be true. This conspiracy has been researched for 32 years and will be researched even more just like all the other government conspiracies and cover-ups.

Hyperactivity essays

Hyperactivity essays This book is about children who has difficulty paying attention, controlling emotions, and governing physical activity, and who do not think before they act. It is a book about children who are often described as taking unnecessary risks, but it begins with the premise that these children can succeed at home, in school, and in the community. They can manage these difficulties. Most importantly, when they become successful adults, they can make a significant contribution to society. This book also begins with the idea that problems cannot be cured most be effectively managed, and effective management comes about through understanding those problems. To help your hyperactive child succeed, it is essential to understand your childs behavior, see the world through your childs eyes, and make the distinction between behavior that results from lack of ability and behavior from deliberate noncompliance. Over the past hundred years, problems characteristic of hyperactive have been categorized and labeled many different ways. At various times in the twentieth century, these children have been referred to as having the fidgeties, a de defect in moral control, minimal brain dysfunction, postencephalitic disorder, minimal brain damage, hyperkinesis, attention deficit disorder, and attention-deficit hyperactivity disorder. For the past several decades, the study of attention deficit disorder (ADD or ADHD) has captured the interest of medical, psychological, and educational researchers. The scientific investigation into the disorder has focused on a myriad of aspects including: epidemiology, etiology, methods of diagnosis, and procedures for treatment. It is likely that no other psychomedical disorder of childhood has been so well study as ADD. One of the reasons for such intense interest is that ADD is fairly prevalent in our society, affecting 3 to 5 percent of the nations school-age children. Drs. Sam and Mich...

Baseball WWII

Examines the sport as a popular social patriotic glue. Looks at the decline of players quality and compares it to the game of WWI. Looks at the issues of players military service, attendance and owners views. Baseball was one of the most significant forms of popular culture in the United States at the time of the Second World War. It was, by far, the most popular sport in the country, and its stars were local and, often, national heroes. It was a truly national pastime, as professional teams from the large northeastern and midwestern cities competed with each other, minor league teams drew crowds in small towns all over the country, and radio listeners swelled the number of fans. A great body of popular lore had grown up around the subject, and the identification of baseball and American values had become axiomatic. As with any manifestation of popular culture, baseball both revealed and determined what American society valued most. But, when World War II arrived, it was inevitable that baseball would be hit much harder than other popular culture..

Philosphy of Nursing Assignment Example | Topics and Well Written Essays - 1000 words

Philosphy of Nursing - Assignment Example America, England, Australia, Germany like countries are severely affected by the shortage of healthcare professionals especially nurses. As per the July/August 2009 statistics, despite the current easing of the nursing shortage due to the recession, the U.S. nursing shortage is projected to grow to 260,000 registered nurses by 2025 (Nursing Shortage Resource, 2009). In short the demand for the qualified nurses is immense irrespective of the recession or economic problems. Nobody wants to put their life in jeopardy. Even though the demand was huge, availability of qualified nurses with the right outlook or frame of mind is less which forced me to select nursing as my profession. This paper briefly explains my nursing philosophy. Nursing boundaries, first addressed by Florence Nightingale, are referred to in the â€Å"Nightingale Pledge† used in pinning ceremonies which teaches the nurses to devote themselves to the welfare of those committed to their care† all refer to standards or boundaries relating to their duties and responsibilities as nurses (Holder & Schenthal, 2007). My personal philosophy of nursing revolves around the above pledge. Nursing is always a profession which attracted me even from my childhood. I am really a sensitive person who always keeps a strong concern about the sick and needy people. Keeping high levels of values and ethical standards is necessary in all professions, especially in nursing profession. Morality and ethical values are diminishing from the current professional world day by day and nursing profession is also not an exception. The absence of values and ethical standards in nursing professional has created lot of problems in providing good healthcare services to patients. Florence Nightingale and Mother Teresa like noble personalities are rarely appearing in the world. The story of Florence Nightingale and Mother

Should school uniforms be mandatory Essay Example | Topics and Well Written Essays - 1000 words - 1

Should school uniforms be mandatory - Essay Example The students believe that the can dress up on their own on a daily basis and thus be different in their own right. What they do not understand is the fact that uniforms bring in politeness and courtesy for one another. This paper will specifically discuss why school uniforms are required and what kind of critical comments are made in the wake of not wearing them by the students. The stance of the teachers as well as the parents will also be taken care of here so as to justify the equation related with school uniforms in the present day and age. Moving ahead, uniforms are important and thus must be made mandatory. The reason for this implementation is that school uniforms implement understanding for one another. Students from humble backgrounds can feel at ease while the ones who are well-off can also come down to their level (Burke 2003). It is a fact that the uniforms create equality within the students, which goes down well with their upbringing regimes for the future. The deeply embedded theories of oneness and equality that are taught within school themselves have a practical basis as soon as the children see their own selves wearing the school uniforms. One should believe that this is the best example of equality that a school can give to its own students. They can practically teach their students to wear school uniforms and thus be active participants of the society that they are a part of. What is even more interesting is the fact that the written word which is presented to them through theory is manifested in its t rue form through the application of school uniforms. The children also understand that their oneness and equality would go a long way in building up their character and in comprehending how to walk hand in hand with the different strata of the society. The different members of the society will co-exist which is indeed the order of this day and age. They will work to good effect for the betterment of one and all, and

Gap Year After Graduation Essay Example for Free

Gap Year After Graduation Essay Nowadays, students leaving high school regularly travel, do voluntary work or a job in a gap year before going on to higher education. Undoubtedly, students occupy various benefits from experiments in gap year. It is apparent that after rigorous terms, a gap year which students possibly travel, volunteer society or do temporary work before deciding to join in higher education stimulates positively their practical and adaptive capability. Initially, those dynamic activities possibly enhance empirical ability of youngsters who passively acquire knowledge during high school. In evidence, learners feasibly comprehend miracles of foreign languages when they practice experimentally via travelling or voluntary work in abroad. More significantly, not only can a gap year improves practical ability but also enhances communication skill through youngster’s real factual experiences. Only by adapting to a changeable and flexible environment can students expend their personal skill and learn how to communicate effectively. Accordingly, a period time which students perform them after high school period effects advantageously to their practical and soft skill. That the young experience in gap year is not only a principal platforms which help them choose higher education form but also a chance to become more mature. A gap year with profound considerations cumulated by real experiments justifies what kind of higher education they are advisedly appropriate for. The young who are able to apply into universities and passionate studying advanced knowledge identify accurately their choice. Nevertheless, others who are appropriate for practicing in actual life also ascertain that their selection is vocation. Additionally, facing to challenge of real life leads them to be awareness profoundly of the changing world. Hardly can the young be mature when they always are protected carefully by parents and are not responsible for themselves. Briefly, a gap year is precious chances which support the young identify what they real want. Therefore, challenge in real life which students pass in a gap year is also valuable experiments for developing in the future.

Impact of the Proposed Devolution for Scotland :: History

Impact of the Proposed Devolution for Scotland Britain has never relished doses of constitutional reform, although they have accepted the drip-feed of frequent, unpalatable and ill-fated local government changes. Ambivalence to reform was reinforced in recent decades. The 1974 Labour government proposed an ambitious program of devolution for Scotland and Wales. It was a luckless policy, not least because of Labour’s divisions. Now it is all different. The case for Scottish devolution is being argued with renewed vigour. Its consideration is linked with proportional representation for a Scottish assembly. (Rt. Hon. Lord Biffen) With Britain being so against constitutional reform in the past, the impact of such reform could be perpetuated by such reform coming at the same time as many other policies on reform, such as devolution in Wales and Northern Ireland. These reforms have all come at the same time and in a short span of time since Labour only became government in May 1997. Devolution as described by Bogdanor is the delegation of power to local or regional administration, so power is dispersed from a superior to an inferior political authority, or to be more precise it consists of a sub-ordinate elected body on a geographical basis of functions at present exercised by Parliament. Scotland is to have its own parliament, while still remaining part of the United Kingdom. A referendum held in September 1997 endorsed the Scottish parliament by a substantial majority; 78% voted for a separate assembly, although the turnout was only 62% of the electorate. Now that the legislation has passed through Parliament, it will be introduced as soon as possible. Elections for 129 Members will be held in early 1999. It is expected that the parliament, which will be situated in Edinburgh, will become fully operational in the year 2000. The responsibilities which will be transferred to the Scottish parliament will include: - health, education and training, local government, housing, sports and the arts, economic development, law and home affairs and the environment. Among the areas of responsibility, which will remain at Westminster, are - overseas affairs, defence, national security, economic and monetary policy, employment legislation and social security. Of the 62% of the electorate who turned out to the referendum, 68% agreed that the Scottish parliament should have some tax raising powers, there is however a limit on the amount this tax can be raised which will be up to 3p in the pound.

African Society

This study seek to highlight why some people in the case study felt that alcohol controlled behavior. This case study analysis individual unit ( e.g a person, group, or event) stressing developmental factors in relation to the study. The case study is common in social sciences and life sciences. Case studies may be descriptive or explanatory. The later type is used to explore causation in order to find underlying principles. They maybe prospective, in which criteria are established and cases fitting the criteria are included as they become available, or retrospective, in which criteria are established for selecting cases from historical records for including in the study. It also highlight how a belief in ancestors related to behavior (e.g overlooking ancestral directives, there by getting cursed and how some one blamed the behavior of some people on the names they were given from birth. The assertion that the person's behavior after which a child was named determined the behavior of the person who bore the name afterwards. And the extent theory of nature/reflection in the case study. Furthermore, this case study analyze the validity that behavior is a matter of tradition (e.g up bring of children by parents. DEFINATION According to Thomas (2011) â€Å"case studies are analyses of persons, events, decisions, periods, projects, policies, institutions, or other systems that are studied holistically by one or more methods. The case that is the subject of the inquiry will be an instance of a class of phenomena that provides an analytical frame- an object- within which the study is conducted and which the case illuminates and explicates† Silverman (2005) reveals that, rather than using samples following a rigid protocol (strict set of rules) to examine limited number of valuables, case study methods involve an in- depth, longitudinal (over a long period of time) examination of a single instance or event: a case. They provide a systematic way of looking at events, collecting data, analyzing information, and reporting the results. As a result the researcher may gain a sharpened understanding of why the instance happened as it did, and what might become important to look at more extensively in future research. Case studies lend themselves to both generating and testing hypothesis. According to Lamneck (2005) another suggestion is that case study should be defined as a research strategy, an empirical inquiry that investigates a phenomenon within it's real- life context. Case study research means single and multiple case studies, can include quantitative evidence, relies on multiple sources of evidence and benefits from the prior development of theoretical propositions. Case studies should not be confused with qualitative research and they can be based on any mix of quantitative and qualitative evidence. Single- subject research provides the statistical framework for making inferences from qualitative case- study data. This also supported and well formulated in (Lamneck, 2005): â€Å"the case study is a research approach, situated between concrete data taking techniques and methodological paradigms†. The case study is sometimes mistaken for the case method, but the two are not the same. Generalizing From case studies Kyekye (1996) states that, a critical case can be defined as having strategic importance in relation to the general problem (e.g like in Mwense district research where some people in the case study felt that alcohol controlled behavior) A critical case allows the following type of generalization, ‘if it is valid for this case, it is valid for all (or many) cases.' In it's negative form, the generalization would be, ‘if it is not valid in this case, then it is not valid for any (or only few) cases.'( Lamnek, 2005). According to Karl popper, the case study is also effective for generalizing using the type of test called falsification, which forms part of critical reflexivity. Falsification is one of the most rigorous tests to which a scientific proposition can be subjected: if just one observation does not fit with the proposition it is considered not valid generally and must therefore be either revised or rejected. Popper him self used the now famous example, â€Å"All swans are white, and proposed that just one observation of a single black swan would falsify this proposition and this way have general significance and stimulate further investigations and theory- building. The case study is well suited for identifying â€Å"black swans† because of it's in- depth approach: what appear to be â€Å"white† often turns on closer examination to be â€Å"black† By selecting cases strategically in this manner one may arrive at case studies that allow generalization (Flyrbjerg, 200 6, P. 225-6). Misunderstandings about case study Research According to Flyrbjerg (2006) identifies and corrects five prevalent misunderstanding about case study research: > General, theoretical Knowledge is more valuable than concrete, practical knowledge. > One cannot generalize on the basis of an individual case and, therefore, the case study cannot contribute to scientific development. > The case study is most useful for generating hypotheses, whereas other methods are more suitable for hypotheses testing and theory building. > The case study contains a bias towards verification, i.e, a tendency to comfirm the researcher's preconceived notions. > It is often difficult to summarize and develop general propositions and theories on the basis of specific case studies.(Osei, 1971). According to a research which was conducted in Mwense district some people in the case study felt that alcohol controlled behavior and to add value to the case study: > In the first stage of alcoholism, drinking was no longer social but became a means of emotional escape from problems, inhibitions, anxiety, and in many instances, from realities of life. Stated in another way, early in the disease problem drinkers starts to depend on the mood altering capabilities of alcohol consumption. Also at this stage of alcoholism, a gradual increase in tolerance develops, meaning that increasing amounts of alcohol are needed in order for the problem drinker to â€Å"feel the buzz† or to â€Å"get high†.(Flyvbjerg, 2006). Furthermore, it is common for people with a drinking problem in the first stage of alcoholism to quickly drink a few alcoholic beverage before attending social functions and to increase social drinking to 3 to 5 drinks per day. Obviously, it can be determined that such behavior will eventually result in a host of drinking problems. > In the second stage of alcoholism, the need to drink becomes more intense. During this stage of the disease, the individual with the drinking problem frequently starts to drink earlier in the day.(Lamnek, 2005) As tolerance increases, moreover, the person drinks because of dependence on alcohol, rather than because of emotional and psychological stress and anxiety relief. During this stage, loss of control does not yet happen on a regular basis; it is however, gradually observed by others such as neighbors, co- workers, relatives, friends, and family members. > In the third stage of alcoholism, the loss of control becomes more pronounced and more problematic. This means that the problem drinker is usually unable to drink according to his or her intentions. for example, once the person takes the first drink, he or she can no longer control what will happen, even though the intention might have been to have one or two drinks. During this stage of the disease, most problem drinkers start to experience serious alcohol- related, financial, employment, legal, and relationship problems.(Robert, 1970). > The fourth and final stage of alcoholism is characterized by a chronic loss of control. In the earlier stages of the disease, the alcoholic may have been successful in maintaining a job. Now, however, drinking starts earlier in the day and usually continues throughout the day. Few, if any, full- time work positions, however, can be maintained once an individual has reached this state of affairs.(Thomas,2011). Classic Alcoholic Behavior The term â€Å"alcoholism† means the same thing as â€Å"alcohol dependence,† â€Å"alcohol addiction, â€Å"and â€Å"alcohol dependence.† Hence, some people in the case study felt that alcohol controlled behavior in Mwense district because of the information articulated above, it is clear that the four stages of classic alcoholic behavior do not point a pretty picture of the sad realities and the drinking problems that most chronic alcoholics experience in Mwanse district. In fact, it is clear that as the disease progresses, so do the drinking problems that are experienced by the alcoholic. Perhaps the damaging and unhealthy consequences of this disease might not make much of an impact on those who are already alcohol dependant. It is hoped, however, that exposing the facts about this disease to our youth before they start abusing alcohol will prevent many of the teens from suffering the grim fate of most alcoholics. Belief In Ancestors Relates To Behavior A belief is a degree of certainty we have that something is true. Our core beliefs are often based on the beliefs of other people we unconsciously accepted as true when we were too young to decide if the person's belief really served us.(Osei, 1971). Hence, ancestral belief refers to a generalized belief about the amount of control people have over their own lives. Individuals who feel that they are very much in charge of their won destiny have an internal locus of control; those who think that events in their life are due mainly to fate/luck or powerful others have an external locus of control. Locus of control is a generalized belief, so people with an external locus can feel in control in familiar situations. (Steven L. Mcshane et al. 2005). Moreover, from the research, we have suggested that perception of people and events is organized into categories. How this is done depends partly on sensation, partly on the principles of perception, and partly on the nature of the individual. Another fact of the individual is the set of attitudes that he/she holds. Attitudes are, essentially, â€Å"feelings† towards people or things. How people feel, what they believe, what they intend to do, and whether and how they do it may all be connected, and may all be related to the process of perception. However, to try to reduce the confusion in this area over the use of words and concepts such as â€Å"feelings† and â€Å"beliefs† Fishbein (1967) put forward the following hierarchical model Beliefs What we think about people, things, relationship e.t.c Attitudes Affective responses to those people, things, relationships e.t.c Intentions Cognitive states Behavior or Action Observable events The Theory of Nature/Reflected In The Case Study The extent theory of nature/reflection in the case study refers to the personality. Personality defined as the pattern of relatively enduring ways in which a person feels, thinks and behaves. Fincham R. describes personality as the relatively enduring combination of traits which makes an individual unique and at the same time produces consistencies in his or her thought and behavior. A similar definition Rollision Derk defines personality as, ‘those relatively stable and enduring aspects of an individual that distinguish him/her from other people and at the same time form a basis for our predictors concerning his/her future behavior. (Rollison D., 1998). A complementary definition, Robbins Stephen defines personality as the sum total of ways in which an individual reacts and interacts with others. It is a relatively stable pattern of behaviors and consistent internal states that explain a person's behavioral tendencies. Hence, we say that personality explains behavioral tendencies because individuals' actions are not perfectly consistent with their personality profile in every situation. Personality traits are less evident in situations where social norms, reward systems and other conditions contrain behavior. Traits may be defined as individual characteristics of thought or feeling that result in tendencies to have in specific ways. Also traits may be defined as enduring characteristics that describe an individual's behavior. The more consistent the characteristic and the more frequently important that trait is in describing an individual. Traits can additionally be grouped to form personality types. Traits may be grouped into groups namely; surface traits and source traits. Surface traits for example assertiveness, can be observed in behavior while, source traits such as self- discipline can be inferred.(Rollinson, D. et ,1998). Behavior And Tradition According to Robert (1970) refer human behavior as a range of behaviors exhibited by humans and which are influenced by culture, attitudes, emotions, values, ethies, authority, rapport, hypnosis, persuasion, coercion and/or genetics. Hence, the behavior of people (and other organisms or even mechanisms) falls within a range with some behavior being common, some unusual, some acceptable, and some outside acceptable limits. In sociology, behavior in general is considered as having no meaning, being not directed at other people, and thus is the most basic human action. Behavior in this general sense should not be mistaken with social behavior, which is the more advanced action, as social behavior is behavior specifically directed at other people. The acceptability of behavior is evaluated relative to social norms and regulated by various means of social control. In addition, the behavior of people is studied by the academic disciplines of psychiatry, psychology, social work, sociology, economics, and anthropology. Factors affecting human behavior and actions Mcshane et al (2005) states five factors as below: * Genetics (see also evolutionary psychology) – affects and governs the individual's tendencies towards certain directions. * Attitude – the degree to which the person has a favorable or unfavorable evaluation of the behavior in question. * Social norms – the influence of social pressure that is perceived by the individual (normative beliefs) to perform or not perform a certain behavior. * Perceived behavioral control – the individual's belief concerning how easy or difficult performing the behavior will be. * Core faith – the person's set of beliefs, like religion, philosophy, e.t.c provided sometimes subconsciously, by his or her family, peers, social media, and the society where he or she lives. > Social Factors Factors that influence behavior or personality that arise from interacting with other people; early socialization, which consists in interaction with parents, siblings and peers has an effect on the way we act and think. The behaviorist school of psychology which views all human as environmentally determined refer to personality as just accumulated learning experiences (skinner, 1974). Much of personality comes through learning and so childhood experiences are paramount to the unfolding of personality. > Cultural Factors According to Kyekye (1996) a wider social beliefs, values and motives that are absorbed by an individual and guide behavior towards that which is acceptable within a particular social context; when high value is placed on achievement and individualism in a certain society, we will find that this may affect individual personality in instilling a trait of ‘the need to achieve'.(Shutte, 1993). > Situational Factors According to Osei (1971) this refers to the effect of a specific experience or situation on a person's feelings and behavior. And individual's personality, while generally stable and consistent, does change in different situations call forth different aspects of one's personality. Situations like church, tradition, a picnic in a picnic in a park do affect behavior differently. Examples here may be trauma of losing a parent or loved one. Certain situation can bring out unrecognized aspects of personality we have never been aware of. Personality development is an ongoing process, but to some degree personalities can be deemed as stable.(Senghor, 1963). According to Gyekye (1998), regard concepts of the individual and self to be almost totally dependant on and subordinate to social entities and cultural process. Kenya theology professor John S. Miti (1969 and 1992), for example, believes that individual has little latitude for self determination outside the context of the traditional African family and community. He writes: â€Å"whatever happens to the individual happens to the whole group, and whatever happens to the whole group happens to the individual. The individual can only say: â€Å"I am, because we are; and since we are, therefore I am.' This is a cardinal point in the understanding of the African view of man† (1969: 109). Furthermore, Ghanaian philosopher Gyekye (1998), the individual, although originating from and inextricably bound to his family and community, nevertheless possesses a clear concept of himself as a distinct person of volition. It is from this combined sense of personhood and communal membership that the family and community except individuals to take personality enhancing and socially responsible decisions. Although he accepts the dominant entity of African social order is the community, Gyekye believes â€Å"it would be more correct to describe that order as amphibious, for it manifests features of both community and individuality. African social thought seeks to avoid the excesses of the two exaggerated systems, while allowing for a meaningful albeit uneasy, interaction between the individual and the society (1988:31-32) According to senegales philosopher Leopold senghor (1966) regards tradition African society to be â€Å"based both on the community and on the person in which, because it was founded on dialogue and reciprocity, the group had priority over the individual without crushing him, but allowing to blossom as a person† (1966:5). According to South African philosophy professor Shutte (1993), citing the Xhosa proverb umuntu ngumuntu ngabantu (a person is a person through persons), writes: This (proverb) is the xhosa expression of a notion that is common all African languages and traditional cultures. It is concerned both with the peculiar interdependence of persons on others for the exercise, development and fulfillment of their powers that is recognized in African traditional thought, and also with the understanding of what it is to be a person that underlies this. In European philosophy of whatever kind, the self is always envisaged as something â€Å"inside† a person, or at least as a kind of container of mental properties and powers. In African thought it is seen as â€Å"outside† subsisting in relationship to what is other, the natural and social environment. According to Ghananian historian Osei (1971) believes that Africa should chart it's future from it's indigenous cultural traditions and adopt only those aspects of no- Africa cultures that are compatible with Africa's needs, goals and circumstances namely, a scientific perspective and western educational practices. Taking a broader perspective, Thairu (1975) argues for a future of greater regional integration through educational and cultural exchanges within and between African nations. This, he says, will bring into the open pan- Africa cultural similarities, promote more widespread understanding and tolerance on the continent, and contribute to greater overall African unit philosopher Gyekye (1998) shares much of Nyasani, Makgoba and Thairu concern over Africans too often for saking Indigenous African values and their wholesale and uncritical adoption. According to Gyekye (1996) abhors the fact that ancestors continue to be of paramount importance in modern and traditional African life. He also recommends that for Africa to progress scientifically and technologically, â€Å"science should be rescued from the morass of (traditional) African religious and mystical beliefs.† Gyekye insists there are main â€Å"cultural values and practices of traditional Africa that can be considered positive features of the culture and can be accommodated in the scheme of African modernity, even if they undergo some refinement and pruning to become fully harmonious with the spirit of modern culture and to function†¦Ã¢â‚¬ ¦.. satisfactorily within that culture â€Å"(ibid). he discusses these traditional African values at length under the humanity, brotherhood, communalism and individualism, morality, the family economic system, chief ship and politics, human rights, knowledge and wisdom, aesthetics. CONCLUSION It is clear from the foregoing study that behavior is affected by numerous factors as discussed in this paper. Among the factors are ancestral directives, alcohol, belief, culture, emotions values, ethics, authority, rapport, hypnosis, persuasion, coercion, genetics, attitudes, situational e.t.c.

Workplace ethics

Workplace ethics Conduct Internet research on a selected business topic. Take notes on Internet research. For this project, you will conduct Internet research on a productive business skills topic of your choice from the following list: teamwork and collaboration; time management; conflict resolution; workplace ethics; professional dress and grooming; effective speaking and presentation skills.Each of the following parts of this project will help you use the skills you have learned in this unit to complete a well-written report on the business skill you have selected. Part 1: For this section of the project, you will select your topic and begin to conduct Internet research related to this topic. You should review a minimum of three sources for this project. Take notes on each source using the following points as a guide: Source (title and URL) Summary of the information How do you know this source is credible?Part 2: Using your notes, write a five-paragraph (minimum) essay about your selected business skills topic. You must incorporate references from the research you did (remember to cite your sources). Be sure to organize your ideas logically and equentially, including a compelling introduction and a summarizing conclusion. Part 3: You will read and review one of your classmate's reports and give constructive feedback on their report.You should identify what they have done well as well as give suggestions for improvement. Remember the components of effective feedback you learned in Chapter 2. Question #1 Essay Download g_bcsl au01 p14d. rtf Upload Answer File Max File Size : IOMB Accepted File Type : [csv, doc, docx, pdf, xls, xlsx, txt, rtf, ppt, pptx, odf, odt, ods, odp, mdb, accdb, pub, Jpg, Jpeg] File Actions NO File workplace ethics By Jinksauce300

Is gun control an effective method of reducing crime

Is gun control an effective method of reducing crime Occasional Gun-Related Incidents Start the Discussion The subject of regulating firearm ownership has been a cause for  debate  between gun control proponents and their opponents. Rising rates of crime or occasional gun-related incidents always act as a match to light up this discussion. The issue mentioned above is a serious one and deserving of serious consideration. Each side has valid points to prove their case. However, gun control does not reduce crime, in most cases. Better ways of solving such issues are being sought as opposed to the much-accustomed way of  law  making. The debate on gun control will continue well into the future as long as guns are manufactured and used. The most prevalent argument by proponents of gun control is that countries with lower rates of gun ownership have lower rates of crimes. The above is simply not true and has been statistically disproven. The opposite is, in fact, true. Research has clearly shown that countries with higher rates of gun ownership have lower crime rates than countries with low gun ownership rates. The most probable cause for the above is that criminals are less likely to attack a citizen if there is a higher chance of the latter retaliating. In the second case, offenders with firearms have a higher chance of success if they know they will encounter victims who are unarmed. Citizens with firearms tend to be more empowered than their unarmed counterparts. Criminals in areas with low gun ownership rates have more power over their victims, and a higher success rate is an incentive to continue the practice. Therefore, reducing the rates of gun ownership would not have the desired effect of reducing crime. Deaths from Firearms Are Quite the Rarity The argument by gun control proponents that firearms are involved in many human deaths is unsubstantiated. According to certain publications, there are about seventy million privately owned firearms in the USA. Their primary uses are hunting, target practice, household, and business premise protection. Of all the homicides committed in the country in a single year, less than one percent involve the use of guns. The abovementioned statement shows that ninety-nine percent of guns do not participate in any loss of human life. The opponents of gun control are clearly right in this respect. Many firearm owners have a gun for self-defense purposes, and many of them have no criminal or violent intention of using the gun. In fact, many handguns are rarely fired and are only kept as a security contingency. Deaths from firearms are quite the rarity. Many more people die from illnesses, home, and vehicle accidents than from gun violence. The above fact involves children too who gun control prop onents usually use to strengthen their argument. You may be interested in: Torture Is Never Justified Smoking in Public Places Should Be Banned Single-Parent Children Behaviour Can Science Go Too Far? Media Influence With already so many gun laws in place, how do criminals manage to access firearms and ammunition? The above question goes to prove that gun control laws do not deter criminals with a desire to acquire and utilize guns. There exists a very extensive black market for guns that may be bigger and more developed than the legal guns and ammunition market. Constructing tougher and additional legislation to restrict gun ownership will have no effect on criminal individuals and organizations with no regard to already existing laws. If anything, more gun control would discourage citizens from making the effort to own firearms which, as been shown above, would lead to even higher crime rates. Laws also have loopholes that can be exploited by knowledgeable lawyers, who more often than not, represent powerful and dangerous criminals. More laws could open up more leeway to be exploited by those who are capable. More Gun Ownership Leads to More Citizenry Safety As can be vividly seen above, proponents of gun control do not have a compelling case. It is clear that more gun ownership leads to more citizenry safety. Certain structures can be put in place to reduce the access criminals have to guns, but the reasons provided by gun control proponents are irrational and unsubstantiated. Gun control would eventually do citizens more harm than good. Using firearms to reduce crime rates is an insurmountable task with no prior proof of success anywhere. Until better measures are found, it would be better to let citizens exercise their constitutional right to bear arms.

Fiduciary, regulatory, and contractual Essay Example | Topics and Well Written Essays - 500 words

Fiduciary, regulatory, and contractual - Essay Example For example, an individual entrusting their money to a bank to keep it safely or use it for investment purposes, in this case the bank acts as a fiduciary to the individual. In this type of relationship, an individual, in a vulnerable position, vest his or her confidence justifiably, in good faith and trust in the other person’s advice, assistance or some protection. In this relationship, good conscience needs the action of a fiduciary at any given time for the interest and benefit of the individual who trusts. To indicate that an individual is fiduciary only opens a new chapter and direction for further investigation and inquiry. To whom is the individual fiduciary? What are the obligations that the individual owe as a fiduciary? The norm of the law aims at shaping a conduct that is in existence due to imperfection. It may be used to proscribe conduct or in the calibration of incentives or even in changing individual preferences. Regulation can also be used in rule enforcement and monitoring as established by the legislation either primary or delegated (Griffiths-Baker 67). Regulations focus at creating constraints, limitation or creating a duty. It takes several different forms including self-regulation as exercised by several industries and companies through association of trades, contractual obligations that bind many parties together among others. State mandated regulation attempts outcome production that might not occur, prevent or even produce outcomes in several places to what might probably occur or prevent outcomes in several areas in different timescales that would occur. In this way, regulation is viewed as an artifact of the implementation of statements of policies. Examples of regulations include control of market entries, wages, prices, effects of pollution, approval of developments, employment of some people in various companies, standard of production for some goods.

Discourse analysis Essay Example | Topics and Well Written Essays - 2500 words

Discourse analysis - Essay Example The essay concentrates on scout since she is a key character as well as portraying the author when she was young as well as when she grew up and came to understand the various things that were different for her to understand when she was young. Prejudice is defined as an opinion on an individual that is usually based solely on religion or race before even all the facts are known (Johnson 1994). This essay will seek to explain the various instances of prejudice that are shown in the book especially those that touch on Tom Robinson, Boo Radley and Atticus Finch since they are the key characters in the book. I will also have a look at aunt Alexandria and her role in the book. She was introduced in the story as a defender of the tried and tested status quo in the southern society that the book was set in. The novel I used to work on this essay has no published Coda. The discourse analysis is on Lee Harper’s To Kill a Mockingbird hence this will be the principle form of literature in this narrative. The other books played a mostly supplementary role to this book. I also intend to make use of Understanding to Kill a Mockingbird: A Student Casebook to Issues, Sources, and Historic Documents. This will be of help to me since it pinpoints the main issues in the novel such as racism and prejudice which are the main topics of the narrative. This makes it much easier to understand and critique where necessary as I read along. Zakrzweski Janelle’s Reading Race: Exploring Racial Themes in to Kill a Mockingbird will also be particularly useful since race is the most critical issue in this book as it was written in the thick of the civil rights movement in the south. The book resonated with the prevailing mood in the society. The study of identity plays a significant role in modern sociological thought. I had to come up with the various ident ities in the narrative and this was helped by going through Karen Cerulo’s essay titled Identity Construction: New

William James. Psychology Essay Example | Topics and Well Written Essays - 750 words

William James. Psychology - Essay Example He wanted to show that sometimes it is justifiable to hold beliefs that are not supported by sufficient evidence (Cronk; James â€Å"The Will To Believe and Other Essays†; James â€Å"A History†¦Ã¢â‚¬  ). It was tackled that it was not a matter of either choosing A or not A as long as you made a passionate decision. Everything do have an explanation, whether it is readily available or yet to be discovered. Whether a hypothesis that is being believed by a person is â€Å"alive† or â€Å"dead† that person still believes on something in his advocacy. The passion within that person will make him strive more to seek for answers and ideas to be tested as to whether or not what he believes in holds true or not. Most of the time, he seek more supporting ideas that will make his belief more justifiable to non-believers. What needs to be done is to follow the passion and let it decide. The passion that had been acquired reflects a universal acquired wisdom and learn ed lessons (Cronk; James â€Å"The Will To Believe and Other Essays†; James â€Å"A History†¦Ã¢â‚¬ ).... m, â€Å"that truth exists, and that our minds can find it.† Though dogmatism has also its own ways of belief, an absolutist way and an empiricist way. The absolutist way is more on the philosophical side as it has everything going on its way. It is considered at times as fine in deal however at times is practically impossible to obtain. The empiricist way, on the other hand, is more scientific and should be adopted by people as it replaces subjective certainty with what continuous thinking confirms such entity. James admitted that he himself is an empiricist with regards to his theory on human knowledge (Cronk; James â€Å"The Will To Believe and Other Essays†; James â€Å"A History†¦Ã¢â‚¬  ). Often taken as synonymous in command, James separates one important aspect in knowing the truth and avoiding the error; avoiding the error at all cost means failing to adopt a hypothesis which may, in the long run, turn out to be true. When a new idea emerges, sometimes a person is very excited to finally know the truth. However, sometimes when such does not connive with a previous study, the latter would be avoided or sometimes considered as an error. Nowadays, this kind of hesitation makes a person in denial of the truth though it is presented unto him. That person tends to look for further answers to support his hypothesis. This way of thinking is a matter of yielding something that could be true rather than â€Å"dead†. (Cronk; James â€Å"The Will To Believe and Other Essays†; James â€Å"A History†¦Ã¢â‚¬  ). According to James, when a person is in doubt, â€Å"do not decide, but leave the question open.† At this point, when one does such action, he himself made a passionate decision just by being unsure. He entertains thoughts on proving the truthfulness of either A or not A. This

Analyzing the integral role sentencing plays in the criminal justice Essay

Analyzing the integral role sentencing plays in the criminal justice process and its effects on society - Essay Example The purpose of sentencing is enclosed in a wide array of basic philosophies. Some people believe in the old adage â€Å"you do the crime, you do the time.† Others believe that sentencing the offender will prove society’s attitude on justice. However, the basic principles surrounding the role of sentencing are rehabilitation, deterrence, retribution, and incapacitation. Rehabilitation is a way wherein a convicted person is given another chance to start anew after being assessed and educated. He or she is allowed the possibility of going back to society with hopes that the person can live by the laws and start life all over. All of society believes in rehabilitation as one principle of sentencing. Belief of deterrence is another principle of sentencing. It is believed that society can prevent people from committing crimes more than once if a standard for sentencing different crimes is created. Retribution, on the other hand, is a principle that assumes that convicted indi viduals should be given the warranted punishment because they deliberately committed similar crimes repeatedly. On a personal note, retribution is a way of getting even with the criminal. Lastly, incapacitation is a principle based on the belief that isolating a criminal from society will help bring about reformation. Every particular sentencing is limited by the beliefs and influence of the society regarding the principles behind the sentencing standards. For any sentencing judge, forming a sentencing verdict could be the hardest and most complex duty, since the judge is responsible for Criminal Justice 3 delivering the minimum up to the maximum sentence. In criminal proceedings, defendants who arrive at the sentencing part are those who have not yet escaped or finished the correctional filter. Either the jury or bench trial found them guilty, or they have pleaded guilty of a crime. The court then decides what to do with these offenders. Factors of sentencing that determines the ap propriate sentence for every crime have all undergone careful scrutiny. State level legislatures compile penal codes within the standards set by the legislation of the United States. These legislatures allow the creation of punitive limitations by enacting that all crimes are taken into consideration. Sentencing judges utilize the state laws in creating verdicts for every criminal offense. A sentencing judge has a set of guiding principles within the confines of his or her jurisdiction in handing down sentences on a case-to-case basis. Any sentence delivered by the sentencing judge should be within the standard punishments for the particular crime. Additionally, there is a limiting factor which sets the flexibility of a judge’s sentencing terms. This limiting factor is called determinate. Determinate is the workings of legislation where a standard is set by the body of government regarding bargaining. For instance, capital punishment involves only either life sentence or deat h sentence. The process of sentencing involves three stages, namely legislation, judicial, and administrative phases. Determining the minimum and maximum disciplinary sentences for crimes is done during the legislation stage. Reviewing and providing a final verdict within the set standards of the law are done during the judicial stage. Finally, overseeing the length of time the offender serves time is done during the administrative stage. Criminal Justice 4 In the United

The Impact Of Globalisation For Children

The Impact Of Globalisation For Children Introduction There are varying definitions of globalisation as it spans across a wide spectrum affecting many aspects of our lives. For this paper, it will focus on evaluating the inferred consequences of globalisation on children and families including poverty, economic growth, political organisations, migration and displacements, inequality, climate change and cultural influence. The challenges faced by children and families are onerous. Whatever the implications and effects, children are most vulnerable. Their lives depend on what we do for them in this age of globalisation. They are our future and how we deal with the various components of globalisation, will affect the future. Political The UN Convention on the Rights of the Child (UNCRC), 1989, acts as a paramount umbrella that sets minimum standards for governments to uphold childrens rights to basic needs, healthcare, education, legal and social services in their countries. Currently organisations such as United Nations Childrens Fund (UNICEF), World Bank, World Health Organisation (WHO) and other Non-Governmental Organisations (NGOs) support developing countries with infrastructural and financial assistance to alleviate poverty and provide care and education to under developing children. Organisation for Economic Co-operation and Development (OECD) support developed countries in investing into building human and social capital to increase skills and knowledge to tackle famine. While governments in developed countries take a pro-active role in promoting and establishing national frameworks in Early Childhood Education and Care (ECEC), these services are operated by private entrepreneurs in developing countries. Equity and accessibility becomes questionable as political alliances between countries and organisations set their own agendas marginalising resource poor countries. For instance, the World Bank, with the US as its biggest investor, works with private corporations serving the interests of rich nations by exploiting the cheap labour and resources from the developing countries. Funds could be better used to assist in raising the standard of living and improve the lives of families and children in poor and developing countries. Economic Economic growth is pivotal to lifting people above the basic sustenance level in developing countries. But focus on economic growth alone does not reduce poverty. Save The Children, 2010, argues that without a more nuanced discussion on the relationship between economic growth and poverty reduction, children will not fully gain from the potential benefits of growth. Unequal distribution of wealth and benefits is hampering the banishment of poverty. Policies that favour labour intensive industries such as agriculture and small enterprises have a greater effect on poverty than growth in the financial services. Money may be flooding into the country but only to a select few stand to gain. In terms of child mortality and combating under-nutrition, countries that record moderate economic growth fare the best; those with poor growth had worse results; but surprisingly, countries with outstanding rate of growth did not fare very well (Gabriele and Schettino, 2007). Recent statistics released estimated over 40% reductions in global under-five mortality rate since 1990 (IGME, 2012). Notwithstanding a higher indicator of life chances for children across the globe, the continual widening income gap will cause a reversal in the current improvement of mortality rate. Policies should target specific elements of pro-poor growth strategies that promote equality, redistribution and eradication of poverty. Ultimately, it is the improvement of the quality of life for the poor that matters; where children are given their rightful place in education, child growth, health and opportunities to further their future. Climate Change Climate change has been identified as the biggest global health threat to children in the 21st century (Save the Children, 2009). The Greenhouse effects largely caused by human activities are now experienced by countries throughout the world. The impact made by climate change on food security, healthcare, clean water supply and livelihoods has a profound influence on urbanisation, migration, poverty and armed conflict. Climate change affects national healthcare budgets. Less developed countries already buffeted by the disintegration of healthcare services and infrastructure; grapple with any crippling effects of climate change affecting the economy. The sum effect put children and their families at greatest risk. Children under 5 years are most vulnerable to its consequences. Poor families could be pushed into the deeper end of their troubles bringing about long term consequences on their childrens survival. Millions of children in affected areas suffer from malnutrition and babies are born malnourished and/or with anomalies. For example, children from the poorest 20% of households in many developing countries have up to 5 times the mortality rate of children from the richest 20% households (DHS, 2009). Migration and Displacement Globally, there is an increase in economic migration driven by income disparities, exploitation, and demand for labour. Mass migration leads to growing urbanisation because it is perceived to offer more stability for people who come from agricultural and natural resource-based livelihoods. It is estimated that millions of urban-dwellers in low and middle income countries are living in poverty with lack of access to clean water and decent sanitation (UN-Habitat, 2003). Slums and overcrowding plague many cities where poorly constructed homes and densely populated areas pose greater risks of fires, disease outbreaks and disasters endangering many children. Millions, both poor and affluent, could be displaced by the next 40 to 50 years due to climate change. While most will move within their own countries, many will also cross international borders (UNFCCC, 2008). A research by Save the Children, 2008, found that children tend to move independently or with their parents due to war, natural disasters or to support their families. Moving alone to escape from poverty, exploitation, calamities, pursuing better educational or job opportunities can pose grave dangers for children as they face the risk of exploitation and abuse. The influx of migrants, refugees and asylum seekers to any given country threatens the local infrastructure as it leads to competitive scrambling of health, education and shelter resources which will have serious impact on child survival. Inequality and Social Injustice The richest 5% people in the world receive 114 times the income of the poorest 5% population (Kirby, 2006). The globalisation trend of widening income gap is altering the structures of families, economies and society. Such persistent disparity would result in dire consequences for families and their children in terms of security and social stability. Compared to the poor, children and families from affluent households have better access to healthcare, education, legal and social services. Gender inequality is prevalent in most patriarchal societies. If one gender is considered more economically and socially viable than another, resources would be unequally distributed. Access to services is limited for women and girls in societies where the male gender receives preferential treatment. Globalisation is creating a ballooning underclass that is struggling due to growing income gaps and lack of job opportunities. This presents an ideal environment for international criminal syndicates who are spreading cancerous crimes that exploit and victimise women and children e.g. drug trafficking, human trafficking, illegal trade. Shift in Family Structure Globalisation has reshaped family structures into a more diverse profile. It has altered the roles of parents, women, family structure, and child rearing practices. Today, the traditional role of women as caregivers can be assumed by fathers, extended families, guardians and domestic helps. As more women join the workforce, demand for early childhood services increases provided they are accessible, affordable and of quality. In most patriarchal societies, expectations of child rearing remain the mainstay of women while work, whether formal or informal, adds to their burden. The worldwide trend in increasing divorce rates is pushing the likelihood of single parenthood (usually headed by a woman) as an alternative viable lifestyle in developed and developing countries. Cultural Globalisation Mass migration further extends the perimeters of diversity in multicultural societies. Adjustment to new cultural framework causes transitional disequilibrium from set beliefs to new influences. Culture is transient. Throughout history, the retention, evolution or desertion of personal beliefs were outcomes of exchanges, religious conversions, conquests and colonisation. Cultural beliefs and practices affect family structure and function as well as childrens sense of identity and belonging. In many Asian and sub-Saharan societies, collective mentality is the prevalent social perspective; placing others before self. Child rearing is viewed as a shared responsibility within the interdependent community and such notion deters individualism. Western child rearing philosophies promotes individualism. The exposure of Western influences has not threatened the existence of indigenous cultures but its assimilation may be deemed beneficial. Media and Technology Globalisation facilitates cultural imperialism where the export of movies and music, particularly from the West, has widespread influence in the world. The advent of the internet extends the influence to a far wider reach exposing children to a myriad range of content which can be beneficial or detrimental. Consumer technology is another effect of globalisation. Computers and mobile phones have become an integral part of our lives especially in the affluent societies. Children today are much more conversant with technology. However, over-dependence and overuse of such devices by children could compromise their interactive and inter-personal skills development. The media coupled with technology are influential in shaping values, beliefs and lifestyle. Other Risk Factors AIDS today is a worldwide problem and globalisation has played no small part in the spread of this disease. Numbers are growing in Sub-Saharan Africa, Central Asia and Eastern Europe. AIDS through heterosexual transmission is prevalent in Africa. Globalisation through geographical mobility extends the spread of the HIV. Women and children with HIV in developing countries are ostracised from the community usually without or with little medical help. Wars not only destroy lives but have detrimental effects on children. Reduced food supply contributes to the lack of nutrition for children. Healthcare becomes scarce as priorities are diverted, for example, money spent on arms instead of vaccinations. Education opportunities are reduced in times of war. Children are separated from their families through death and evacuation usually leading to their abandonment. Conclusion The effects of globalisation affecting families and children are long term and far-reaching. The many issues raised merely highlights the complexities and never-ending debate as to what measures are needed and how they can be implemented for the improvement in quality of life and proper raising of children with the provision of at least the basic necessities. On the macro level, governments and international organisations with vast resources at their disposal, should question their commitment to help. They can certainly do more by putting aside differences, biasness and ulterior motives. Schools, service providers, parents and caregivers should continue to fulfil their responsibilities in making the best effort in the upbringing of children regardless of cultural bias and work demands.

A Rose for Emily By William Faulkner :: Free Essay Writer

Faulkner’s "A Rose For Emily" is told by a resident of Jefferson, Mississippi, a town in which the Grierson family is the closest thing to true aristocracy. To the outside world it might have appeared that Miss Emily Grierson grew up wealthy and happy, however it was a lonely life for her father ruled Emily with an iron fist, turning away every suitor. No man was good enough for his daughter. The first thing Emily did after her father’s death was find a boyfriend named Homer Barron. She went out driving with Homer, and bought him expensive and personal things like a silver toilet seat and a nightshirt. The towns people assumed she had secretly gotten married because with her father dead, a big social wedding would be in bad taste. Emily became a very stubborn old lady who refused to pay her taxes due to a tale that Colonel Sartoris who was the mayor at the time had told her. According to Sartoris, her father had lent the town some money, and therefore all of her taxes were remitted. Miss Emily would manage to make her self disappear for a certain period of time. This would cause people to talk because no one would know where she was or what she was doing. When her father had died people called and dropped by the house to give Miss Emily their condolences. She told them that he was not dead and that he was still alive. She refused for her father’s body to be disposed of. The town thought she had gone crazy. They talked a lot of Miss Emily’s servant. They made racial comments about him, and noticed when Miss Emily’s house started giving off some sort of bad odor, and complained to Judge Stevens about the smell. For a while Emily convinced herself that the townspeople still respected her. When Emily found out Homer was gay, she realized his company would cause her to be pitied and laughed at. A Rose for Emily By William Faulkner :: Free Essay Writer Faulkner’s "A Rose For Emily" is told by a resident of Jefferson, Mississippi, a town in which the Grierson family is the closest thing to true aristocracy. To the outside world it might have appeared that Miss Emily Grierson grew up wealthy and happy, however it was a lonely life for her father ruled Emily with an iron fist, turning away every suitor. No man was good enough for his daughter. The first thing Emily did after her father’s death was find a boyfriend named Homer Barron. She went out driving with Homer, and bought him expensive and personal things like a silver toilet seat and a nightshirt. The towns people assumed she had secretly gotten married because with her father dead, a big social wedding would be in bad taste. Emily became a very stubborn old lady who refused to pay her taxes due to a tale that Colonel Sartoris who was the mayor at the time had told her. According to Sartoris, her father had lent the town some money, and therefore all of her taxes were remitted. Miss Emily would manage to make her self disappear for a certain period of time. This would cause people to talk because no one would know where she was or what she was doing. When her father had died people called and dropped by the house to give Miss Emily their condolences. She told them that he was not dead and that he was still alive. She refused for her father’s body to be disposed of. The town thought she had gone crazy. They talked a lot of Miss Emily’s servant. They made racial comments about him, and noticed when Miss Emily’s house started giving off some sort of bad odor, and complained to Judge Stevens about the smell. For a while Emily convinced herself that the townspeople still respected her. When Emily found out Homer was gay, she realized his company would cause her to be pitied and laughed at.

Educational years Essay

School’s Reading Goal: * All students improve a grade level or more on Individual Reading Inventories Professional Development (PD) Focus: *All strategies presented in PD are geared towards reaching this goal. Individual Teacher Approaches: *The third grade teachers have used second grade test scores to identify that their students are weak in the area of comprehension Dawn has presented a strategy called Question Answer Relationships to help improve comprehension in students. The strategy helps students to learn to identify what kind of question is being asked to assist them in strategically finding the answer. Angie Heppner is a first year teacher who participates in the mandatory district teacher induction program. The induction program includes meeting with her mentor teacher, who is released from the classroom full time. The mentor teacher and Angie use data collected from classroom observation to set goals to work on in the classroom. The Participants Literacy Coach Dawn Benke works with 2nd and 3rd grade teachers as a literacy coach at a K-6 Teacher #1 Lillian Kurz has 31 students in her class, with five of her students falling far below in reading as identified through test data, 10 students approaching, 11 students meeting and four students exceeding. My comments: I totally understand the reasoning for Lilian not being offered the coach’s position. Based on her class data, it is evident that she is an effective teacher, and is very much valued in her grade level. She is working with a rather large class, which is difficult to consistently provide meaningful instructional activities as she would like to (particularly if she is dealing with behavioral issues). Teacher #2 Duane Keller has 29 students, with seven of his students falling far below in reading, seven approaching, 14 students meeting, and one student exceeding. My comments: I think the Duane seems to know what he is doing, based on the reading distribution data for his class. In addition, if it is not already being done, I think that a reading intervention time should be included in the daily schedule. The interventionist should be Duane, as those are his students and he would be better able to keep up with their progress and make connections with other grade level work being done in the classroom. Teacher #3 Jesse Vree’s class consists of 20 her students. She has three students who are falling far below, three students who are approaching, 19 students who are meeting and five students who are exceeding. My comments: WWOW! Jesse’s students are doing great! Based on her data, I think that Dawn should encourage her to share what works for her. Those three students, who are falling below, may have issues that need to be addressed by someone other than the classroom teacher. In some cases learning disabilities become clearing apparent as instruction intensifies. Teacher #4 Angie Heppner has 28 students; six of whom are falling far below, 10 who are approaching, 10 who are meeting, and two are exceeding. My comments: Angie is one lucky first-year teacher. It is great that she has a full-time mentor teacher. I know that she will amass a great deal of knowledge and avoid many failures. Collaboration with someone who has taught for many years is a windfall. DAWN’S CURRENT PLAN OF ACTION Weekly professional development by grade level one day in the week during PD time 1. Presents a piece of the literacy strategy they are working with. My comments: Dawn’s response to intervention is certainly on the right track, and will definitely assist her teachers in making some progress. Modeling the lesson will definitely assist her teachers in instruction. In my personal experience, I have found that the true effectiveness of a lesson is most accurately note when it is performed for the students in their own learning setting, by the coach, with the teacher as an â€Å"involved onlooker† In this way the teacher can take notes on how the coach interacts with the students in regards to class-work as well as classroom management. It gives the teacher the opportunity to observe and reflect while teaching is going on. Thus after teaching the lesson, both the coach and the teacher can discuss and reflect on whether or not the students had fully understood what had been taught. 2. Models a lesson using the strategy My comments: Yes! Yes! Yes! I totally agree. However that’s not where it stops. In order to get those students to improve one grade level or more, lots more need to be done. That’s where differentiated instruction comes into play. Dawn needs to make her teachers aware that their Struggling students are indeed at risk or failure, for possibly the lack fundamental skills necessary s to work or read on their grade level. She should encourage her teachers to use any diagnostic reading data that they have available or otherwise perform their own. Although time-consuming, conducting a QR1 (qualitative reading inventory), saves a lot of headache- â€Å"when little Johnny just doesn’t seem to get it†- a QRI will let you know on exactly which reading level he/she is: struggling, instructional or independent. The findings of this type of assessment supports instruction and provides concrete data that teachers could share with the literacy coach, to support the need for proposed intervention various areas, such as phonics instruction, vocabulary and comprehension and adapting curriculum. A teacher knows his/her students and is the best advocate. Ultimately success is accomplished through collaborative efforts of the literacy coach, the classroom teachers and definitely the students. Literacy coaches don’t know it all, and neither do teachers. However, the data provided in the case study is indicative of a strong team, supportive of each other, despite their previous varied teaching assignments. Effective communication is fundamental in planning for effective reading instruction. Knowledge of each student’s instructional and independent levels is beneficial in planning center activities and teacher directed instruction i.e. small groups. 3. Leads a discussion amongst the teachers about the strategy and how it applies to their own classrooms My comments: I like the fact that Dawn elicits teacher response, as to whether or not the modeled strategy would work in their classroom. She is giving them the opportunity to make adjustments and possible adaptations to the instructional delivery. In this forum the can be immediate feedback for clear expectations on both the literacy coach’s par and the teachers’ part. Dawn shows awareness of the diverse learning styles that are contained within a classroom. Here she identifies challenges and allows opportunity to address them. 4. Offers time for teachers to plan to use the strategy in their classroom. Requires teachers to implement the strategy in the upcoming week Bring student work samples to the next session, where they evaluate the effectiveness of the strategy. My comments Dawn makes her teachers accountable, not only for theirs students learning gains, but their own as well. When her teachers can effectively deliver lessons, it will certainly reflect in the reading performance of their students. Through their collaborative efforts dawn and her third grade team are well on their way to achieving their school goal. My Activity/Skills Recommendation Developing a Love for Reading As literacy coach Dawn can provide her teachers with a compile list of reading approaches that they may use to promote reading interest in their classroom, through interaction and involvement with text, thus improve overall reading performance. Instructional procedures will be intensive and include: (i)Purposeful explicit & implicit teaching of concepts (ii)Teacher- student interaction that targets understanding of various text structures-cause & effect, chronological order, (iii)Use differentiated instruction – student will participate in independent as well as teacher-led activities (iv)Student selection of leveled text for home reading. (v)Providing student with clear meaningful explanations and expectations of all tasks Targeting Comprehension Sequence activities will provide â€Å"At Risk† students with opportunity to practice and strengthen their ability to recall specific events as well as retelling text in a more cohesive manner. Vocabulary instruction will focus on words selected from the word lists and selected instructional text to provide instruction in the areas of synonyms, antonyms, affixes, words in c.