Tuesday, August 6, 2019
Chromatography Questions Essay Example for Free
Chromatography Questions Essay Procedure: 1. Define chromatography: 2. Gather materials for the lab. 3. Mark the filter paper with a pencil line 2.0 cm from the end of the paper. 4. Write the color of the felt marker in pencil at the top of the filter paper. 5. With a felt pen, make a dot on the middle of the pencil line. Let the spot dry. 6. Repeat the process adding more ink to the spot. Try to make it thicker, not wider. 7. Set that filter paper aside. 8. Repeat #2-5 using a new filter paper and another color. 9. Secure the two pieces of filter paper using the paper clip and hang them so they reach the 25-50 ml mark in the DRY 400 ml beaker. 10. Remove the papers from the DRY beaker and set aside. 11. Using the 10 ml graduated cylinder, measure and pour 2.0 ml of vinegar into the 400 ml beaker. 12. Fill the 400 ml beaker with enough water to make a water-vinegar solution to the 25-50 ml mark. 13. Carefully place the two pieces of filter paper in the beaker so the dots are not touching the water-vinegar solution. If they fall into the solution, you will have to start over. 14. Observe the ink spot as the water-vinegar solution moves up the paper. 15. When the solution reaches the paper clip, remove it and mark the end of the solution with a pencil. 16. Let the filter papers dry on a paper towel. 17. Record your observations. 18. Measure and sketch the colors that you observe. Analysis: Answer these on another sheet of paper in ink or type. (Rewrite questions.) 1. Define chromatography. 2. With the black marker, how many different colors can you identify? Describe this. 3. Why do you see different colors at various locations on the filter paper? 4. Compare and contrast the colors in the black and/or brown markers on the filter paper with one other marker that is not black/brown. 5. How is the technique of chromatography used to separate a mixture? 6. Is chromatography a physical or chemical change? Explain! Conclusion: 1. Describe what you have learned from this lab. 2. Research different types of chromatography to understand how it is used. Rewrite this in your own words.
Monday, August 5, 2019
Political Leadership: Napoleon Bonaparte
Political Leadership: Napoleon Bonaparte Political Leadership: Napoleon A study in political leadership: Napoleon Bonaparte Napoleon Bonaparte is one of the most contentious and polarising figures in world history. Some historians such as J David Markham and David P Jordan believe him to be the epitome of the revolutionary struggles that preceded him and indeed the natural continuation of the French Revolution. Others such as Paul Johnson and Claude Ribbe see Napoleon as an autocratic ruler who not only used and abused the French Revolution but also proceeded to rule in a totalitarian manner. These contrasting views do, to some extent, illustrate how adept Napoleon was as a political leader. In changing and unsettled conditions that called for both a strong leader and paradoxically the lessons of the Revolution of representation by plebiscite and the throwing away of the ‘Ancien Regime’, Napoleon was in effect able to straddle both divides so successfully it is still difficult to get to the bottom of his leadership. I will show how through Napoleons skill, hard work, intelligence and even luc k, he was not only able to straddle this divide but set and achieve his goals in every area of French society and government, and indeed Europe. Most people know Napoleon by the wars that bear his name in the early 19th century, the fatalities caused by these and the Empire he built. It is clear that Napoleon had aims which were military by design and goals which could only be carried out by military ends and though these are clearly an integral part of his leadership, it is important to note that his social and political tasks were as important, if not more significant, when looking at Napoleon as a political leader. It is the social and political aspects of his rule that I shall focus on. Napoleon’s swift ascent to power, in 1799, on the back of the French Revolutions successes and ultimately it’s failures, found France in a weak position both internally and in Europe. The Revolution had introduced such massive change in social and political arenas from that of the ‘Ancien Regime’, that France did not have a workable position on every aspect of life in France from the economy, education and government to the church. There were hostile nations eyeing the French land in its moment of weakness, especially Austria and Prussia, which only served to hasten the need for internal workings. Napoleon therefore had two key tasks in front of him which themselves incorporated multiple key goals – make France workable again and keep France and its territories secure from hostile states. As Markham declares, â€Å"France was looking for someone who could preserve the benefits of the Revolution while bringing credibility back to government†Napoleon was very clever in his leadership in that he did not have an overbearing ideology, differing with both the revolutionaries and the ‘Ancien Regime’ and with this he had an exceptional understanding of where he needed to position himself to not only remain strong in his own position, but to build a strong France and Empire, as Dwyer states: â€Å"Napoleon eliminated the factionalism that had torn the country apart†¦ The introduction of a unified code of law†¦ monetary and financial reforms and the Concordat with the Catholic Church†¦ Were all designed to create the social, economic and political stability necessary to consolidate and maintain power.†The results of this meant that the positions Napoleon took on the domestic issues at hand are remarkable in essence to that of Tony Blair and the ‘third way’ doctrine. As Norman Davies states, â€Å"The eventual offspring (of Napoleons legislative agenda) often consisted of strange hybrid creatures, neither ancien fish nor revolutionary fowl.†For instance the Revolution dismantled all hereditary titles and classed every citizen as the same, Napoleon however created his own hierarchical system based on merit, thus at the same time creating the much-needed stability of the time without betraying everything that the Revolution stood for. Indeed the ‘Code Napoleon’, the grand law system Napoleon created was, as Davies says, â€Å"a middle path between the Roman law of the south and the customary law of the north, between egalitarian principles of 1789 and authoritarian, propertied reaction of the Directory.†Further pointing out Napoleons success is Emsley in ‘Napoleon’: â€Å"Napoleon Brought internal stability to France after the upheaval of the revolution. He fostered reconciliation between old and new elites and restored the Catholic Church – on his own terms. The 15 years of Napoleons rule witnessed significant reorganisation within France.†It is clear then that Napoleon did succeed in his goals of creating a stable and strong France capable of governing and maintaining its position – in fact expanding it’s position – on the world stage. However it is simply not enough to state what ideology – or lack thereof – Napoleon followed in determining what kind of political leader he was. It is important to state how he worked in creating his legislative agenda and how effective this was in his political leadership throughout his rule. Napoleon is fabled for his long hours and incredible ability to not only dictate multiple memos and letters, legislation and law, at the same sitting for vast periods of time but for also using vast quantities of information accurately from the top of his head. â€Å"He (Napoleon) was extremely hard working and able†¦ When in Paris he was known regularly to work through much of the night, going to bed at 10pm, rising at 2am†¦ His days in Paris were then filled with meetings, readings and correcting documents and receiving petitions, with food being eaten while he was standing or on the move. His insatiable thirst for, ability to absorb, knowledge enabled him to discuss science with scientists, and to debate, at high level and with experts, history, geography, literature†¦ He expected regular reports†¦ and he read them.†Napoleons clear controlling nature and ambition does provide strength in his political leadership. A strength in so much as that it is this mans desire and drive which not only got him to his goals but enabled him to ensure that things were being run the way he envisioned them, the right way. This way of dealing with leadership could be down to the good fortune that Napoleon undoubtedly seemed to gain during his career both on the way up and while in power, as Markham puts it, â€Å"Some†¦ have suggested that he (Napoleon) simply had incredible luck and was always at the right place at the right time. The latter was certainly often true†¦ The trip to Egypt come(s) to mind.†But this sense of good fortune and wanting to make the most of it may not be the reason for Napoleons controlling way in power. Before he gained power his ambition and jealousy of those in power at the time is widely quoted, â€Å"I wish to undermine the Republican party, but only for my own prof it and not that of the ancient dynasty†¦ As for me†¦ I have tasted authority and I will not give it up. I have decided that if I cannot be the master I will leave France.†It would seem then that the seeds for his controlling and overbearing nature as a political leader were sewn before he even encountered power. This leads on to both his clear weakness and ultimately his failure as a political leader. Not only the insistence on controlling and influencing all aspects of the legislative agenda but then the tight grip he held those implementing the agendas in, meant that as Johnson states, â€Å"He (Napoleon) could not rule on a long-term basis. No one has ever been faster than he was at overturning existing governments, setting up new administrations, and imposing constitutions to fit them. None lasted more than a few years, some only a few months†¦ It always bore hallmarks of his impatience and his lack of tenacity in sustaining the long haul.†It would seem paradoxical that though his great task and success was bringing stability and competence in the management of French affairs at home, as the Empire grew, so did the inability in controlling it all. This is probably understandable when you look at some occasions where this controlling nature is highlighted such as, â€Å"In o ne week, shortly after becoming Viceroy of Italy, Eugene de Beauharnais received 21 letters providing advice and instructions, some of them running to several pages (from Napoleon).†It is precisely this level of detail and control that helped make France so strong and stable, which ultimately made the control of the empire so uncontrollable and unstable. The lack of heirs to manipulate and have ready to follow him in power may well have been part of this weakness in his leadership. It is hard to imagine he would have pressed so hard, so long for an empire as big as he did if he understood that he had someone he could mould into his place and watch continue his work, this too might have compounded his controlling nature. The fact that the siblings he had, after he put them into power in differing nations, his brother Joseph in Spain for instance, let him down so miserably in the majority of cases, could have contributed in this regard as well. All this leads to his political and military overstretching which would eventually lead to his downfall. Part of the legacy of Napoleon, as much as a tool for his control over both the people of France and the empire, and a continuation of his character as a political leader, was his great ability in propaganda. â€Å"Nothing lies like a Napoleonic bulletin.†Is a common understanding of the power Napoleon had in the art of getting the masses and the elite to understand and support what he wanted them to understand and support, a lot of what we would call ‘spin’ nowadays, just as much as propaganda. Markham explains the role Napoleon used propaganda in effectively: â€Å"In media-centred times†¦ we take for granted advertising and propaganda†¦ In Napoleon’s lifetime, such self-promotion was not nearly so widespread†¦ Napoleon, however, realised the value of such activities and was quick to use them to promote his rise to power. His proclamations, bulletins and letters to the government were all written with his own interests in mind†¦ His Italian and Egyptian campaigns became, in the eyes of the public, crusades of good against evil, those of an enlightened hero against the barbarians.†So not only was he a political leader of great ambition, confidence, intelligence, hard work, luck and control but also a leader who knew how to use new techniques and harness them for his and the nations own ends. Like many leaders however it was many of these same qualities that brought so much glory, which also brought the end. The overt confidence and control, pushing the hard working man to pursue too much, too soon without doubting, or allowing those around him to question enough, the merits of certain decisions. Why I mention propaganda as a part of Napoleons legacy is because Napoleon used it as such throughout his time in power, via portraits, sculptures and even after he left power through the written word in his autobiography. â€Å"Napoleon had always been conscious of how to best portray himself and his achievements†¦ Napoleon manipulated the arts and the media towards his personal glory†¦ Artists were commissioned and prizes were offered for works celebrating key moments of his career. Historical accuracy was less important than the image presented in both paintings and sculptures.†To a large extent this clever way of trying to secure a legacy has worked. When looking at Napoleon we undoubtedly think of pictures and paintings we have seen. For some people seeing Jean Auguste Dominique Ingres’ portrait of Napoleon on the imperial throne or the famous image of Napoleon crossing the Alps by Jacques Louis David, is all they have to go on, Napoleon from these image s looks very much how he wanted to be remembered, a successful, dashing, Emperor. There are other aspects of course to his legacy, one major part being that he brought Europe, especially what we now call Germany and central Europe, not only up to date in terms of the political and social institutions inside the nations, but also economically as well. On top of this before Napoleon controlled mainland Europe with his Empire, Europe was made up of many, often splintered, states. After Napoleon left power for good in 1815, the face of Europe looked completely different. The state structure, divided up by the Allies, was completely different and much of the current state system is therefore part of Napoleon’s legacy. For instance â€Å"Thomas Nipperdey began his acclaimed history of nineteenth-century Germany with the words ‘In the beginning was Napoleon.’†The other significant legacy Napoleon left was the ‘Code Napoleon’, the sets of laws, governing system and administration. As Emsley states, â€Å"The administrative system and structures that were to govern France for the nineteenth and twentieth centuries were essentially those that emerged during the Consulate.†And you can see exactly why the ‘Code Napoleon’ did survive, â€Å"The universal rights of citizenship, and of equality before the law, were confirmed. In family law, civil marriage and divorce were retained†¦ This Code has profoundly influenced the social development of at least thirty countries.†It is clear that Napoleon Bonaparte was a very astute and complex political leader and also one of great importance. Napoleons determination and ambition to succeed may well have been the reason behind both his rise and fall. â€Å"Few individuals have had more impact on history than Napoleon Bonaparte. He is the grandest possible refutation of those determinists who hold that events are governed by forces, classes, economics, and geography rather than by the power of wills of men and women†¦ Few persons of ambition have failed to see Bonaparte as an exemplar or a spur.†Though I do not agree with all the sentiments in the last quote, I agree with the latter. The sheer brilliance of the man, who, however you look at it has come from a background of mediocrity and middle class, to rule France in a way which benefited both himself, his nation and Europe as a whole, is an inspiring example certainly to me. His genius is of course exceptional, but the attention to detail, the hard working mentality and the ability to successfully negotiate a tough balancing act, is equally as inspiring. He clearly had some flaws both personally and politically but I take my inspiration not so much from every policy he passed but what attitude he held, and that is nothing but inspiring. Bibliography Davies, Norman (1997) Europe – A History. Pimlico. Dwyer, Philip G. – edited by (2001) Napoleon and Europe. Pearson Education. Dwyer, Philip G. and Forrest, Alan – edited by – (2007) Napoleon and his Empire – Europe, 1804-1814. Palgrave Macmillan. Emsley, Clive (2003) Napoleon – Conquest, Reform and Reorganisation. Pearson Education. Johnson, Paul (2002) Napoleon. Phoenix. Markham, J. David (2003) Napoleon’s Road to Glory – Triumphs, Defeats and Immortality. Brassey’s. McLynn, Frank (1997) Napoleon – A Biography. Pimlico. Lesson plan: defining aims Lesson plan: defining aims Lesson plan: Defining Aims What is a lesson plan? Before we do anything we must plan what to do, how to do, why to do and when to do. Also in the teaching, a teacher must plan what he wants to teach the students, why he wants teach and how to teach. The first thing that a teacher must do is preparing a lesson. It is called a lesson plan. What is a lesson plan? These are many definitions of lesson plan.                A lesson plan is a teachers detailed description of the course of instruction for an individual lesson or a teachers document used to plan a lesson. (en.wikipedia.org)                A writing noting the method of delivery, and the specific goals and timeline associated to the delivery of the lesson content. (longwood.com)                An organized outline for single instructional period. it is a necessary guide for the instructor in that it tells what do you do, in what order to do it, and what procedure to use in teaching the material of a lesson (www.dynamicflight.com)                A written document used in planning a presentation. (wps.prenhall.com)                A teacher-developed and teacher-written study plan that guides instruction. It contains an outline of the important, points of a lesson arranged in (natomagroup.com)                In my opinion, a lesson plan is a teachers document planning for teaching. How to do the lesson plan?                The first thing a teacher must do is decide on the lesson plans focus. The teacher creates one idea or question they want the students to explore or answer. Next, the teacher creates classroom activities that correlate with the established ideas or question. This includes individual and group activities. A lesson plan must correlate with the text book the class uses. The school or the teacher usually selects the text book or provides teachers with a limited text book choice for particular unit. The teacher must take great care and select the most appropriate book for the student. A good lesson plan can reflect interests and need of students. It incorporates best practices for the education filed. The lesson plan correlate with the teachers philosophy of education. Which is that the teacher feels is the purpose of the student. Lesson plan is preferable, because it allows a teacher to create various research, writing, speaking , and reading assignment. How to consider lesson plan? To know who the students are. Know ability levels, backgrounds, interest levels, attention spans, ability to work together in groups, prior knowledge and learning experience, special need or accommodations, and learning preferences. This my not happen as quickly as you would like, but it is important for designing instruction that will meet the needs of your student. Thats key in successful teaching and learning. To know the content. It is important for you to research the subject matter that you will be teaching. You should also utilize curriculum guides published by the state in which you teach and the local school district that employs you. It is also a good idea to know the national standards and state standards that drive curriculum frameworks and that will give you a lot of information relative to your subject area. TeAch-nology.com has a large number of links that will help you to search for information relative to that subject matter you are employed to teach. one link that can help is as follows To know the materials that are available to help you teach for success. Take and keep an inventory of the materials and resources that are available to you as a teacher. for example: technology , software, audio/visuals, teacher mentors, community resource, equipment, manipulative, library resources, local guest speakers, volunteers, or any materials that can assist you in teaching Planning For Instruction                Before the teacher starts teaching, the teacher must plan for instruction in order to make successfully in teaching. Content The teacher must list the important facts, key concepts, skills, or key vocabulary terms that you intend to cover. You can also prepare an outline with key learning outcomes. Remember to refer to your curriculum guides. Goals To identify the aims or that you want your students to achieve as result of the lesson you plan to teach. goals are end produce and are sometimes broad in nature. Goals relate directly to the knowledge and skill you identify. Goals determine purpose, aim, and rationale for what you your students will engage in during class time. The goals are typically written broad educational or unit goals adhering to state or national curriculum standards. Objectives To identify the objectives that you hope your students will achieve in the tasks that will engage them in the learning process. objectives are behavioral in nature and are specific to performance. Objectives tell what you will be observing in student performance and describe criteria by which you can measure performance against. In many way, objectives represent indicators of performance that tell you, the teacher, to what extent a student is progressing in any given task. Instructional objectives can start with. A given that describes a condition that enables your students to perform any given task. A given could be any activity, a specific set of direction ,materials needed to perform a task, any assignment, for anything that set up a condition for students to engage in the task being observed and measure for performance. The heart of the objective is the task that the student is expected to perform. it is probably one of the most important part of the lesson plan becaus e it is student centered and outcome based. Objectives can range form easy to hard tasks depending on student abilities Materials List the materials and recourses that will be need for the lesson to be successful, the teacher also use technology resources needs to achieve objectives. Introduction Describe or list a focusing event or attention grabber that will motivate the students to want to pay attention and learn about what the teacher plan to teach. It will depend on the ages and stage and of the students and will rely on students interests and backgrounds. The teacher must remember to get the students to attend and respond to the introduction will set the stage for the rest of lesson. Development Describe how the teacher plans to model or explain what the teacher wants the students to do. Modeling the learning behaviors the teacher expects of his students is a powerful development tool and provides demonstration that students can then imitate or practice on they town. During development, models of teaching are used to facilitate students learning. Models can include direct instruction, inquiry, information processing strategies, or cooperative learning strategies. Practice The teacher must list or describe ways in which the teacher will provide opportunities for the students to practice what the teacher wants the students to learn. The more opportunities the teacher provides, the better chance they have to master the expected outcomes. These opportunities are in classroom assignments or tasks that give the teacher, the chance to guide and monitor progress. Independent Practice The teacher should list or describe ways to provide opportunities for the students to complete assignments to measure progress against the goal of instruction. These assignments are meant to give the teacher s the chance to determine whether students have truly mastered the expected outcomes. Remember to only plan for task that the teacher believes students can accomplish without guidance. Accommodations The teacher should list or describe ways that the teacher will differentiate instruction according to students needs. This can include any curricular adaptations that are needed to meet special needs students. Checking for Understanding To list or describe ways that the teacher will check for understanding. Assessment and ongoing feedback are necessary for monitoring progress. This can include questioning, conferencing, or journal writing. Closure To list or describe ways that can wrap up a lesson. This can include telling students in the most important concepts that were covered in lesson, asking the students what they thought were the key concepts, or preparing them for the next lesson building upon what was presented. The key is to leave the students with an imprint of what the teacher hope to achieve in any given lesson. Evaluation The teacher must list or describe the ways to assess or measure the student success in achieving the outcomes that the teacher planed to reach. This can include a variety of ways to evaluate student performance. Aims Aims are general statements briefly outlining the content of the training being offer. Well written objectives are much more specific and should clarify the aims in more detail. Well written aims and objectives will help to provide a sound basis for identifying the content of a course or training program. Defining Aims Aims provide the teacher with the goal of the teaching-learning process. In other words, you know your destination when you begin instruction. They answer the question, what are the students supposed to know or be able to do once the unit or lesson is completed? Aims provide a clear framework for assessment is, after all, an effort to determine to what extent students have reached or achieved the objective. Aims provide the students direction and a goal for learning. Students have a better opportunity to stay the course when they know the goal of the learning. Ruth Hamilton wrote about the aims and sub-aims, by no means exhaustive by in http://www.philseflsupport.com/lessonplanaims.htm. Introducing and practicing new vocabulary. Revising previously taught vocabulary. Introducing a new grammatical point. Introducing new functional language. Revising or reviewing one or more grammatical points. Revising or reviewing functional exponents. Giving controlled/less-controlled/freer practice of a language point. Contrasting two (or more) grammatical points. Contrasting two (or more) functional exponents. Warmers/icebreakers getting to know your students. 11. Raising awareness/ear training and/or practicing aspects of phonology: a) pronunciation of phonemes/individual sounds b) word stress c) sentence stress d) intonation e) features of connected speech Error correction work (usually revising previously taught language) Self-access work. Learner training. Developing reading skills prediction/skimming/scanning/inferring, etc. Developing listening skills prediction/gist/for specific information/inference, etc. Examples of Aims The students can pronounce the words correctly. The students can tell the meaning of words. The students can ask and answer the direction to the bus station. The students can write the sentences about daily life. The students can read a short passage and answer the questions. My English Class Before I start my teaching English, I always prepare my lesson by planning what I will teach my students; the contents, the objectives or aims, materials or instruments, worksheets, and activities that I will use in the class. I use the varied activities in my English class such as games and songs depend on the contents in that period. The important thing that I must do is write the aims or the objectives of learning and tell the students what they are able to do after the learning. The teacher can check how the students success in the lesson by using the assignments, the test or any activities. References Mitchell, Diana, and Stephen Tchudi. (1999). Exploring and Teaching the English Language Arts. (4th Ed.) Boston, MA: Allyn Bacon. Raymond W. Donny Lee, Jr.(2004). Writing Learning Objectives for Unit and Lesson Plans. Tip of writing Objectives. http://www.okbu.edu/academics/natsc/ed. http://www.teach-nology.com en.wikipedia.org longwood.com natomagroup.com/basecamp/infodev/tpdhandbook/glossary.doc www.dynamicflight.com http://wps.prenhall.com Function : Asking and answering about time, routine, or activities. Teaching Procedure/Activities : Warm up/Lead in: The teacher lets the students play the number game. The teacher shows the clock and asks the students about the time. Then tells the students about the purpose of learning. Presentation: The teacher presents the vocabulary about the time. The teacher pronounces the words correctly and lets the students repeat. The teacher asks the questions about activities or routines and answers the questions. The teacher explains how to use the words and how to tell the time. Practice: The students practice by asking and answering the questions in pairs about the time and activities or routines. The teacher asks the students about their activities or routines. Checks the correct answers. Production: The teacher lets the students do the assignments by writing the sentences about their routines. Materials: word cards a clock pictures about activities Evaluation and measurement: Observing in the class Correcting the assignment
Sunday, August 4, 2019
Bilingual Education Essay -- A Level Essays
Bilingual Education Bilingual education has been a politicized topic of debate for years. There are many whom support bilingual education being incorporated into students’ curriculums while others are adamant that it should not be a part of the classroom. Those that are opponents of bilingual education seem to fear the idea of students being exposed to a second language or becoming proficient in two languages. Bilingual education has many dimensions and definitions, which can cause some confusion, but the benefits of its inclusion into student’s curriculum are irrefutable. What Is Bilingual Education and How Did It Come About? An encompassing definition of the term bilingual education is, The use of two languages, one of which is English, as mediums of instruction for the same pupil population in a well-organized program, which encompasses all, or part of the curriculum and includes the study of the history and culture associated with the mother tongue. A complete program develops and maintains the children’s self-esteem and a legitimate pride in both cultures. (Blanco 1977, p.123). Bilingual Education began in the United States in the mid- 60’s. The time that the bilingual movement started coincided with the height of the civil-rights movement for African Americans. During this time there was a great outcry from Latino activist that protested against discrimination that led to a high drop out rate for Spanish speaking students. In 1968 congress approved a bill to aide in equal education opportunities, this was the Bilingual Education Act. Its intentions were merely to help Limited English Proficient (LEP) students become literate in English, today goals of Bilingual education have advanced (Porter 2003). On... ...al.org. April 29, 2003. â€Å"Bilingual education/Limited English proficient students†National Center for Educational Statistics. www.nces.edgov. April 18, 2003. Blake, P (ND). â€Å"A Summary of Prop. 227†Second Language Acquisition University of California Davis Institute. www.secondlanguageacquisition.com. April 23, 2003. U.S. Department of Education (1995). â€Å"Model Strategies in Bilingual Education: Professional Development†Office of Bilingual Education and Minority Language Affairs. http://www.ed.gov/pubs/ModStrat/. April 28, 2003. Magazine Article: Porter, R. (ND). â€Å"The case against Bilingual education†The Atlantic Online. www.theatlantic.com. April 23, 2003. Zehr, M. (2003). â€Å"New Arizona Chief clamps down on Bilingual rules†Education Week.http://www.edweek.org/ew/ewstory.cfm?slug=24arizona.h22&keywords=bilingual%20education. April 28, 2003.
Saturday, August 3, 2019
Magnet Therapy Essay -- essays research papers fc
A. Introduction and Definition: Magnet therapy is an alternative treatment which has been gaining ground in recent years. Magnet therapy is related to biomagnetism which is a branch of biology that studies the effects of magnetism in living beings as well as magnetism and electromagnetism. Many experiments have been conducted in the world. Over time, practitioners have kept records of what has and has not worked. Precautionary measures are now known to use with magnet therapy. It has been known to promote magnet therapy as a very safe and effective treatment when used correctly. B. Historical Aspects and Background: The origin of biomagnetism started centuries ago by the people of India, China, the eastern Mediterranean basin, and Australian aborigines and native Africans. Around 200 B.C., the Greek physician Galen noted magnetism was being used for it’s purgative powers. A persian physician named Ali Abbas was using magnetism to treat "spasms" and "gout" around A.D. 1000. Also, in the 16th century, Paracelsus, an innovative Swiss physician claimed to cure "hernias, gout, and jaundice" through the use of magnets. To understand the history of biomagnetism, it is necessary to examine the earlier history of magnetism and electromagnetism. Only a few hundred years ago did electromagnetism emerge, but the knowledge of magnetism goes back to ancient times. Legends say that a shepard named Magus discovered a mineral that attracted the nails of his sandals as he crossed Mount Ida in Asia Minor about twenty-five hundred years ago. The mineral today is known as ma gnetite. Some sources say that the word "magnetism" comes from Magnesia, a city in Asia Minor where the stone can be found. It has been observed when a magnet is left free to spin, it always rests in the same position. In 1269, Pierre de Maricourt had differentiated the two poles. He called the poles "north" and "south." "North" was the pole that points to the geographic north pole and "South" the pole that points to the geographic south pole. Later, it was observed that opposite poles attract and same type poles repel. In this case, "North" the pole of magnet pointing to the geographic south and "South" the pole pointing to the geographic north. ... ...essages to the brain when stimulated. Nerve cells have a negative internal charge and a positive external charge unlike blood cells. When the north pole of a magnet is applied to the skin next to the nerve endings, the negative energy of the magnet and positive energy of the nerve cells attract each other. There are many more positive effects of magnet therapy that relate to the endocrine system, joints, muscles, and the blood. Personally, I have gone to massage therapy, for my back, as long as 6 months or so. I have had little to no relief at all. I have though about the use of magnet therapy quite a bit. If magnet therapy could be an alternative in treatment of my back, I would definitely have to say yes! Magnet therapy has many positive effects and more and more research is being conducted to this day. F. Bibliography: 1. Healing With Magnets, Gary Null, Ph.D. Carroll and Graf Publishers, Inc. 1998. 2. Magnet Therapy: The Gentle and Effective Way to Balance Body Systems, Ghanshyam Singh Birla and Colette Hemlin, Healing Arts Press, 1999. 3. Magnet Therapy: The Pain Cure Alternative, Ron Lawrence, M.D., Ph.D., Paul J. Rosch, M.D., F.A.C.P., and Judith Plowden
Friday, August 2, 2019
Children of Heroes by Lyonel Trouillot Essay -- Literary Analysis
In today’s society, one’s gender is not necessarily a depiction of one’s sex, therefore performing one’s desired gender is highly pivotal. The idea of â€Å"performing†is very compelling since one has to routinely execute a series of acts designated to define a woman or a man. Interestingly and clearly enough, the â€Å"acts†attributed to identify a woman and her womanhood varies from those acts that identify a man and his manhood. Presently, men are always expected to perform and confirm their masculinity. Men seeking to prove themselves are sometimes forced to act on the expense of others and their feelings. Other men find the need to simply control others to again, demonstrate to society their manhood. In a novel titled Children of Heroes by Lyonel Trouillot, violent behaviors are significantly present, forcing some characters to be submissive and repressed all while the aggressor acts on emphasizing his position in the dominant gender group. Trouillot tells the story of a Haitian family and their troubles with the head of the household named Corazà ³n. Due to his own exposure to abuse and demasculination, Corazà ³n, by nature, desperately felt that as man he had to somehow reestablish his own masculinity by exerting violence against his wife and children. Corazà ³n’s relationship with his boss and with his mother Mam Yvonne, plus his lack of achieving his dreams, became the roots of Corazà ³n’s desperation. His wife Josà ©phine and his son Colin are characters Corazà ³n uses to be able to perform, enhance and redeem his masculinity. As a young boy Corazà ³n had big dreams of becoming a boxer, fighting opponents and reaching fame. However, â€Å"his father who had preferred to die as not to help him live his dream,†(Trouillot 144) and ... ...ough his personal shame. Corazà ³n did not display feelings or pity towards Josà ©phine or Colin simply because they were â€Å"weak†in his perspective, making them the perfect victims. These victims elevated Corazà ³n’s self-esteem, reinforced his control and power, and finally made him feel manly all over again. Works Cited Trouillot, Lyonel, and Linda Coverdale. Children of Heroes. Lincoln: University of Nebraska, 2008. Print. Schrock, Douglas, and Michael Schwalbe. "Men, Masculinity, and Manhood Acts." Annual Review of Sociology (2009): 284. Academic Search Complete. Web. 08 Dec. 2010. .
Media is Responsible for the Rise of Criminal Cases Amongst Youngsters
Media is Responsible for the rise of criminal cases amongst youngters. Good afternoon respected judges, teachers and my fellow bosconians. I am going to speak for the motion. Increasing violence is becoming an inalienable problem attributed to every society. According to recent public opinion pools the crime rate is disquietingly growing and if something is not done soon, this phenomenon will become a real calamity. Escalating aggression, especially among the young generation is extremely harmful to the society as a whole.To the most common factors instigating teen violence belong undoubtedly to aggressive films and games, in a word, Media! The youngsters nowadays have completely different opportunities of organizing their free time. One of them, and probably the most popular, is TeleVision. The range and variety of TV programs is widespread and, according to the scientists, this is the media who is responsible for the increasing growth in crime.A few days back i just entered a room where two of my cousin were there one was 11years old and the other 7years and i heard them talking about wwe and even saw them copying the violent actions. This is what Media is growing in, Violence. The media can have a powerful influence on young, impressionable children. India, as a developing country, most of the families have started to own television sets and radios. Furthermore, many youth spend an inordinate amount of time consuming violent media and inappropriate music .Various studies â€Å"have found that YOUNGSTERS may become ‘immune’ to the horror of violence; gradually accept violence as a way to solve problems; imitate the violence they observe on television; and identify with certain characters, victims or victimizers†The media’s use of violence as a form of entertainment has had a negative effect on our society by desensitizing people, especially youngsters, in bringing out aggressive behavior, attitudes, and values.As the amount of prog rams through television, stereos, video games, and satellite dishes increase, media industries are competing for the loudest, most shocking idea to get the attention of the viewer. Throughout the years society has become more liberal. No longer are couples required to sleep in different beds on TV shows and the typical â€Å"clean, happy, family†often represented in shows throughout the 60s and 70s had been replaced with more racy, sexual themes to catch the viewers attention. Out of everyone present over i can say surely that most you watch â€Å"how i met your mother†.Does it not portray what i said right now. Violence and sex have become effective methods in promoting movies and television shows. Often these themes are used to the producer’s advantage as hooks before commercials, in avertisements, and in previews as a glimpse of something exciting that can be shown in a short period of time and interest the consumer. Action films have a high degree of fight s, killings, special effects, and explosions to keep the attention of an audience. Violence is big in many action movies because it is not culture-specific and requires less complexity .Today, violence is being used in media for thrill, which is likely to develop an urge to kill or hurt, in young minds. Those who have criminal instincts together with intelligence and need fast money can easily get inspired by such serials and movies with heavy dose of violence. Media just to gain publicity has started highlighting all the criminal cases and telecasting them. The youngsters facing problems in their lives and after repeatedly trying to overcome the problem but have not succeed yet have started to resort to all sorts of crime.It was just reported 2 days back that A youth allegedly raped a 15-year-old girl in Rajasthan's Alwar and uploaded a video clipping of the act on Facebook. When an asinine psychologically disturbed individual posts such a violent video on a popular social-website, there is a strong possibility that at least one of the viewers will be inspired by such a video, and will be tempted to imitate the act in the video, and this will lead to a crime! As media grows, the exposure to such violent stories has also increased, and it is believed, that such an exposure has inspired a number of people to act violently and commit crimes.Movies like don escalate violence in young minds because at the end the criminal is the hero. Young minds if suffering from problems may resort to such hideous actions. Media should promote the dignity of women instead of disgracing it.They are portraying them as a commodity which can be sold in the market. Media should give more importance to spread knowledge about useful stuff and contribute in shaping young minds and showing them the right path to follow . Media today is the satan in disguise , disillusioning young minds to the path of horror and hepling them achieve their aims and aspirations through negative ways.
Thursday, August 1, 2019
Employee Motivation Essay
Abstract. Employee motivation is the psychological feature that arouses an employee to behave in a certain manner for accomplishing certain organizational goals. Individuals differ in motivation along three parameters viz. self-esteem, need for achievement, and intrinsic motivation. There has been a growing emphasis on employee’s needs rather than just organizational needs, and recognition of the strategic value of employees being developed to their best potential. Organizations have become increasingly aware that the effective development of their employees’ skills and knowledge has benefits for the whole organization. Performance appraisal can be a crucial factor in the setting of career goals and the perception of job satisfaction leading to increased motivation and productivity. The paper examines employee motivation at the workplace. What is Motivation? Motivation is based on emotions. It is the search for positive emotional experiences and the avoidance of negative emotional experiences. Motivation is involved in the performance of all learned responses. It is a behavior that will not occur unless it is triggered. In general, psychologists question whether motivation is a primary or secondary influence on behavior. For example, is the behavior stemmed from personality, emotion perception, and memory or if motivation stems from concepts that are unique. Each year, billions of dollars are spent on motivation courses by large companies. The course involves training in motivation, meetings to boost motivation, incentives to strengthen motivation, meetings to analyze problems in the workplace motivation, tools to measure motivation mission statements, etc. These training sessions also include how to cope with problems in recruitment, productivity and retention, problems of commitment to teams and corporate agendas. Motivation is extremely important to success and to reach personal and business goals that one has set. Ethics Employees must learn to work together towards common goals. Employees must have an understanding of the organization as a whole and how they fit into the organization. They will most likely need training to acquire the knowledge needed for organizational understanding. Once an understanding of the organization and their role in it has been established, the employee with act on the goals set forth. Management must show the employee the need for their being there and for their output and input. The top to bottom role should be fair and there must be a clear code of corporate ethics. There must be communication between all levels, top to bottom, bottom to top. No employee should be left out. Management should ensure that their employees feel secure and they can be trusted and are equals among their peers. Performance should be viewed as a learning experience, not a horrific experience. Appraisals The annual performance review is one of the most feared and fearful processes that leaves employees angry and depressed as opposed to motivated to perform better. Companies have started to look at the appraisal as a more developmental approach to performance evaluation, instead of making the employee feel more insecure about their job performance. By using this technique, it would emphasize on giving employees the skills they need to perform effectively. The goal of a plan such as this would be to achieve goals that have been set by the company and be appraised on how many of those goals they have reached. Goals should be clear and sufficient to motivate employees into action. Business performance will improve by using an effective appraisal system. By defining clear objectives, the employees will be able to focus on the specified task and company goals. Appraisals help the employees feel that their good work is recognized and that they are valued. It also provides an opportunity to discuss concerns and weaknesses that the employee may have and suggestions may be made to find a solution to the problem. Motivation Techniques In order to motivate employees, they must know what is expected of them. Employees must have a clear understanding of challenges and realistic goals that they must meet. Employees that are encouraged to healthy competition ensure that the criteria for successes are clear and do not encourage resentment or low morale. Tough approaches, like firing staff that are not working to their full potential, can motivate other employees to do work better and strive for those goals that have been set. There is no perfect way to motivate staff. Some psychologists hold that financial bonuses or perks will be enough to motivate employees to give their best effort. Competition between employees is also commonly used as a motivation strategy at times. However, the keys to effective employees are motivation strategies that provide a range of incentives that appeal to the different personalities of the employees. While one individual may be driven by money, another may find job satisfaction or creative opportunities more powerful factors. Some company employee motivation techniques suggest that most employees respond to the same incentives. Money is most commonly used to improve motivation, staff retention and ambition. Everyone is different and has their own view about what is important to their life. For this reason, there are steps that can be used to motivate employees by doing things that they value and mean doing the right thing. They are as follows: Find the right job for the right person Empower Employees Co-operation vs. Competition Involve employees in company development When staff feel secure and nurtured in their work environment they perform better. These steps help employees feel secure in their environment: Praise and recognition of the employee’s successes as much as you constructively criticize them. Let employees be aware of their job security. Be a Leader to staff. Create a comfortable working environment. Treat employees fairly. Mangers are responsible for overseeing employees who are engaged in work or learning tasks. Managers must be aware that some employees participate more out of interest in the task than others are. Others gain their satisfaction principally out the way in which their performance on the task leads to rewards like pay or status. But typically there is a mixture of motives for which a range of different incentives is relevant. Most employees will find at least some satisfaction in simply doing the work. The balance of these intrinsic and extrinsic sources of satisfaction varies from one person to another and between different situations. Some people indeed are highly motivated by both intrinsic interest and extrinsic rewards. Extrinsic and intrinsic motivation Most employees understand intrinsic satisfaction or intrinsic motivation, when an activity is satisfying or pleasurable in and of itself. These activities are things employees like and want to do. For most people, intrinsically enjoyable activities are things like eating, resting, laughing, playing games, winning, creating, seeing and hearing beautiful things and people, and so on. To do these things people do not need to be paid, applauded, cheered, thanked, respected, or anything. They do them for the good feelings that are automatically and naturally received from the activity. Intrinsic rewards also involve pleasurable internal feelings or thoughts, like feeling proud or having a sense of mastery following studying hard and succeeding in a class. Many, maybe most, activities are not intrinsically satisfying enough to get most of people to do them consistently, so extrinsic motivation needs to be applied in the form of rewards, incentives, or as a way to avoid some unpleasant condition. There are many activities that are intrinsically satisfying to some people but not to other people. This diversity suggests that past experiences can have a powerful influence on determining what is intrinsically satisfying to an individual. In many activities, intrinsically satisfying aspects combine with extrinsic pay offs. For example, employees and people in general, intrinsically enjoy conversing and, at the same time, they get attention, praise, support and useful information. In this case where intrinsic and extrinsic motivations are mixed, one might suppose that over a period of time the accompanying extrinsic reinforcements gradually increase our intrinsic enjoyment of the activity and perhaps vice versa. Extrinsic Motivation Extrinsic Motivation comes from without, such as money, titles, honors, trophies or a date. Extrinsic motivation has been found to destroy intrinsic motivation. Presently there is a movement to eliminate extrinsic motivation from schools, hospitals, and government. Extrinsic Motivation can be based on the phrase, â€Å"Do this, and get this.†Methods of Extrinsic Motivation are sometimes controversial. Some argue that employees view their work as a form of punishment and the paycheck is their reward. Extrinsic rewards tend to focus attention more narrowly and to shorten time perspectives, which may result in more efficient production of predefined or standardized products. Job satisfaction and long term commitment to a task may also be affected. Management first thinks about rewarding employees with money as an effective reward. Unfortunately, money will not always motivate employees to perform better or stay with the company longer. Not everyone thinks money makes the world go round. Intrinsic Motivation Intrinsic motivation is the satisfaction in which the rewards come from carrying out an activity rather from a result of the activity. Employees that are intrinsically motivated tend to be more aware of a wide range of phenomena, while giving careful attention to complexities, inconsistencies, novel events and unexpected possibilities. They need time and freedom to make choices, to gather and process information, and have an appreciation of well finished and integrated products, all of which may lead to a greater depth of learning and more creative output. Intrinsic Motivation is the outcome of a work situation that employees enjoy. It comes from inside of the employee. Employees feel that they are in charge and that they have the opportunity to acquire new skills and abilities to match a different challenge. Employees also feel that they are a part of a successful team. When rewards, such as praise, are based on performance standards that imply one is doing well and performing competently, then the intrinsic interest increases. People like to be told they are doing well. Intrinsic Motivation is an emotional preference that gives pleasure and enjoyment. It stems from a strong emotional interest in an activity. It can be classified as a sense of freedom. Theories. Maslow’s Hierarchy of Needs. Abraham Maslow is considered as the father of Humanistic Psychology. Humanistic Psychology incorporates both Behavioral and Psychoanalytical Psychology. Maslow, although he studied both types of Psychology, he rejected the idea that human behavior is controlled by only internal and external factor. Maslow, instead, based his Motivation Theory on the basis that â€Å"man’s behavior is controlled by both internal and external factors.†(pp. ) He also emphasized that humans have the ability to make choices and exercise free will. Maslow collected data for his theories by studying individuals with an outstanding presence. His studies led him to believe that certain people have needs which are unchanging and genetic. Some needs are more basic than others are and others are more powerful than others are. As these needs are satisfied, new needs are created and other needs emerge. Maslow’s Hierarchy of Needs is as follows: Basic Needs: Physiological; The need for sleep and rest, food, drink, shelter, sex, and oxygen. Safety; The need to be safe from harm. The need for a predictable world with consistency. The need for fairness, routine, and a sense of stability and security. Growth Needs Love and Belonging: The need for love and affectionate relationships, belonging to a group, and caring. Esteem (two components): Self-respect: The desire for confidence, competence, adequacy, achievement, and mastery. Respect of others: The desire for acceptance, recognition, reputation, appreciation, status, and prestige. Understanding and Knowledge: The needs to satisfy curiosity, explore, discover, find solutions, look for relationships and meaning, and seek intellectual challenges. Aesthetics: The need for beauty in surroundings. Self-actualization: The need for growth, development and utilization of potential, becoming all that one can be; self-fulfillment. McGregor’s X and Y Theories Two theories of human behavior at work were developed by Douglas McGregor. Theory X and Theory Y. McGregor did not indicate that workers would be type X or type Y. He saw the two types as extremes, with various possible behaviors in between. Theory X workers would be described an individuals who dislike work and avoid work when possible. They also lack ambition and do not like responsibility and prefer to be followers instead of leaders. These individuals also have a desire for feeling secure. Theory Y workers are individuals that could be characterized as individuals who did not dislike work and are considered responsible. These workers consider work as play or a rest time. For Theory Y workers, management would need to challenge the individual and create a working environment where they can show and develop their creativity. With Theory X, receiving rewards motivates the individuals. Keller’s ARCS Theory of Motivation John M. Keller designed four conditions for an employee to be motivated. Attention, relevance, confidence, and satisfaction (ARCS) are these conditions that when an employee uses them, they will become more motivated to do their tasks and reach goals set by themselves or others. Keller suggests that ARCS must happen in sequence. By following the ARCS order, it will keep the employee interested in the topic. If it were to lose its sequential order, then interest will be lost and motivation would not take place. This motivation theory argues that events that fulfill personal needs or goals will enhance performance and effort put forth by the employee. Each of Keller’s conditions build upon the next condition. The management should keep these conditions in mind when designing goals and assigning tasks. The Conditions set by Keller are as follows: Attention: The first and single most important aspect of the ARCS model. It is gaining and keeping the employees attention. Keller’s strategies for attention include sensory stimuli, question provocation, and variability. Relevance: Attention and motivation will not be maintained unless the employee believes the training is relevant. The training program should answer the critical question, â€Å"What’s in it for me?†Benefits should be clearly stated. For a sales training program, the benefit might be to help representatives increase their sales and personal commissions. For a safety-training program, the benefit might be to reduce the number of workers getting hurt. For a software-training program, the benefit to users could be to make them more productive or reduce their frustration with an application. Confidence: The confidence aspect is required so that the employee feels that they should put a good faith effort into the organization. If they think they are incapable of achieving the objectives or that it will take too much time or effort, their motivation will decrease. In technology-based training programs, employees should be given estimates of the time required to complete the task or a measure of their progress through the program. Satisfaction: The last is Satisfaction. The employee must obtain some type of satisfaction or reward for achieving the goal or finishing a task. This can be in the form of praise from a supervisor, a raise, or a promotion. If managers are to use this Theory of Motivation, they must address adequate examples and/or choices for their employees to be available to complete the task or reach a goal. Some employees may be active learners and enjoy experimentation. Some employees may be reflective learners and are more in tune with observing and lectures. These styles must be taken into consideration in order for the employee to feel motivated and be able to help the organization. There are currently thousands of articles on employee motivation research that has evolved from the early work of Maslow, Keller and McGregor. The application of these theories into new communication situations, like the Internet, will be an important contribution for generations to come. Benefits of Motivation Employees It is important that employees are motivated to work hard and increase productivity. Yet some workers are not reaching their full potential. Managers need to be proactive and start or improve existing motivation programs. Employees are aware of what their employers are or aren’t doing to recognize their efforts. The time it takes to set up a program is minimal, program administration is easy and efficient with automated program tracking and reporting. The end result is a program tailored specifically to the needs of the company. To develop a successful motivation program that benefits a company the following suggestions may be helpful: Specific goals that provide a strong sense of motivation and are expected to be obtained. Equity for all participants. Employees perceiving inequity may lower productivity. High perceived value so the participant becomes emotionally involved in obtaining the goal. Employee involvement during the development of the program and timely feedback to employees continuing throughout the program. Employee motivation is the responsibility of the company and its managers. The company must create a workplace that is full of culture and high achievers in order for the business to improve. Recognition, appreciation and rewards are crucial to employee motivation. A pat on the back or a mention of thanks can literally move mountains. Productivity rises for employees that are rewarded for the work they do. A company’s reputation and productivity increases with employees that feel appreciated. Recognition keeps communication open. It is important to keep communication alive with staff. By opening the lines of communication and staying in touch with the employees it will keep you in touch with their needs and desires. Create an atmosphere of cooperation, and give credit where credit is due. In return, the company will have employees that will go the extra hundred miles, and the returns will be tenfold. When an employee is passionate about their involvement and contributions, there will be no limit to the success that can be achieved. Bibliography Pandy, Wayne. (2001) Safety Incentives & Recognition. Creating an Achievement Based Safety Culture. Retrieved September 18, 2004 from http://siri.uvm.edu/ppt/csseincentive/sld030.htm Captain Webb, Bob. (2001) Developing productive skills through self-discovery. Retrieved September 18, 2004 from http://www.motivation-tools.com/ Accel Team. (2004) Motivation. Retrieved from http://www.accel- team.com/motivation/index.html Accel Team. (2004) Theorists and their Theories. Retrieved from http://www.accel- team.com/motivation/theory_01.html Carnegie, Dale. (1981). How to Win Friends & Influence People; Be a Leader: How to Change People Without Giving Offense or Arousing Resentment (pp. 205-243). New York, NY: Pocket Books. Faculty of Information Studies. (1995) Motivation Theories. University of Toronto Retrieved from http://choo.fis.utoronto.ca/FIS/Courses/LIS1230/LIS1230sharma/motive1.htm
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