Tracer Study - 19735 Words

TRACER STUDY OF TEACHER EDUCATION GRADUATES BY PREVANAND RAMRATHAN A dissertation submitted in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION (TEACHER EDUCATION) In the Faculty of Education University of Durban-Westville Durban, South Africa, 1997 DECLARATION I hereby declare that this dissertation is my own previously for any degree in any University. wor~ and has not been submitted ~~ PRAMRATHAN , . CONTENTS PAGE TITLE PAGE ABSTRACT ACKNOWLEDGEMENTS DECLARATION CONTENTS LIST OF TABLES APPENDICES BIBLIOGRAPHY I n IV V VI VIII IX 69 CHAPTER 1 : OVERVIEW OF THE STUDY - WHERE DO TEACHER EDUCATION GRADUATES GO? PAGE 1 2 3 4 5 6 6 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 INTRODUCTION PURPOSE AND†¦show more content†¦A seminal study recently commissioned by a government Committee of Teacher Education Policy (COTEP), the so-called National Teacher Education Audit (henceforth referred to as the Audit), reported that there is an over-supply of teachers in some school subjects (e.g. Biblical Studies) and an under-supply in other subjects (e.g. Science and Mathematics). These findings seem to corroborate widespread news reports that new teachers are not finding employment. The apparent contradiction between supply and demand alluded to above raIses important questions regarding the employment of teachers. Is there, in fact, an oversupply of teachers? Do teacher education graduates find employment in teaching? Do Science and Mathematics teacher education graduates, in fact, fill positions in these assumed critical areas? To address these and related questions, a study was designed to track a cohort of new teachers with the goal of ascertaining thei r employment status in the years immediately following their graduation. ,The study used a longitudinal tracer study design to trace the 1995 cohort of teacher graduates of the Faculty of Education, University of Durban-Westville. Data were collected at three different periods: at graduation (July 1996), at the end of the school year (December 1996), and at the beginning of the new school year (January 1997). Survey questionnaires were used for the collection of data from students, whileShow MoreRelatedTracer Study2540 Words   |  11 PagesCHAPTER I THE PROBLEM AND ITS BACKGROUND This Chapter presents the background of the study, problem and its significance, and the scope and delimitation of the study. Introduction It must be acknowledge that University of La Salette has some of the best and finest education institutions in Philippines with well-equipped workshops and laboratories, internship programmes and professionally staffed with a variety of scholarly professionals. These institutions turn out a large number of diplomats, graduatesRead MoreUse Of Calcium Channel Blockers And Parkinson s Disease191824 Words   |  8 PagesUse of Calcium Channel Blockers and Parkinson’s Disease19 The Pasternak et al publication was a Danish study that investigated the correlation between PD and CCB use via a retrospective cohort study using the Danish Civil Registration System, with an Oxford 2b level of evidence. The primary goal of this study was to determine if the incidence rate of PD in new users of DHPs differed significantly from those non-users, when studying the Danish population ≠¥45 years of age between January 1, 1998 andRead MoreActivity 1.7.11281 Words   |  6 Pages1.7.1: Skills Integration Challenge-Introduction to Packet Tracer Topology Diagram Addressing Table Device R1-ISP R2Central S1Central PC 1A PC 1B Eagle Server Interface Fa0/0 S0/0/0 Fa0/0 S0/0/0 VLAN 1 NIC NIC NIC IP Address 192.168.254.253 10.10.10.6 172.16.255.254 10.10.10.5 172.16.254.1 172.16.1.1 172.16.1.2 192.168.254.254 Subnet Mask 255.255.255.0 255.255.255.252 255.255.0.0 255.255.255.252 255.255.0.0 255.255.0.0 255.255.0.0 255.255.255.0 Default Gateway N/A N/A N/A N/ARead MoreComputer Aided Mammograms And Trans Atlantic Data Transfer Privacy1726 Words   |  7 Pagesthat recent studies have shown that computer-aided mammograms are not effective at detecting more instances of breast cancer or tumors, yet these screenings are recommended by U.S. health care organizations and officials. The source of this issue is as follows: Cortez, Michelle Fay, Zachary Tracer, and Bloomberg. â€Å"Study casts doubt on computer-aided mammograms.† Chicago Tribune. Chicago Tribune, 28 September 2015. Web. . Description: The controversy lies in the fact that some studies show that computer-aidedRead MoreThe Many Uses of Radiation in Medicine651 Words   |  3 Pagesuses a radioactive substance known as a tracer to find diseases in the body or determine if there are cancer cells growing in the body. PET scans can show how organs and tissue function in the body. This type of scan is different from a magnetic resonance imaging (MRI) and a computed tomography (CT) scan. PET scans use small amounts of radioactive substance known as a tracer. The tracer is given through an IV located on the inside of the elbow. The tracer travels through your blood and absorbs inRead MoreNuclear Medicine601 Words   |  3 Pagesother medical conditions affecting the thyroid gland. How to prepare for a nuclear medicine exam varies because each study is different but otherwise, the patient is given a small amount of radioisotope, either orally or by injection, to enhance the visualization of the selected organs or vascular structures. When the radioisotope has accumulated in the region of the body under study, the technologist positions a camera close to the region and begins the scanning process. These images are then viewedRead MoreAnalysis Of Broca s Aphasia And Its Effects On The Production Of Speech1222 Words   |  5 Pages with 12% of victims suffering Broca’s aphasia. However expressive aphasia can also be the result of a tumor, genetic defect, or head injury that affects the left inferior frontal lobe. Several techniques have been used to study Broca’s aphasia and Broca’s area, as well as the link between them. One example of such is functional magnetic resonance imaging, commonly known as fMRI. fMRI shows change in brain activity, and the localisation of such activity. It does this by measuringRead MoreThe Final Environmental Medium Is Biota Essay1482 Words   |  6 Pagescalculate that intake rate is, Sie = (DWf + DWp) Ãâ€" Ef) + 2Eu) − (DWfd Ãâ€" Efd)/ Esoil, where Sie =soil ingested based on tracer element (grams), DWf =feces dry weight (grams), DWp =feces dry weight on toilet paper (grams), Ef =tracer concentration in feces (ÃŽ ¼g/g), Eu =tracer amount in urine (ÃŽ ¼g), DWfd =food dry weight (grams), Efd =tracer concentration in food (ÃŽ ¼g/g), and Esoil =tracer concentration in soil (ÃŽ ¼g/g) (Westat Inc, 2011). Since well water is used by the town the pesticide could be ingestedRead MoreFACTORS AFFFECTING THE DECREASE POPULATION IN HOTEL AND RESTAURANT MANAGEMENT COURSE2848 Words   |  12 Pagesï » ¿Factors Affecting the Decrease Population in Hotel and Restaurant Management Course RESEARCH PROPOSAL PART I: BASIC INFORMATION PROJECT TITLE: â€Å"TRACER STUDY OF GRADUATES OF THE COLLEGE OF HOME SCIENCE AND INDUSTRY OF IFUGAO STATE UNIVERSITY POTIA CAMPUS, ALFONSO LISTA, IFUGAO: S.Y 2006 – 2011† STUDY TITLE: TRACER STUDY AS A PARADIGM FOR THE ENHANCEMENT OF QUALITY COURSE PROGRAMME DEVELOPMENT FOR BACHELOR OF SCIENCE IN HOSPITALITY MANAGEMENT AT IFUGAO STATE UNIVERSITY, POTIA CAMPUSRead MoreThe Use Of Radiotherapy885 Words   |  4 Pagesdetect both breast and ovarian cancers early and more accurately. Cancer is typically difficult or even impossible to see, which is why cancer detection as well as diagnosis (let alone treatment) has historically proven to be so challenging. A separate study has already been published in Radiology covering the amalgamation of synthetic 2-D imaging and digital breast tomosynthesis (DBT), and it observes measurably improved rates of cancer detection in comparison to the usual, full-field digital mammography

Tyler Cowen’s Creative Destruction How Globalization is Changing the World Free Essays

string(150) " reach places that are beyond the border of that society, people tend to choose and adapt the favorable phenotypes, rather than the unfavorable ones\." Trade and commerce carry a crucial role in creating and changing cultures of races and tribes. In Tyler Cowen’s book entitled ‘Creative Destruction: How Globalization is Changing the World’, trade is depicted as a living entity that builds, grows, and transforms, depending on the elements that influence trade. Cultural homogenization and heterogenization have the ability to work together, with some traits or phenotypes of the two cultures becoming more alike, while others become more different over the process. We will write a custom essay sample on Tyler Cowen’s Creative Destruction: How Globalization is Changing the World or any similar topic only for you Order Now However, Cowen has failed to realize that, given a specific environment, trade does not always lead to wealth or cultural diversity within a certain environment. With trade and commerce influencing the formation, transformation, and reformation of cultural diversity, there are significant roles that the individuals living in the society must carry. Tyler Cowen’s Creative Destruction: How Globalization is Changing the World: On the Issue of Choice and Positive Liberty in the Cultural Marketing Industry Trade is one of the oldest trends, which has continued to change the world and the course of human history. It changed culture, language, the state of art and heritage, and thanks to trade, the alphabet of the Phoenicians and the numerals of the Arabs were both preserved even to this very day. Businesses and immigrants carry a crucial role in creating and changing cultures of races and tribes. Reflecting the Darwinian Theory, which says that individuals or groups of individuals compete so as â€Å"to achieve their goals of fitness and reproduction† (Saint-Paul, 2002, p. ), internationalization is being born. This pertains to â€Å"the geographic spread of economic activities across national boundaries† (Gereffi Memedovic, 2003, p. 2). The world economy started to form and be active; with trade and business spreading across boundaries†¦ forming cultures that affect the way people live. In Tyler Cowen’s book entitled ‘Creative Destruction: How Globalization is Changing the World’, it is stated that â€Å"Trade†¦ shapes our sense of cultural self† (Cowen, 2002, p. ). This book proves how trade invasion both creates and destroys culture—that while one culture is being destroyed, another is being created. Trade here is being depicted as a living entity that builds, grows, and transforms, depending on the elements that influence trade itself. Globalization is a creative destruction because it multiplies diversity within a specific individual or race, as it decreases diversity outside the specific individual or race. This paper revolves around Cowen’s book and his manifestation that creative products—those that pertain to music, literature, cinema, cuisine, or the visual arts—are at allies with trade and commerce. Nevertheless, we shall prove how Cowen (2002) failed to realize that, given a specific environment of a town or country, trade do not always lead to wealth and diversity within a certain environment. Groups and individuals carry the most significant roles on whether trade would transform them†¦ or if they would transform trade. Main Body The version of Cowen According to Cowen (2002), â€Å"To varying degrees, Western cultures draw their philosophical heritage from the Greeks, their religions from the Middle East, their scientific base from the Chinese and Islamic worlds, and their core populations and languages from Europe† (p. 6). He says that internationalization intensified starting in the 19th century, when the means of travel developed with the inventing of cars, railroads, and steamships, while promoting cultural diversity and creativity (p. 6). In contrast, the era of cultural decline during the Dark Ages (422 A. D. – 1100 A. D. ) also reflected â€Å"a radical shrinking of trade frontiers† (p. 6). Through literature, music, art and cinema, and even sports, the tide of cross-cultural exchange of trade has influenced the exchange of creative production as well. However, as Cowen (2002) stated, â€Å"Just as trade typically makes countries richer in material terms, it tends to make them culturally richer as well† (p. 13). Cross-cultural trade and exchange have made way for greater opportunities in wealth, technology, and what he called as ‘cultural blossomings’ (p. 3). As diversity across societies forms or transforms (with the help of trade), diversity inside and outside the society moves in opposite directions: When one society trades a new artwork to another society, diversity within society goes up, but diversity across the two societies goes down. The question is not about more less diversity per se, but rather what kind of diversity globalization will bring. Cross-cultural exchange tends to favor diversity within society, but to disfavor diversity across societies. (p. 15) In the broader prospect of the topic of globalization, Cowen’s version fit within the paradigm that says that, diversity over time is greatly influenced by trade and commerce between societies. Being the best manifestations of culture, creative products influence internationalization that, sequentially, influences the formation of these creative products. The paradigm of Cowen Cowen’s paradigm in his book ‘Creative Destruction: How Globalization is Changing the World’ creates the thought that cultural diversity is being formed, transformed, or reformed out of a society’s trade and commerce industry. Through cross-cultural trade, there is an exchange of creative production through the intention of gaining wealth, technology, knowledge, and what Cowen (2002) defined as ‘cultural blossomings’. This, however, is just another way of reusing or reinterpreting Darwin’s theory of natural selection, which states that â€Å"the proportion of organisms in a species with characteristics that are adaptive to a given environment increases with each generation† (American Heritage Science Dictionary, 2002). It is like saying that, in a world where cross-cultural interaction takes place frequently—especially under internationalization—the favorable characteristics of a cultural society are transmitted for adaptation to another trading society; while the unfavorable ones of that cultural society tend to diminish against adaptation within the spectrum of the two societies. What Darwin calls the ‘phenotype’ (i. e. observable characteristics of organisms) reaches the cultural society though trade and commerce, and according to Cowen (2002), this is being transmitted in the form of creative production by means of music, literature, cinema, cuisine, or visual arts. Not only wealth and goods are shared but also the ideas, the art forms, and the basic culture that is most prevalent within the society. As they reach places that are beyond the border of that society, people tend to choose and adapt the favorable phenotypes, rather than the unfavorable ones. You read "Tyl er Cowen’s Creative Destruction: How Globalization is Changing the World" in category "Papers" It is like saying that cultural human evolution revolves around the sharing and reproduction of creative, cultural phenotypes; and those that are being categorized as ‘favorable’ increase in frequency and power, as when compared over to the ‘unfavorable’ ones. As a result, Coca-Cola, McDonald’s, and Mickey Mouse became as global as the number of countries that the government of the United States has reached and occupied. International capitalism serves as both the cause and effect of cultural diversity. The gap filled by Cowen â€Å"The question is not about more less diversity per se, but rather what kind of diversity globalization will bring. –Cowen, 2002, p. 15 Trade and commerce influence the formation, transformation, and reformation of cultural diversity. Reinterpreting diversity-over-time as a value, Cowen (2002) has come up with the term operative diversity or â€Å"how effectively we can enjoy the diversity of the world† (p. 16 ). Stating how the world was much diverse during the 15th century than how it is today, he reinterpreted human evolution by stating the following lines: â€Å"Markets have subsequently disseminated the diverse products of the world very effectively, even when those same cross-cultural contacts have damaged indigenous creative environments† (Cowen, 2002, p. 6). Cultural homogenization and heterogenization, according to Cowen (2002), have the tendency to go together, with some phenotypes of the two cultures becoming more alike, while others becoming more different over the process. This is the gap filled up by Cowen (2002) when he wrote ‘Creative Destruction’. Although there is some truth over the natural selection theory, it does not clearly state how the organisms (or societies) react to one another, especially regarding culture. It just summarizes that the strong, favorable phenotypes survive, while the weak and unfavorable ones tend to diminish. Unlike the theory of the natural selection, which interprets adaptations and human evolution by defining traits (e. g. , cultural, environmental) as strong or weak, or as favorable or unfavorable, Cowen’s theory clearly points out that, in a certain cultural environment, there is a specific kind or manner of diversity, which sprouts out of the interaction. Cultural diversity does not just strengthen or weaken, they do not just live or die, but have the tendency to form, transform, or be reformed through homogenization and heterogenization of traits and cultures. It is not merely ‘destruction’ but a creative destruction because of the many ways that may bud or develop out of a specific cultural interaction. The gap left by Cowen Cowen’s book states that, as trade and commerce intensify, internationalization and globalization also intensify†¦ and, with this, the promotion of cultural diversity and creativity. Cultural decline happens with the weakening of trade and commerce, and this brings lesser diversity to culture and creative production. Trade and commerce should bring more wealth, technology, and cultural blossomings, in the same way that all these bring more numbers to trade and commerce. It is a two-way process that is resilient and ongoing†¦ changing culture and diversity inside and outside the society. However, it would be utterly wrong to explain cultural evolution in such a plain, simple picture between trade and culture inside and outside the society. Given a specific environment, Cowen (2002) has failed to recognize that trade does not always lead to the intensification of internationalization or globalization. It does not always bring more wealth, or technology, or cultural blossomings; and a fall in trade does not always mean a fall in terms of diversity. One good proof is the Asian crisis that transpired in the year 1997. In a changing era of globalization, East Asia received much criticism when what was called the ‘engine of the world’ financially collapsed because of some unregulated flows of the global capital. In the same way that Mexico experienced financial collapse in 1994, East Asia’s version was much worse, since it reached many countries like Thailand, Indonesia, Philippines, Singapore, Hong Kong, and Korea. This is an economic collapse, and the crisis was brought about through the globalization of the financial markets, where local banks and finance companies subjected more on foreign loans that, by 1996, were much loaded with non-performing loans. This gives the conclusion that, despite successful trade and commerce industry, an exchange of goods does not always lead to the intensification of internationalization or globalization. It does not always bring more wealth, and although it can intensify technology, diversity, and cultural blossomings, it can degrade wealth at the same time. The lens used by Cowen Cowen’s paradigm sets the thought that cultural diversity is being formed, transformed, and reformed out of a society’s trade and commerce industry. His lens is better than that used by the Darwinians, which is a way of saying that the strong and favorable characteristics of a cultural society are transmitted for adaptation to another trading society; while the weak and unfavorable characteristics of that cultural society tend to diminish against adaptation within the spectrum of the other society. Cowen’s lens appear to be more concrete and detailed—like a microscopic device that takes into account how individuals react, what are the changes, or which characteristics are maintained. More flexibly, he takes into account the true complexity of the environment—with individuals or societies that have the ability to choose which ones are to be accepted or left behind. It shapes the cultural self by making a decision on which kind of diversity globalization should be allowed to bring. Thus, cultural diversity do not just strengthen or weaken but forms, transforms, and reforms itself. Homogenization and heterogenization can blend together, and the type of diversity that springs forth out of the interaction is influenced by the members of the trading societies. Cowen’s lens are, in a way, similar to the lens used by Harvard philosopher Robert Nozick, when he stated in his book entitled Anarchy, State, and Utopia that the â€Å"market society offered a cultural utopia based on freedom of choice† (Cowen, 2002, p. 2). He portrayed in his paper about a ‘libertarian’ world, where individuals have the freedom to choose their own lifestyles, mores, and their culture (p. 2). Cowen has criticized this, as he raised the question on â€Å"how much choice actually is available in the market† (p. 2). True, there are not many choices left for a society that has done almost everything in coming up with the best type of environment (not precisely cultural environment) that would be best for the society. Yet for those that have much more left to do, there are a thousand choices that can be used in improving the state of their environment. The market, still, has its own liberty. Conclusion â€Å"[T]he market does in fact expand our positive liberties and increase the menu of choice. If not, the freedom to engage in marketplace exchange will stand in conflict with other notions of freedom†¦ More generally, the question at stake is what kinds of freedom are possible in the modern world. † –Cowen, 2002, p. 4 The lens used by Cowen (2002) is far better than that used by the Darwinians. Despite the fact that Cowen (2002) supports the Darwinian Theory that everything utterly revolves around ‘natural selection’ in the society, he supports the idea that there are meaningful ways on how trading societies influence one another’s culture and traits. His views, however, has failed to acknowledge the following statements: first, that trade and commerce do not always lead to wealth, technology, or cultural blossomings; second, that trade and commerce do not always lead to an intensified state of internationalization; third, that trade and commerce do not always lead to an intensified state of globalization; fourth, that a failing finance, due to failure in trade and commerce, does not precisely mean failure in terms of diversity or creative production; fifth and final, that liberty is exceedingly available, especially to societies that have much more to improve. Cowen’s lens is more focused on the surrounding environment of the West. Despite being more concrete and detailed, it has failed to take into account the meaningful ways that people can approach the state of liberty, which people can have, especially concerning trade, commerce, and even culture. Cowen’s book has given enough evidence to prove that trade and culture undergoes a two-way process that is resilient and ongoing, as it changes the environment inside and outside the society. It is not a simple interaction, however, and we can say that failure in terms of trade and commerce could be the effect of a failure in terms of wise and proper execution of choice and liberty. As citizens carry the most significant roles in a society, the choice on whether culture will be formed, transformed, or reformed lies on their bare hands. How to cite Tyler Cowen’s Creative Destruction: How Globalization is Changing the World, Papers

City Road Cardiff free essay sample

Social science is the study of human society and of the relationship of individual members within the society. Within the social sciences, the society is broken down into different variations of inequalities such as class, age, gender, sexuality, and ethnicity. Inequality is a disparity of not having the same lack of opportunities, status or treatment. In sociology and other social sciences, sociologist base their studies simply under the stratification system, which refers to the hierarchical arrangement of individuals into divisions of power and wealth within a society. The study of stratification has long been studied in the history of sociology, teachings such as inequality, including economic inequality, racial/ethnic inequality, gender inequality, and other types of inequality determines the differences people are facing within the society. This inequality is known as the ‘spatio temporal’ – social inequality. It means having unequal opportunities and rewards for different social statuses within a group or society. We will write a custom essay sample on City Road Cardiff or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There are two main ways to measure social inequality: inequality of conditions, and inequality of opportunities. Inequality of conditions refers to the unequal distribution of income, wealth and material goods. Inequality of opportunities refers to the unequal distribution of ‘‘life chances’’ across individuals such as level of education, health status, and treatment by the criminal justice system. On City Roads there are many examples of inequalities. For example, there are different types of shops seen in the City Road, that is attracted and used for different clientele. Janet Symmons sells african products to her chosen customers. Because, she brings various products from Africa to sell in her shop, she contributes to making social lives in Africa as well as on City Road. The inequality in this particular example, is the race and or ethnicity, which makes her shop different from the local markets. Alot of people in the City Roads use Tesco supermarket to those who use the traditional newsagent shop. You will find Tesco supermarket in every corner of the city as oppose to the newsagent shop. Also, in the newsagent shop you may not find all your household necessities rather than in the leading supermarket. This is an economic inequality, because Tesco supermarket is a leading company, where as the local newsagent  shop is owned by a private company or a person, but has somewhat similar contributions to making social lives on the City Roads. People travel to the city centre through kinds of transport systems. Most people travel by to the city centre by car, or buses. Most people wear different types of clothing, in contrast to, those who are less wealthy. This substantiates the inequality of conditions, which in this case is the support of income and wealth. Tim Masters plays an important role to the community and to City Roads, by ensuring the streets are clean, by cleaning the blockages of fat in the sewers. He is providing a service to the City Roads and making and repairing social life by doing material infrastructure for the society. Older people seems to be using the Taste Buds Cafà © rather than the younger people. In contradiction to the Pool Hall, it does not deliberately exclude older people from using the facilities, rather, it’s whom it’s designed to attract specific groups of people. This is a clear example of age, as its majority clashes between the elderly and the younger group of people. However, some activities of other groups of people are perceived as threatening or out of order by others. The nightlife shown on City road says that a lot of younger people tend to be using the facilities of nightclubs, it is due to the fact that its primarily designed to attract the younger group pf people rather than the elderlies. Finaly, the Mackintosh Centre on City Road shows how different inequalities are met through converting it into a sports centre and then transforming it into a market to attract a wide range of local people. This is not only designed to attract certain type of groups, but it is also attracting a wide variety of people and making the Mackintosh centre more resourceful and reliable for the society. To summarise it all, the social inequality seen and presented on the City Roads suggests how the lives of a society revolves around the similarities and differences of inequalities throughout the day and night. There were a lot of factors of inequalities mentioned on the City Roads, such as age, race or ethnicity, wealth and income. There had not been any subjects related to gender or sexuality on the City Road other than taking their opinions of individuals of both men and women, to illustrate their experiences on City Road of Cardiff.

Language Evolution in Human Being

Abstract Language is one of the defining factors that differentiate human beings from animals. The ability of human being to use clear structured words instead of random sound used by animals makes human being unique. However, it is interesting to know how the language came into existence. It is interesting to know how the language evolved.Advertising We will write a custom report sample on Language Evolution in Human Being specifically for you for only $16.05 $11/page Learn More While others believed that language is something that comes naturally with the words encoded in one’s genes, others have believed that language is an evolutionary process that has been in constant change over the years as new objects and new actions are being invented. Professor Simon Kirby is one of the scientists who have had great interest in knowing the evolution of the language and understanding how it is influenced by people over the century. This professor used vol unteers in a laboratory and created words for alien fruits. The first participant would be given the names of all the fruits, and after mastering the names, the participants would read out the name of the fruits once its picture is shown. The next participant would be given the same fruits, but with the names given by the previous participant. This went one to the ninth person. Professor Kirby notes that the language slowly changed from unstructured language that it was initially, to a clearly structured language with regularly parts to reflect the fruits’ colour and design. This demonstrated how this language evolved from a complex unstructured language, to a simple structured and easy to remember words. Introduction Human being is considered superior amongst all other creatures on earth. This may be because of the mystery that man has created with the help of technology, or other achievements that man has made over animals. However, Kirby (1999, p. 19) says that one of the leading factors that makes human beings unique is his ability to communicate using a clearly structured language. This scholar says that although animals have the capacity to make sounds, they lack the capacity to use language as human being does. Theirs is limited to sounds unique to the information they want to pass across.Advertising Looking for report on languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is interesting to know how the language came into existence, and how it has evolved over the years. According to Huff (2009, p. 117), it is fascinating trying to understand how the language came into existence. Some questions such as who were first people to use the language, what were the very first words, how did they come up with the words, how has this language evolved over generations, and much more are some of the questions that researchers have been trying to answer. Another fascinating fact about the language is the exi stence of numerous languages within a very small locality (Kirby Christiansen 2003, p. 78). In a country like the United Kingdom, it is common to find a person knowing only one language which is English. However, this is not the case in other countries, especially the third world countries in Africa and Asia. For instance, Kenya- a small country in East Africa whose total land area is less than that of Mississippi State- has over 45 languages spoken by different groups of people. How could such a small geographical location be so diverse in language? These are some of the questions that scientists have been trying to follow-up. Professor Simon Kirby is one such scientist who has dedicated their time to finding the origin of the language, and how it has evolved over the years. The professor has made effort to come up with various facts about the development of the language. This research is based on one of his experiments done to help demonstrates how the language has evolved over t he years to be what it is today. Methods Professor Simon Kirby was specifically interested in finding how the language has developed over the years. To help in this research, the professor had to create a laboratory set-up where the experiment could be done in a near empirical form. According to Stromberg (2008, p. 48), social scientists have had serious challenge when conducting research on human being, especially due to human’s ability to change character completely when he or she knows that a research is being done on him or her.Advertising We will write a custom report sample on Language Evolution in Human Being specifically for you for only $16.05 $11/page Learn More In such cases, the person would not act normally, but would try to be the ‘ideal’ person. As such, the facts that would be gathered would not be a true reflection of the person. Knowing this challenge, Professor Kirby decide to make the experiment to be in a pure sc ience approach where it was fully based on the memory of the mind and the ability to reproduce what is taught. With the volunteer participants, professor Kirby created a simple laboratory to conduct the research. The nine participants would not interact in any way during the experiment. To help with the experiment, the professor had clear pictures of alien the fruits would be used in the research. The set up for the experiment was very simple. Professor Kirby had a table where the pictures of the pictures fruits were placed, the pictures of the fruits, a chair, and a tape recorder. In the laboratory would be two people at a time, the participants, and the professor himself. With the first participant, professor Kirby made up names for the fruits in a random manner. Each fruit in the picture had a name given by the professor. The professor would then pronounce the names of each fruit to the participant severally. The participants were only expected to memorize the names, but not to r ecord them. After a while, the participant would be presented with the fruit and expected to pronounce the name that was given for all the fruits. This participant would leave the laboratory without meeting with other participants who have not taken part in this experiment. The next participant would follow, but this time, the professor will give the fruits the name given by the previous participant. The participant would be expected to memorize these names and repeat them to the professor. The names given by this second participant would be given to the third participant, and the sequence would continue up to the ninth participant. All their statements would be recorded for further analysis. Results This research was a clear demonstration of how the language has developed over the years. When setting up this experiment, it was clear in the mind of professor Kirby that language has evolved.Advertising Looking for report on languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More It was clear to him, through his research works that are widely published, that English language has experienced massive transformation over the years and through generations. However, this experiment offered him opportunity to demonstrate how this change has taken place in a laboratory set-up. Kirby analyzed the responses that were given by each participant on each fruit. The following table shows the transitions of the words from what professor Kirby gave to the participant, to what it finally came to be. Participant The Names Given Prof. Kirby lenana neki nereki lapalu 1stParticipant renana neluka neheki pilu 3ndParticipant pinamula nahuma nereki napuna 7thParticipant lapalu pinamula nahuna napilu 9thParticipant lanepi mola neluka kapihu According to professor Kirby, the experiment developed a language that was to be used in this research. He says that these words were just made up, and did not deserve to be regarded as a language as the words were randomly picked without any clear structure. The words were picked as names of various fruits that were to be used in the experiment. Professor Kirby says that when selecting the names, he did not give any special attention to the names of the fruits, and neither did he consider their shape or the design. The names were just assigned randomly. However, the color was chosen differently just to ensure that the participants would not confuse the fruits in the process of the experiment. As was evidenced later, he did not know that the chosen colors would define the names that would finally be assigned to these fruits. As shown in the table above, the names slowly transformed from what they were initially as given by the professor, to what the final participant stated. Some of the names transformed to be completely different from what the original name was. For instance, the first fruit for the experiment was assigned the name ‘lenana’. This was a name that was alien to the participants ju st as the fruit itself was. However, the professor watched as the name was changed to renana, renemula, pinamula, panamula, lanumula, lanupula, lapula, lanepu and finally lanepi. According to the professor, the initial participants did very poorly. This was because they were presented with words, or a language that was very strange and unstructured. They could not relate the words and the objects because the name never reflected the either the shape or the color of the fruits. They were just given in a haphazard manner. Each of the participants struggled to name the fruits based on three main factors, but in an unconscious manner. In their minds, they knew that they were giving names that were given to them by the professor. This was however, a little far from the truth. The first factor that the participants based their words on was the sound of the word that was given to them. The initial participants were able to remember vaguely the sound of the words given to them. They would u se this sound and then focus on the color and shape of the fruit. This explains the wide variation between what the professor gave the first participant, and what this participant gave to be used by the second participant. The professor gave the word lapalu but this participant gave out the name pilu. As can be seen, the participant could clearly remember the sounds p and lu. However, given the fact that the name did not make any sense to the participant, she used these two sounds to give this fruit a new name, pilu. As can be seen, the name became shorter than the original name which was given (Aitchison 2013, p. 78). Because of the two sound p and lu, the participant did not add anything. This is because the letter p has a sound pi. This is why Professor Kirby said that the first participants performed very badly. This participant did not make an effort to come up with a creative name. However, she did the best she could in giving back the exact name that was given by the professo r. As the experiment progressed, a new form of word was forming, a language that was very different from that which the professor gave. For instance, the second fruit was given the name neki by the professor. However this changed consistently as the experiment went on. The first participant gave the name neluka. The name then transformed to nehuka, nehuma, nehula, pehula, pinahuma, pinamula, mula and finally mula. Analyzing the first and the last word for the same fruit shows a clear difference and a complete transformation. The word neki is not in any way related to the word mula. Although both are four-latter words, which are a coincidence anyway, all the four letters are not related in any way. From the sound that comes out, to the letters themselves, it leaves no doubt that this is a new language, very different from the original language. As Pesante (1995, p. 83) says, language is always in transition. In English language, there were words that were popular among professionals or the public, but are not considered archaic. At that time when their current replacements were introduced, these replacements were considered as slung, and were highly discouraged in official writings and speech. As generations came and went, the slung became accepted in the society as a standard language, as the mainstream words were considered archaic. This has defined the transformation of English language, and many other languages, to what they are today (Oates 1979, p. 117). This is what the professor was trying to confirm from the laboratory test. For professor Kirby, the nine participants were a representation of nine generations. Each generation would have its own name for the given fruit. It is important to note that in this experiment, the participants were unconsciously trying to base their names on color and shape of the fruit, while thinking that they were giving the exact names that were given to them. It was, therefore, intriguing how each generation would change th e name of the fruit to appear so different from the previous generation (McMahon, 1996). However, the professor observed that as the experiment went on, the names became more structured, meaningful and easy to memorize as compared to those given by the professor initially or those that were given by the initial participants. The professor said that these generations ‘cleaned’ the language from all the dirt of ambiguities it previously had, to a pure language that had meaning based on the color and shape of the object. This, according to the professor, is how the language has developed. Smith (2010, p. 56) says that language continues to develop. In this development, this scholar says that the language takes two approaches. The first approach that the language takes is that of direct borrowing. The word ‘safari’ has become an accepted English word that is widely used, especially by tourists (Hoff 2009, p. 83). However, this is a wholly borrowed word from the Swahili language of Africa. Similarly, admiral is considered an English word, but was directly borrowed from Arabic language. The second approach is the evolution as witnessed in this experiment. It is this approach that professor Kirby based his research. Professor Kirby says that the experiment faced one challenge. The challenge was due to the fact that some of the fruits were already known to the participants. As such, when the professor gave a unique name, the participants started swaying towards the known name, and by the time the experiment was on the fourth participant, the name had quickly moved from the name given by the professor, to the actual name of the fruit. This was a confirmation that the language transformation is not a sudden process that can take place within a generation. It is a gradual process that takes ages. Conclusions The ability of human being to use language as a means of communication makes him unique among the living things. Language is an important t ool that enables people to communicate freely. The above discussion has clearly indicated that language has been gradually changing from what it was initially. Professor Simon Kirby conducted an experiment using alien fruits to test how the participants would be able to recall the names of these alien fruits. To his surprise, the name for each fruit slowly transformed from one participant to the other. This demonstrates how the language has been changing from one generation to the other. List of Reference Aitchison, J 2013, Language change: Progress or decay, Cambridge University Press, Oxford. Hoff, E 2009, Language development, Cengage Learning, Melbourne. Huff, E 2009, Blackwell handbook of language development, Wiley-Blackwell, Chichester. Kirby, S Christiansen, M 2003, Language evolution, Oxford University Press, Oxford. Kirby, S 1999, Function, selection, and innateness: The emergence of language universals, Oxford University Press, Oxford. McMahon, A 1996, Understanding lang uage change, Cambridge University Press, Cambridge. Oates, J 1979, Cognitive development. Open University Press, London. Pesante, M 1995, Shifting the boundaries: Transformation of the languages of public and private in the eighteenth century, University of Exeter Press, Exeter. Smith, G 2010, Transforming Conversion: Rethinking the Language and Contours of Christian Initiation, Baker Publishers Group, Grand Rapids. Stromberg, P 2008, Language and self-transformation: A study of the Christian conversion narrative, Cambridge University Press, Cambridge. This report on Language Evolution in Human Being was written and submitted by user Samson Barton to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The 37 Most Expensive Colleges in the United States

The 37 Most Expensive Colleges in the United States SAT / ACT Prep Online Guides and Tips College is a costly investment. For the 2104-2015 academic year, the College Board determined that a "moderate" college budget for an in-state public college averaged $23,410. A moderate budget at a private college averaged $46,272. These are just averages. How expensive are the most expensive colleges in America? In this article, I’ll give you a list of the 37 most expensive colleges in the United States. I’ll explain why they’re so expensive and why you may able to attend one of them regardless of your financial situation. Why Are These Colleges So Expensive? All of the schools on this list are private institutions. These colleges are not subsidized by the government, but many of their students are on federal and state aid. Also, most of these schools are considered elite, selective institutions. Because they're trying to offer the same or better amenities as large public institutions without the government support and much smaller student bodies, the cost per student is significantly higher. Many of the schools on this list are small liberal arts colleges. You may notice that some elite private schools didn't make the cut, but they're not too far behind. Duke was at #44, Yale was at #61, and Harvard was at #78. Possible reasons that these schools are somewhat less expensive is because of larger student bodies and substantially larger endowments. There are many possible reasons for the rising costs of all colleges, but there are few definitive answers. About This List Most of the colleges that made the list are in the greater Los Angeles area or in the Northeast. Some notable exceptions are the University of Chicago, Northwestern, Oberlin, and Tulane. All of the schools are selective private colleges. Also, the difference in price between 1 and 37 is not that substantial relative to total cost. The most expensive college on the list, Sarah Lawrence, costs $65,480 annually and the 37th, Bates, costs $60,720. The 37 Most Expensive Colleges in the United States Criteria The total cost listed is the sum of tuition, room and board, and required fees. Required fees are mandated for all students and do not cover optional fees like student health insurance fees or orientation fees for incoming students. The costs for books and supplies, transportation costs, or personal expenses were not included, even though many colleges include these in their costs. Also, these totals costs are from the 2014-2015 school year. The List #1: Sarah Lawrence College (Yonkers, NY) $65,480 #2: Harvey Mudd College (Claremont, CA) $64,427 #3: New York University (New York, NY) $63,472 #4: Columbia University (New York, NY) $63,440 #5: University of Chicago (Chicago, IL) $62,458 #6: Claremont McKenna College (Claremont, CA) $62,215 #7: Fordham University-Lincoln Center (New York, NY) $62,192 #8: Bard College (New York, NY) $62,012 #9: Dartmouth College (Hanover, NH) $61,947 #10: Scripps College (Claremont, CA) $61,940 #11: Oberlin College (Oberlin, OH) $61,788 #12: Trinity College (Hartford, CT) $61,756 #13: Pitzer College (Claremont, CA) $61,750 #14: Bard College at Simon’s Rock (Great Barrington, MA) $61,735 #15: Northwestern University (Evanston, IL) $61,640 #16: University of Southern California (Los Angeles, CA) $61,614 #17: Haverford College (Haverford, PA) $61,564 #18: Rensselaer Polytechnic Institute (Troy, NY) $61,529 #19: Fordham University-Rose Hill (Bronx, NY) $61,472 #20: Drexel University (Philadelphia, PA) $61,383 #21: Johns Hopkins University (Baltimore, MD) $61,306 #22: Tufts University (Medford, MA) $61,277 #23: Amherst College (Amherst, MA) $61,206 #24: Wesleyan University (Middletown, CT) $61,198 #25: Carnegie Mellon University (Pittsburgh, PA) $61,186 #26: Vassar College (Poughkeepsie, NY) $61,140 #27: University of Pennsylvania (Philadelphia, PA) $61,132 #28: Williams College (Williamstown, MA) $61,070 #29: Occidental College (Los Angeles, CA) $60,972 #30: Cornell University (Ithaca, NY) $60,964 #31: Connecticut College (New London, CT) $60,895 #32: Tulane University (New Orleans, LA) $60,861 #33: Eugene Lang College-The New School (New York, NY) $60,852 #34: Franklin Marshall College (Lancaster, PA) $60,799 #35: Georgetown University (Washington, DC) $60,768 #36: Brandeis University (Waltham, MA) $60,750 #37: Bates College (Lewiston, ME) $60,720 Many of These Schools Are Still Accessible These prices are just the listed sticker prices. At most of these institutions, the vast majority of students are paying significantly less because of financial aid and scholarships. Many of these schools have very generous financial aid programs. Typically, they'll try to meet the demonstrated financial need of each individual student. At Columbia, #4 on the list, 49.7% of full-time undergraduates receive need-based aid and the average need-based scholarship or grant award is $42,238.This cuts the average cost of attendance down to around $20,000. In fact, many of the schools on the list will meet 100% of your demonstrated financial need. What's Next? Learn more about how much colleges really cost. If you need help financing your education, you may want to check out this post about the work study program. Other than costs, read about the differences between public and private colleges. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Unbiased and Biased Estimators

Unbiased and Biased Estimators One of the goals of inferential statistics is to estimate unknown population parameters. This estimation is performed by constructing confidence intervals from statistical samples. One question becomes, â€Å"How good of an estimator do we have?† In other words, â€Å"How accurate is our statistical process, in the long run, of estimating our population parameter. One way to determine the value of an estimator is to consider if it is unbiased. This analysis requires us to find the expected value of our statistic. Parameters and Statistics We start by considering parameters and statistics. We consider random variables from a known type of distribution, but with an unknown parameter in this distribution. This parameter made be part of a population, or it could be part of a probability density function. We also have a function of our random variables, and this is called a statistic. The statistic (X1, X2, . . . , Xn) estimates the parameter T, and so we call it an estimator of T. Unbiased and Biased Estimators We now define unbiased and biased estimators. We want our estimator to match our parameter, in the long run. In more precise language we want the expected value of our statistic to equal the parameter. If this is the case, then we say that our statistic is an unbiased estimator of the parameter. If an estimator is not an unbiased estimator, then it is a biased estimator. Although a biased estimator does not have a good alignment of its expected value with its parameter, there are many practical instances when a biased estimator can be useful. One such case is when a plus four confidence interval is used to construct a confidence interval for a population proportion. Example for Means To see how this idea works, we will examine an example that pertains to the mean. The statistic (X1 X2 . . . Xn)/n is known as the sample mean. We suppose that the random variables are a random sample from the same distribution with mean ÃŽ ¼. This means that the expected value of each random variable is ÃŽ ¼. When we calculate the expected value of our statistic, we see the following: E[(X1 X2 . . . Xn)/n] (E[X1] E[X2] . . . E[Xn])/n (nE[X1])/n E[X1] ÃŽ ¼. Since the expected value of the statistic matches the parameter that it estimated, this means that the sample mean is an unbiased estimator for the population mean.

Quantitative Market Research Paper Example | Topics and Well Written Essays - 2500 words

Quantitative Market - Research Paper Example From an earlier interview with a small sample of customers, the same reasons were identified as possible causes for the decline in turnover (Kothari, 2008). Design Question, Aim and Objectives Due to the declining returns for Films 4 You the current study aims at finding the exact cause of the problem to provide the management with a platform from which they can address the problem. In the last 24 months, the company has witnessed a drastic decline in its return. This has resulted into a considerable concern among the stakeholders. The research design seeks to address the question of how to identify the actual cause of the decline from the two possible causes already identified. The objectives of the design are: a) To ascertain whether Films 4 you products do not match customer expectations b) to determine whether the decline in Films 4 You`s turnover arises from the fact that the competitors are attracting film 4 You customers. ... It will indicate the cause of the declining returns arising from the survey of the sample population. The design is likely to point to the failure in strategic management. a) Methodology Research Methods and Techniques Method is described as a systematic and sequentially organized approach, which is focused on data analysis in order to ensure that necessary information is generated from the data collected. The four main types of methods available to researchers include: Explicatory, Case-study, Survey, and Experimental Methods1. An experimental method is the main empirical method that would be considered in the course of this study. Research techniques are different though. They are â€Å"step-by-step procedures which you can follow in order to gather data, and analyze them for the information they contain†1. Such data may be gathered through qualitative or quantitative methods or from primary and secondary data depending on the research approach. This study will use quantitat ive research technique. Quantitative research methods were initially developed for use in natural sciences although they are now adopted and accepted for social sciences as well. They are research methods associated with number and any measurable thing, presenting the researcher with various numbers, which are presented in graphical forms, tabulations and statistics. Regression analysis will be used to analyze the relationship between the declines in Film 4 You returns against the two other variables that are: the quality of the products of the company measured in terms of meeting the customers` expectations and online rental DVD competitors winning away Film 4 You customers. Regression analysis is a statistical tool that can be employed to investigate the

Soda Ban NYC Research Paper Example | Topics and Well Written Essays - 500 words

Soda Ban NYC - Research Paper Example It is in the wake of this situation that the Mayor of New York decided to undertake yet another step to help the citizenry cut back on its damaging lifestyle, reduce soda intake. This move comes at a time when three crucial issues loom over the city. The first one is that previous methods to address obesity yield minimal positive outcomes. In the past, the mayor has implemented a few notable policies. Restaurants indicate on the menu the amount of calories in each meal, but people still order big Mac’s. A ghastly depiction of the dangers of smoking did nothing to reduce the smoking rates (Hu). Stores started stocking low fat milk and replaced white bread with whole meal bread, but there is little to report in regard to positive results. As such, new more aggressive methods beckon, and Mayor Michael Bloomberg is taking the bull by its horns. Secondly, the health of the population is at its worst compared to a decade ago. The connection between the high rates of weight gain and the lifestyle of the people is not questionable. Shockingly one of the lifestyles people choose is the high calorie giant sodas! It is shocking because people have alternative, healthy beverages, but they still prefer unhealthy soda. Doctors claim that there is an increase in diabetes, hypertension, and cardio vascular complications related to unhealthy lifestyles and weight gain (Hu). These complications are responsible for a significant portion of mortality among Americans. Sadly, even young children are catching on with the new trend of diseases previously thought to affect only adults. Doctor Dr. Steven M. Safyer is clear on the fact that consuming too many calories in the absence of exercise is a sure way of adding not just weight but excess weight. Thirdly, the cost of health care is spiking, and the amount of money spent on these health complications is crippling. Currently, over 20% of national medical spending is for addressing obesity and related

Smoking Should Be Completely Prohibited From College Campuses Essay Example for Free

Smoking Should Be Completely Prohibited From College Campuses Essay This paper focuses on why smoking should be completely prohibited from college campuses. It explores the effects of smoking and tries to give the rationale for prohibiting it. It also explores the views of those who support smoking. This topic has attracted a number of heated debates and a consensus has not yet been reached on whether or not smoking should be prohibited in college. The diversity of opinion can almost be equated with the number of people who comment on the topic. Even those who agree that it should be banned; their reasons are so varied. Ayn Rand argues that smoking cigarettes signifies the power human beings have over nature1. Others feel smoking is morally wrong and the government ought to prohibit it. For some, smoking would be wrong and self-destructive, for other it would not be the case. Actually, a moderate degree of smoking is morally unobjectionable. Here, morality comes in and this makes the argument against smoking a subjective one. What is morally acceptable to one individual may be objectionable to another. A focus on the moral persuasions of the majority reflects that they see no big deal in tobacco smoking itself but have a problem with smoking in college. Majorities also agree that smoking, for instance of bhang and cocaine should be prohibited be it in college or in the wider society: this is because of the moral difference between smoking tobacco and the rest. However, it is not obvious for one to find a moral justification in this and we can only question the moral leanings of the majority. Some argue that in the ethics if virtue, there is the moral imperative to care for one’s health one should use his mind. They should ask themselves if smoking is justice/injustice to self? But then, a number of issues may trigger neglect of personal health, inter alia; sports, and career. Such things may subject their health and lives in serious risk. Is this morally right? Is smoking one such risk? What is the ultimate goal of smoking? For pleasure? If yes, is pleasure the highest good there is? Yet it is not uncommon for people to take reasonably serious risks to celebrate life, for instance, to attend sport, or a wedding an accident is possible. Human beings would have to live morally disputable lives if we were to consider all risks taking to be morally objectionable. We will agree that we are responsible to live well. Man is a rational creature and should be able to make his own decision. â€Å"Human nature is characterized by reason and tolerance†2 John Locke argued. One can argue that if one wants to smoke, he should go a head but remember that he will bear the consequences dearly. Rigid rules to prohibit man from doing this and that do not allow him to live best. Spontaneous regulation and restraint would make him live better. Our conduct should always and pari passu be monitored and supervised by reason. Some people consider it essential to encourage independent decision making on the part of their, say adolescent children, who then decide to smoke, this could be seen as no less morally justifiable than encouraging them to play ice hockey for enjoyment. But are such parents doing a morally acceptable thing? Lets consider the effects of two substances (smoking).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Smoking tobacco has both short-term and long-term effects. The nicotine in tobacco causes a short-term heart rate, blood pressure and possibly increases in the flow of blood from the heart. It has the devastating effects of making the arteries narrow. The oxygen-holding capacity of the blood is undermined by carbon monoxide. â€Å"We think smoking is widespread and too little has been told about its danger.3† It is documented that smoking tobacco can cause coronary heart diseases, cancer of the lungs, esophagus, bladder, mouth, cervix, kidney among others. Research findings reveal that there are more than 40 chemicals in tobacco that cause cancer in both animals and humans. It is argued that smoking tobacco does increase the likelihood of almost every other pregnancy-related health risk to both mother and child, and is the single most preventable causes of illness and death among mothers and infants in the developed world.4Then, why accept to be haunted by a problem that we could easily fling into the dustbins of forgetfulness? Are we morally justified in legalizing something that is fatal to ourselves? We have lost or deformed loved ones because of this very monster! Environmental tobacco smoke (ETS) adversely affects nonsmokers â€Å" each year, exposure to ETS causes as estimated 3,000 non-smoking American to die of long cancer and causes up to 300,000 children to suffer from lower-respiratory-tract infections† says American heart association (AHA) centers of disease control and prevention. Smoking of tobacco may cause accidental fires in school residential halls usually linked with careless smoking of tobacco treated with chemicals to allow it to smolder indefinitely. This list of the downsides of tobacco smoking is reminiscent of the real harm that tobacco slaps on its users. With all these downsides, the authorities should not turn a deaf eye on those who bemoan its smoking. Others argue that smoking (tobacco) has some beneficial effects, which can be identified especially on certain medical grounds and are thought to emanate from the biological effects of nicotine5. For instance, because most patient with Alzheimer’s diseases are likely not to have smoked, this is interpreted to mean that smoking protects against the disease6. But research hasn’t proved anything so far so specialists are at odds with such a conclusion. They term it erroneous as some studies show the reverse. Research findings depict that tobacco smokers are only half as likely as non-smokers has a protective effects of current smoking increases the risk of Crohn’s diseases, a form of inflammatory bowel diseases7. Some preliminary data from 1996 suggested that reduced incidence of uterine fibroids but overall the evidence is unconvincing. One would argue that if it were true that tobacco prevents some diseases, we have no rights in preventing anyone from smoking it as it would be no difference between this and preventing one from using any other preventive medicine. Cocaine has both short-term and long-term effects. Short-term effects include dilated pupils, increased heart rate, blood pressure, irritability and constricted peripheral blood vessels. Cocaine has an immediate euphoric effect, which affect energy and mental clarity. Cocaine’s effects are short-lived and once the drug leaves the brain, the user experiences a ‘coke crash’ that includes irritability and depression. Cocaine too has long-term effects. It is believed that high doses and/or prolonged use can trigger paranoia-it can produce particularly aggressive paranoid behavior in users. Prolonged snorting can result in ulceration of the mucous membrane of the nose.8 It is documented that smoking has been associated with suicidal tendencies. College students who are daily smokers are more than five times more likely to have either seriously thought about or attempted suicide than non-smokers (Halperin and Eytan). Mental health disorders have been strongly associated with smoking, especially among adolescents and young adults. College students who smoke are more likely to participate in the risky behaviors that pose some of the greatest health threats to18-24 year olds. Smokers have lower grade point averages (GPA) than nonsmokers. The Harvard College Alcohol Study found that smokers are 27.0% less likely than nonsmokers to have an above B grade average (Rigotti, 2000). Lower individual performance among students results in lower academic overall standings for colleges. Of the 15 million college students in the United States today, it is estimated that 1.7 million will die of smoking-related illnesses, most prematurely (Halperin, 2002). That amounts to over 10.0% of current college students. Smoking is addictive therefore denying students sober time to learn; may also cause conflict in college as students become unruly and may lead to larceny and arson in colleges. Then, Allowing smoking in college would adversely affect learning as it undermine the college administration’s effort to provide both security and learning environment that is conducive to the students. Why permit smoking while studies evidence that 20% of all US deaths are due to smoking. From such statistics, one can conclude that the number of the deaths, which were caused, can easily be compared to casualties of genocide or a war 9. Therefore if we permit smoking, we have no reason in not accepting genocide.   However, the government may not want to control everything man does especially if it does not put at risk any one’ safety. If one wants to eat a monkey or live like one he should go ahead and do it. One person is quoted saying: Protecting me from myself is not the governments job. Protecting me from others is, however, the governments job.10 From the overview of the effects of both tobacco and cocaine, their devastating effects compel anyone to challenge both the legality and morality of accepting smoking. Well it’s almost universally agreed that life-preserving acts are superior to life destroying ones but mankind has failed to agree on smoking as a life-destroying act. Again, one would successfully argue that smoking of bhang and cocaine makes people to rape, kills, and steals despite the fact that those things are illegal. If the government goes ahead and legalize, inter alia, cocaine, bhang it would not make any difference in not legalizing those behaviors in college. Tobacco may not drive one into these but instead it has more risk on one’s health. Permitting tobacco again is no different from allowing suicide for it is a means of killing one-self. Whoever permits smoking is at least morally guilty of causing it ailment and effects? For sure, J.Rousseau was right when he said, â€Å"man is inherently good but become corrupted by the evils of the society†. Work cited Rand A, Atlas Shrugged (New York: Random House, 1957 p61 Locke, J. An Essay Concerning Human Understanding. Ed. Roger Woolhouse.   New York: Penguin Books (1997), 307 Schwartz, S.M Marshall, L.M, Baird, D.D Epidemiologic Contribution   To Understanding An Etiology Of Uterine. Leiomyota. Eviron Health Perspective 2000,Oct’ 108 Sopp15: 821-7 P.M 11035989. 4.Maternal and infant health smoking during pregnancy. (www.drugfree.org/partal/drug-guide/tobaccohtml) Accessed online on 29th Nov.2007.12: 45: 35 GMT Barron JA, Benefits Effects Of Nicotine And Cigarette Smoking: The Real, The Possible And The Spurious. Br Med Bill, 1996 Jan 52(1): 58-72 PMID 6..Almeida, O.P, Hulse, G.K., Lawrence. And Flicke, L Smoking As A Risk Factor   For Alzheimer’s Diseases, Contrasting Evidence From A Systematic Review Of Case Control And Cohort Studies: Addiction 97: 15.   2002 Mahid, S.S. Et Al. Smoking And Inflammation Bowed Diseases: A Meta-Analysis. Mayo Clin proc. 2006. Nov 81 (11): 1462-71 PMID 17120402 8.National institute on drug abuse.   www.drugfree.org/portal/drug-guide/cocaine. Corbett, B. Contemporary moral problems, 2001   www.webster.educarbetre/philosopy/moral/contemp/smokinghtml Accessed online on 27 Nov 2007 at 16:23:45.GMT Legalize Pot (Canada only) http://forum.quoteland.com/75095 as retrieved on 31 Oct 2007 05:58:57 GMT. 11. Rigotti, (2000) and Halperin and Eytan,(2002) were gotten from http://www.ttac.org/college/facts/top/negative.effects/html

Karl Marx :: Biographies Philosophy Papers

Karl Marx Karl Heinrich Marx was born on May 5, 1818, in the city of Trier in Prussia, now, Germany. He was one of seven children of Jewish Parents. His father was fairly liberal, taking part in demonstrations for a constitution for Prussia and reading such authors as Voltaire and Kant, known for their social commentary. His mother, Henrietta, was originally from Holland and never became a German at heart, not even learning to speak the language properly. Shortly before Karl Marx was born, his father converted the family to the Evangelical Established Church, Karl being baptized at the age of six. Marx attended high school in his home town (1830-1835) where several teachers and pupils were under suspicion of harboring liberal ideals. Marx himself seemed to be a devoted Christian with a "longing for self-sacrifice on behalf of humanity." In October of 1835, he started attendance at the University of Bonn, enrolling in non-socialistic-related classes like Greek and Roman mythology and the history of art. During this time, he spent a day in jail for being "drunk and disorderly-the only imprisonment he suffered" in the course of his life. The student culture at Bonn included, as a major part, being politically rebellious and Marx was involved, presiding over the Tavern Club and joining a club for poets that included some politically active students. However, he left Bonn after a year and enrolled at the University of Berlin to study law and philosophy. Marx's experience in Berlin was crucial to his introduction to Hegel's philosophy and to his "adherence to the Young Hegelians." Hegel's philosophy was crucial to the development of his own ideas and theories. Upon his first introduction to Hegel's beliefs, Marx felt a repugnance and wrote his father that when he felt sick, it was partially "from intense vexation at having to make an idol of a view [he] detested." The Hegelian doctrines exerted considerable pressure in the "revolutionary student culture" that Marx was immersed in, however, and Marx eventually joined a society called the Doctor Club, involved mainly in the "new literary and philosophical movement" who's chief figure was Bruno Bauer, a lecturer in theology who thought that the Gospels were not a record of History but that they came from "human fantasies arising from man's emotional needs" and he also hypothesized that Jesus had not existed as a person. Bauer was later dismissed from his position by the Prussian government. By 1841, Marx's studies were lacking and, at the suggestion of a friend, he submitted a

Angelique and the burning of montreal Essay

The day was April 10th 1734 and Montreal was on fire. Undoubtedly back then, Montreal was a very different place than it is today; it was a trade and military town of about 2000 people. Canada would still have 100 years before she became a nation and it was a time when Montreal’s social class mirrored that of its indigenous home France. Slavery was very much a part of everyday society and many citizens had slaves of African and Amerindian descent. No one on that day could have possibly foreseen what was to come and the replications it would have for centuries to come. It was an unusually mild Saturday evening and the people who had attended evening prayer were beginning to make their way home. Among them was Thà ©rà ¨se de Couagne, widow of Franà §ois Poulin de Francheville and the owner of Angà ©lique a slave of African American decent who was born in Portugal and later sold into New France. â€Å"At seven the sentry sounded the alarm ‘fire!’†, that evening a devastating fire occurred in Montrà ©al that destroyed a hospital and 45 houses on rue Saint-Paul. Someone was to blame for this catastrophe and it was Angelique. After being tried and convicted of setting fire to her owner’s home, burning much of what is now referred to as Old Montreal, she was hanged. In order to get a stronger understanding of crime and punishment in New-France, one must examine the trial in a much more in depth context. The justice system in 1700 Montreal followed the same rules as its mother country France. In terms of today’s society, the government was far less democratic. The accused had few rights and the evidence was often  faulty or based on word of mouth; torture and severe punishments were often used. In 1734, the various stages of trial, duties of the courts, witnesses, and rights of the accused were regulated by the â€Å"Ordonnance du Roi (1670).† Often the accused had no access to lawyers as they were forbidden in New-France: ARTICLE VIII. The accused, whatever their status may be, will be required to respond in their own words, without the advice of counsel, which will not be given to them, not even following the confrontation, notwithstanding all contrary methods that we abrogate. (1) Also, trials were often held without a jury (2) thus the accused stood alone in front of a judge in order to prove his or her innocence. Undoubtedly, the French law formed a very tight and respected system. The prosecution witnesses were often intimidated by court staff; witnesses for the accused were rarely presented, and â€Å"the future of the accused depended on his or her testimony (3). In many instances, little or no facts were required to be prosecuted. In the case of Angà ©lique, the day after the fire a rumour circulated which accused her and her lover Claude Thibault of setting the fire that destroyed a majority of Montreal (4). The king’s prosecutor relied on this rumour to have the two suspects arrested. At the time, French law allowed a suspect to be arrested based on â€Å"public knowledge (5),† when the community agreed that a suspect was guilty (6): â€Å"The King’s Prosecutor Advises You that according to Public Report, the Fire that occurred in this city on the day of yesterday at around seven in the evening was caused by the Negress, Slave of the widow of Sieur francheville†¦ This considered, Monsieur, may it please you to allow the said King’s Prosecutor to have this investigated, and meanwhile to have arrested and taken to the Royal gaol of this city the said Negress.† (7) In the event of a death sentence, the prosecutor was â€Å"required under the ‘Ordonnance criminelle’ of 1670,† to appeal the sentence in the name of the accused (8). New-France considered the following as crimes: crimes against religion, crimes against morality, crimes against peace, and crimes against public safety (2). Each type of crime had its own form of punishment. The title of Religious crime was only considered if some form of sacrilege took place as well as if there was a direct attack against the  church. A crime against morality would also reflect the nature of the crime; although, the idea of a morally just 1734 citizen varies greatly from a morally just person today. Many were deprived of social pleasures that society â€Å"attached to moral purity, [if one did not exercise a life of â€Å"moral purity†] he or she could be: fined, shamed, sentenced to a life in hiding, or banished from the city and from society† (2). A crime against peace would also often reflect the requirement of retribution. This was done through prison sentences, exile, correctional measures etc. The correctional measures were used to rehabilitate or return the criminal to a â€Å"normal state†. Lastly, crimes against public safety were most well known as â€Å"eye-for-an-eye† retribution. The punishments handed down for such crimes would reflect the nature of the crime and was based on reason as well as on the notion of right and wrong. Crimes against theft were met by a loss of property; however, because those who stole had few riches, capital punishment (death) was used as a means to replace financial retribution. If one murdered another, the penalty was almost always death (usually by hanging). Criminal trials were often a means for retribution for a crime against society (9). When evidence was lacking, the prosecution would ask permission to apply torture prior to a proper judgment. Many examples of harsh punishments (ie: torture) exist: Jean Baptiste Thomas negro and Francois Darles were condemned to be hanged, Charlotte Martin Ondoyà © and Marie Vennes were beaten and castigated with the rod, and Charlotte D’arragon was admonished, Thomas negro having been found guilty of Domestic thievery, Francois Darles of having concealed the items, Charlotte Martin Ondoyà ©, and Marie Vennes guilty of possessing some stolen items of little consequence. This sentence was executed on the 23 of August in Montrà ©al where the crime was committed. (10) Moreover, the most common form of punishment was â€Å"The Boot.†(2) It consisted of four planks of wound tied to the legs of the accused. Two of those planks were placed between the criminal’s legs, and the other two on the outside of the legs. All were bound with rope. A wedge was then pounded between the planks on the inside, causing the plank to spread and the rope  to tighten. The pressure of the wedge would often break the accused legs (sometimes just merely dislocating them). This practice was used as a method of extracting the truth and was excruciatingly painful (10). Torture in New-France was widely used, especially when the accused would not reveal their accomplices (if any) or admit to their guilt (2). In Angà ©lique’s case, upon appeal, â€Å"[she was] sentenced to death, but the manner in which it was to be carried out was softened: she would not have her hand severed and she would be hanged before being burned.† (7) More importantly, she was subjected to torture by the ‘boot'(4) but she never revealed any accomplice, stating that only she had started the fire.(10) Subsequent to her admission, she was executed. In the end, crime in 1734 was not seen lightly and often carried severe punishments. Perhaps fear of such severe punishment, of being arrested based on rumours and faulty evidence was supposed to act as a deterrent. Although evidence of Angelique’s trial such as court documents does exist, the lack of concrete proof of guilt obscures the events and subsequent truth of that night. She was sentenced to prosecution based solely off of rumours and word of mouth, and whether she had a past of destructive and rebellious nature or not, that in no way under a court of law in today’s standards leads one to believe she is or ever was guilty. This, however, has not prohibited her story from becoming almost legend. Many authors and figures in our society today, 200 years later utilize her story as leverage. Angelique is seen as an African American slave activist who stood up against her superiors and common law for the better of humanity. She is also viewed as the perfect example of why the old dark ways of our justice system is faulty and raises questions about the power of government and the danger of whether or not that power can condemn an innocent woman for 200 years without question. Conclusively, because the prosecution at her trial did not meet the burden proof (by today’s standards), it is impossible to know if she truly was guilty. One way or another her trial and story will continue to echo in Canadian history. Bibliography 1. Louis XIV, â€Å"Procedure relative to the interrogation of the accused, in l’Ordonnance †¦ pour les matià ¨res criminelles† (Chez les Associà ©s, 1670). 2. http://www.canadianmysteries.ca/sites/angelique/contexte/lajustice/indexen.html 3. Criminal procedures: Secondat Baron de La Brà ¨de et de Montesqieu, Charles-Louis de, â€Å"Reflections on criminal procedures in England and in France, in De l’esprit des loix † (Amsterdam et Leipsick: Nouvelle à ©dition, revue, corrigà ©e et considà ©rablement augmentà ©e par l’auteur [†¦], Chez Arkstà ©e et Merkus, n.d.), T. 3, L. 29 p. 308-9. 4. http://www.canadianmysteries.ca/sites/angelique/proces/indexen.html 5. Criminal procedure against the accused: Archives nationales du Quà ©bec, Centre de Montrà ©al, Procedure Criminel contre Marie Joseph Angà ©lique negresse — Incendiere, 1734, TL4 S1, 4136, Juridiction royale de Montrà ©al, Deposition of Étienne Volant Radisson, April 14, 1734, 1-4.) 6. Archives nationales du Quà ©bec, Centre de Montrà ©al, Procedure Criminel contre Marie Joseph Angà ©lique negresse — Incendiere, 1734, TL4 S1, 4136, Juridiction royale de Montrà ©al, Request by the King’s prosecutor for the arrest of Angà ©lique and of Claude Thibault, April 11, 1734, 1. 7. http://www.canadianmysteries.ca/sites/angelique/proces/jugementetappel/indexen.html 8. Criminal trial: Diderot, Denis et Jean le Rond d’Alembert, â€Å"The criminal trial, in l’Encyclopà ©die, ou Dictionnaire Raisonnà © des Sciences, des Arts et des Mà ©tiers † (Paris: Briasson et autres, n.d.), tome XIII, page 405. 9. Examples of punishment: France. Archives nationales, Fonds des Colonies. Sà ©rie C11A. Correspondance gà ©nà ©rale, Canada, vol 64, fol. 12-15v, Hocquart, Gilles, Letter to the Ministre de la Marine, October 1, 1735, 10. Admission of guilt Germain, Jean-Claude, â€Å"The Life and Times of Montrà ©al† (Montrà ©al: Stankà ©, 1994), tome I, pages 284-28. 4 . Relying on the â€Å"Ordonnance criminelle† of 1670, the king’s prosecutor had an arrest warrant issued against Angà ©lique based solely on this public rumour.† (http://www.canadianmysteries.ca/sites/angelique/proces/indexen.html)

Reflection on Training

I have enjoyed the support I have received from the home manager and my colleagues, in improving my competence at work and my personal and professional development. Keeping on top of my personal development has been by taking responsibility for my own actions I keep track of my training needs and look out for opportunities to attend additional training. I am aware that a lot of things keep changing in health and social care therefore I make it my responsibility to access up to date information via the internet, media and also from colleagues I try as much as possible to make myself available for in-house training sessions. My personal and professional development is also updated while learning from good role models like senior workers or whenever I am free to work along with other workers from outside organisations i. e. nurses, social workers and doctors. Accessing all the support I can get from working at Saffron House has been a great help. I attend regular supervisions sessions and an annual appraisal; this has formed my professional development and allowed me to be where I am today. Accompanying material: KFC Training Program My manager and I myself both agree on the most suitable training to enhance my training. I can tell from my relationship with the individuals that I care for that they are satisfied with the level of care they receive from me I receive feedback from them when I have done something so little but to them it’s huge I do quite often receive positive comments from families which is a huge boost because it means I’m doing my duty right. I do receive supervision sessions every 3 months which is a time to get feedback from my manager of my work whether it’s satisfactory or not it gives me insight of areas of my job that may need improving and development. When I was employed by Saffron House I attended a 3 day induction programmes in which I was given a certificate of attendance shortly after this training I was given a development plan which my manager gave me a list of all the mandatory training that was essential to my role as care worker and which will be on-going throughout my time working as a carer. During the first 3 months I was on probationary period which gave my manager and co-workers time to see if i were competent to be a care worker and able to give the individuals what is essential. After my 3 months had lapsed I was given feedback on my competence, weaknesses strengths and expectations that were critical to my job role with constant supervisions it gave me the ability to eflect on situations that may have occurred where next time you could handle the situation slightly better or with no improvement to be made Now I am coming to the end of my level 3 I feel I have gained so much more knowledge not only from answering the questions but also the research that it does require I have thoroughly enjoyed doing my level 3 even if at times my head was completely baffled I will continue to move on and up and take all I have learnt with me and maybe in time if the opportunity arises add some more units to my 3.

Analysis of a Successful Business Communication Essay

Analysis of a Successful Business Communication Essay Literate business communication is important when it comes to business writing. Understanding how to properly write a business letter is invaluable tools and could determine the success and failure of a business. Locating a well-written literatebusiness communication in my organization was easy to do.The example of literatebusiness communication I found clearly expresses the point of the writing. It is well written and states its purpose without loosing the meaning to the reader. In the introduction it clearly expresses the benefit to the readers.The samples purpose is to allow the readers to easily understand the benefit the company offers to its employees. It is clearly stated in the introduction the purpose of having a company savings plans and is written in easy to understand language.The writer in this sample uses an indirect approach. The writing is trying to target all of the employees of the company.SP Business School, School of Communication, Arts ...Each person who reads th is is to be informed of the company's benefits that are available. The writer's audience in the sample is all of the employees in the company.The writer addresses the audience by having an understanding approach about the difficulties of saving money. Then further tries to address these difficulties with a solution that is provided by the organization. There is clear connection being made to the intended audience.The writer makes an assumption that all employees have difficulty understanding complex savings plans therefore explains that this is not the case with the company savings plan. However, the writer does not take into account the employees that might have a deeper understanding of savings and retirements plans.Another assumption the writer makes is that every employee has difficulty saving money for the future, which may or may not be the case.The tone and style the writer...

Teaching to the Test in ESL Class

Teaching to the Test in ESL Class There are many issues surrounding the idea of teaching to the test. On the one hand, many feel that teaching makes it more difficult to test students knowledge because the focus is on the particular test at hand, not on holistic learning. Once learned, students can discard test-based knowledge and then begin to study for the next test. Obviously, this approach doesnt encourage language recycling, which is essential to acquisition. On the other hand, students who are thrown into a test without knowing exactly whats on the test might not know what to study. This presents a conundrum for many teachers: Do I pragmatically meet objectives or do I allow organic learning to take place?   For the English teacher, luckily, exam results wont lead to success or failure in life as is the case with the SAT, GSAT or other big examinations. For the most part, we can concentrate on producing and measuring the relative success or failure of each student. For example, I find giving students grades based on project work to be a highly accurate means of testing.   Unfortunately, many modern students have become accustomed to a test-based mode of study. In some cases, students expect us to give them clearly-defined tests. This is especially true when teaching grammar classes.   However, at times, students dont do very well on these tests. This in part is due to the fact that students are often not familiar with the importance of directions. Students are already nervous about their English and jump right into an exercise without clearly following the directions. Of course, understanding directions in English is part of the language acquisition process. However, it sometimes gets in the way.   For this reason, when giving any kind of standard assessment test, I like to teach to the test by providing a quick mock test in a review session leading up to a test. Especially at ​lower levels, this type of review will help students focus on their true abilities because theyll understand whats expected of them.   Example Review Quiz to Help Teach to the Test Here is an example review quiz I provided before a big grammar final. The test focuses on the present perfect, as well as difference in usage between past simple and the present perfect. Youll find notes and tips listed below the example quiz.   Part 1 – Circle the correct helping verb. 1.  Ã‚     Have / has he had lunch yet?2.  Ã‚     Have / has they played soccer today?3.  Ã‚     Have / has you eaten sushi? Part 2 – Fill in the blank with the PRESENT PERFECT verb. 1.  Ã‚     Fred (play / ) __________________ tennis many times.2.  Ã‚     She (have / -) __________________ breakfast this morning.3.  Ã‚     Peter and I (eat / ) _______________ fish this week.   Part 3 – Make a present perfect QUESTION with this answer. 1. Q ______________________________________________A: No, I haven’t seen Tom today.2. Q _______________________________________________A: Yes, they have flown to Chicago.3. Q ________________________________________________A: Yes, she’s worked for Google.   Part 4 – Write the correct V3 (past participle) in the blank. played  Ã‚     Ã‚  Ã‚     quit  Ã‚     Ã‚  Ã‚     driven  Ã‚     Ã‚  Ã‚     bought 1.  Ã‚     I haven’t ___________ a Lamborghini in my life.2.  Ã‚     She has _________ smoking cigarettes to be healthier.  3.  Ã‚     They’ve ____________ soccer two times this week.4.  Ã‚     I have _______________ three books today.   Part 5 – Verb forms: Fill in the blanks with the correct form of the verb.   Verb 1  Ã‚     Verb 2  Ã‚     Verb 3make  Ã‚     Ã‚  Ã‚     Ã‚  Ã‚     sang  Ã‚     Ã‚  Ã‚     Ã‚  Ã‚     Forgotten   Part 6 – Write ‘for’ or ‘since’ to complete the sentences.   1.  Ã‚     I have lived in Portland _____ twenty years.2.  Ã‚     She’s studied piano _________ 2004.3.  Ã‚     They’ve cooked Italian food _______ they were teenagers.4.  Ã‚     My friends have worked in that company _________ a long, long time.  Part 7 – Answer each question with a complete sentence. 1. How long have you spoken English?A: _______________________ for _________. 2. How long have you played soccer?A: _______________________ since ___________. 3. How long have you known him?A: ____________________________ for ___________.   Part 8 – Write the correct form of the verb. Choose simple past or present perfect.   1.  Ã‚     She ___________(go) to New York three years ago.2.  Ã‚     I __________________ (smoke) cigarettes for ten years.3.  Ã‚     He _______________ (enjoy / -) the movie yesterday.4.  Ã‚     _________ you __________ (eat) sushi before?   Part 9. Circle the correct answer. 1. Fred _________ cake yesterday afternoon. a. has eatenb. eatedc. ated. was ate 2. I __________ at PELA for two months. a. studyb. am studyingc. have studyd. have studied   Part 10 – Fill in the blanks in these conversations. Use present perfect or simple past.   Peter: Have you ever ________ (buy) a car?Susan: Yes, I have.Peter: Cool! What car ___________ you _________ (buy)Susan: I _________ (buy) a Mercedes last year.   Teaching to the Test Tips Project each section onto a whiteboard to make sure that each student  actually sees whats expected.Ask students to come up and complete individual sections of the quiz. Have other students state whether they have completed the exercise correctly or not.  On the whiteboard, circle keywords in directions to make sure that students take notice of specific instructions.For the first question in each exercise, ask a student to complete the question on the whiteboard. Ask the student to explain why they answered in that manner.  Pay special attention to time expressions. Students tend to forget how important these are. For example, in exercise six students need to decide whether for or since should be used. Ask each student why they chose for or since.  On multiple choice questions, ask students why each incorrect answer is incorrect.  Dont worry about making a review quiz the same length as the actual test. Keep it short as the focus is on understanding how to take the test.

Recent increase in suicide among young men in United Kingdom Research Paper

Recent increase in suicide among young men in United Kingdom - Research Paper Example A research work is made up of various processes that are based on of different systemic questions, on the chosen theme, which ultimately leads the researcher to arrive to an in-depth knowledge on that particular issue. In my essay, the problem is related to the topic of suicide committed by the young male population seen in England during the modern times. This issue is seen as an important part relevant to the modern society, where despite the availability of almost all luxuries to assuage one’s physical needs, young people of the age group of 15-35 years are ending their lives. Many researches in this line have shown that various psychological and socioeconomic factors are responsible for these young people to cut short their lives. In regards to fully comprehending the exact nature of this problem and understanding the reasons behind it, I have based my research work on the study of various data and a range of information obtained from various scholarly books, academic arti cles and journals, and the Internet. My article will conduct an in-depth study of various published articles from the newspapers, organizations associated with suicide preventing organisations based in UK, government archive files and statistical data from The UK Statute Law Database, Office for National Statistics, and WHO, and will also study the various psychological and socio-economic factors pertinent to this issue of youth suicide in UK; so as to fully comprehend the nature and scope of this public health problem.