Wednesday, July 31, 2019

Reflection On Taking The Elementary Education Program Essay

After taking EDUC 417 and completing level 1 of the elementary education program, I have definitely learned that children’s literature matters and is a necessity in the classroom. Children are never to young to be read to and never to old to stop being read to. Reading aloud to students at all ages, but especially to young and developing readers is an essential tool in order for children to become successful in school. Children’s literature is endless and I have truly learned about the diverse collection of books that are available for student’s to read. It is essential as a teacher to provide students with access to a diverse  collection of books because students’ can learn endlessly from different genres, reading levels, and cultural perspectives. It is key to provide a diverse source of literature in the classroom for students to be exposed to. When children are young readers, one of the most important jobs of the teacher is to help students not only learn to read but develop a love for reading. Not only is reading important in developing skills and succeeding in school, but it is valuable for other important reasons as well. Children’s literature is vital because it allows students to respond  to literature and appreciate their own culture, as well as others. It allows students to grow creatively and develops student’s personalities and social skills. It is crucial for students to learn about their culture as well as others, and literature is an amazing source for students to learn this. It is critical to find books that are unbiased and depict culture as an important piece of society. My eyes have opened after reading a large selection of books with different genres, reading levels, and cultural perspectives this semester. The more contact students have  with books, the better readers they become. Teachers can promote this by reading every day and providing children the opportunity for students to interact with books daily. Providing time for reading in the classroom and having conversations about reading helps children foster a love for reading. Children learn to read by reading, which is why literature matters and it is important to read and use in the classroom. 2. Three important learning’s from this semester are multicultural literature, reading logs, and genre sharing. Multicultural literature has been a key aspect of learning this semester. Before taking EDUC 417, I was unaware of the vast collection of books that represent diverse cultures. Through the books read in class and the two text sets I created, I have learned the significance of multicultural children’s literature and the value it can have on students. Through these books, children can learn to respect not only their own cultural groups, but also the cultural groups of others. Children’s books can be a mirror of their on lives or a window into the world around them. Multicultural literature helps students understand that despite the differences around us, all people share  common feelings and experiences. I have also learned the importance of choosing good multicultural books that represent specific cultures in realistic and unbiased ways. It is important for the books to challenge stereotypes and have a realistic glimpse of the lives of the culture portrayed in the book. Books that provide an accurate representation of diverse cultural groups allow students to learn to identify stereotypes and biases in their lives. Reading logs have been another important learning from this semester. The website, LibraryThing has been an amazing tool in creating my own reading  log. I have been able to create a list of all of the books I have read this semester with specific details like tags, reading level, genre, rating, and review. The reading log I created is a source I am able to look back on for years to come. Creating my own reading log has taught me organization and time management skills, but has also given me the opportunity to reflect on the books I have read. Since I am going to be a teacher with my own classroom, my reading log has helped me start creating a source in order to create a successful and beneficial classroom library  in the future. Being able to look back on the books I loved and didn’t like will help me create the best classroom library for my students. Genre sharing was the third learning from this semester that was significant to me. I believe this was very important because I learned a huge amount of information about different genres present in children’s literature. Before taking EDUC 417, I was unaware of the collection of genres present within children’s literature. From genre and book sharing this semester, I have learned about seven different genres and the key points, history, reader  connections, and evaluation criteria of each genre. This has been very beneficial because I have learned the importance of introducing students to all different genres and how to find books that represent each genre in the most successful way. 3. Three specific ways that I am committed to using children’s literature in my classroom are through a classroom library, reading aloud, and literature centers. All three of these ways I will use children’s literature in my classroom are critical to my teaching in different ways. A classroom library is essential and  critical to my teaching because it provides students with the opportunity to read daily. I will provide students with time to read daily and self-choice of books. My classroom library is critical to my teaching because it will expose students to books, reading, and help foster their love of reading. Reading aloud is another way I will commit to using children’s literature in my classroom. Reading aloud is such an essential tool in the classroom and exposes students to language, different text types, critical thinking, and books that students normally would not be able to read on their own. Children who are read aloud to usually become the best readers and eventually writers as well. Reading aloud will be critical to my teaching because I am able to read a huge variety of books with different genres and cultural perspectives. Reading aloud gives me the opportunity to expose my students to a vast diversity of books. If time allows it, I would love to read aloud to my students daily as a key way of commitment to using children’s literature in my classroom. Lastly, I will be committed to using children’s literature in my classroom through literature circles. There is an abundance of ways to read within the classroom and literature circles allow students to read in multiple different ways. Students can read independently, through shared reading, and guided reading. Literature circles also give the teacher the opportunity to split students up by reading level. During literature circles, teachers are able to work with students on a more personal level in order to help them grow as readers. Literature circles will be critical to my teaching because they provide a place for cooperative learning, social experiences, choice, structure, and differentiated instruction.

Attitudes Towards Women In World War II Essay

1. Source C is written by a Historian, this means that she will have had a long time to gather together her facts, and write using a variety of sources. This will give the source more depth, and it could also include information from more than one source. However, it is written by a woman, who is commenting on the history of women, so it could therefore be slightly bias. This woman could be writing to prove a point, or get recognition for women (i.e. for a feminist movement). On the other hand, source D was a speech made by the Deputy Prime minister of Britain in 1942. It is highly likely that this speech would have been used as a form of propaganda in Britain to keep the moral of women up during the war. They needed to do this to encourage the women to sign up to work in the factories, as the men were away fighting on the battlefields. It is evident in the tone of the source that the government were falsely praising the women to keep them happy. It was a very dull job, and they were trying to make the work they did sound positive, ‘preformed with dead accuracy by girls..’ It is evident that in source C the author is analysing the source, and giving her opinion. ‘Such derogatory remarks†¦.’ It seems that she is giving a very opposed opinion to the magazine article she is commenting on, and all the information that this gives the reader is her opinion of they way women were portrayed at that time. Despite the fact that we do get some quotes from the source she is analysing, we are only given the selection she chooses, and she has chosen those particular parts to back up her opinion. It does appear that women were depicted during the Second World War as ’empty-headed frivolous creatures.’ However, this is only part of the source, and we cannot get the full picture, as the author has picked out certain parts to back up her opinion. The original might depict a different opinion, but we are unable to find that, as we are not given that here in source C. Source D gives us the impression that women were viewed as very skilled, and they could pick up things very quickly, ‘precise engineering jobs†¦ would have made a skilled turners hair stand on end are preformed with dead accuracy by girls who had no industrial experience.’ However this seems very strange, because the general opinion by men during the Second World War was that women were un-skilled and should stay in the home, so it appears that the government were lying to women (i.e. propaganda) so that they could fill in the jobs for men when they were away. The speech was made at the peak of the war, and it would have been crucial that they had enough women to work in the factories. To summarise, I think that source C is more useful as evidence about attitudes towards women in the First World War, as it depicts a more realistic view of what people thought at the time. Women were viewed as insignificant, and more concerned about how they looked. Although it is a bias opinion from a female historian trying to back up her views, it does seem a more historically accurate. Source D could not be used as an accurate view, as it is government propaganda, purposely being used to keep the moral of women high. 2. Source G is being used as an advertisement for Female wardens, and ‘Mrs Peek’s pudding.’ It also seems to be being used to make men more comfortable with their wife’s going into service. It appears to be a form of propaganda; therefore, it is less reliable as a source of information. The first window in the cartoon strip shows a man sitting at the table with his wife eating a meal. In most situations this would not be the case, as men were usually sent away to fight. This does appear to make the advert less accurate. This source shows that men only thought women were useful for putting the meal on the table, or at least it was their duty to do so. The husband in the first caption states ‘cold dinner again!’ as if it was his wife’s duty to provide him with a hot meal every night. The following caption quotes the wife saying ‘oh dear, I’ll have to resign from the post, I just can’t get Jim a hot meal at night.’ Here we see that the woman is hanging on by every word that the man tells her, as if he was superior to her. This very much depicts the attitude that men had to their wives at that time. The last box on the cartoon strip quotes the man saying ‘I guess you’ve resigned your job?’ here we find the man expecting the woman to drop everything that she does, so that she may be of service to him. The woman replies, ‘†¦Mrs Peek is looking after your dinner.’ Again we find the man being superior to the woman. I think that overall this source depicts well the attitude of men towards women in the Second World War. The man expects the woman to drop everything so that she may be of service to him, and that her job does not mean any thing, and the woman seems to agree with it as she knows no other. The only thing that makes the source less reliable is that it seems to be a form of propaganda. 3. When World War II came around, every man In Britain was encouraged to sign up to the forces, and fight for their country, or join some line of service. Originally only men had been asked to sign up, and it was out of the question to ask women to, as they had no skills in work, they were just useful around the home. However, it had not occurred to them that there was going to be a shortage of people to work on the farms, and in the factories when the men had left to go and fight. The government were left with no other option than get the women to fill in the spaces; ‘the women were conductors on the buses taking over until the men came home again’ (source F) Before the war women had fought hard for equal rites, and when the war started it seemed like a great opportunity had opened up. Most women were happy to start with, but then they were treat badly, and they were most definitely not treat with the same respect men were. ‘The people in the country were very resentful, they didn’t make it easy for you, we weren’t really welcome.’ It was hard work for the women, they had been put into hard jobs with no training, but they seemed to manage it, ‘preformed with dead accuracy by girls who had no industrial training.’ It was a new experience for women, and they had been launched straight into it unexpectedly. Before the war a lot of women were happy not to work, but due to the war, they were forced to sign up. This came as a shock to a lot of women. Source J is evidence of this, it shows a copy of an official government announcement to women stating: ‘there must no longer be any doubt in anybody’s mind that every available woman in Britain will have to serve to win this war.’ It wasn’t a decision they could make themselves any more, it was a duty to their country. Despite all of the new opportunities that had been given to women, after the war the men started coming back, and they took back their jobs too. ‘The end o this war brought many unheard and undreamt changes.’ All of the opportunities they had been given had been taken away from them, and it became clear to women that they had only been there to fill in the gaps when the men were away fighting. At first, the war seemed a great opportunity for women to get recognition, and they thought that they had eventually earned what they were fighting for. However they soon realised that they were just there to fill in the space of the men, and when the men got back, they were pushed out of the jobs. It did bring about changes for them at first, but only during the war. When the war was over, everything went back as it had originally been, however, it had made people realise that women were actually capable of doing the work that the men did, and it opened a lot of paths for the future.

Tuesday, July 30, 2019

Mary Wollstonecraft and Gender Inequality in Our Modern World Essay

Ridgeway states that â€Å"In the United States as in many other societies, gender relationships are changing and inequalities between men and women are questioned in virtually every sphere – at work, in the home, and in public affairs.† In Mary Wollstonecraft’s â€Å"A Vindication of the Rights of Women,† she argues different issues about women’s role in society, and she called for equality between men and women. However, even now women still demand equal rights with men because gender inequality still exists throughout different countries in the world. Since â€Å"A Vindication of the Rights of Women,† many issues have changed for women in society in various fields such as education, employment, and politics, but some specific problems exist now. In the modern world, there are many gaps between men and women in different positions. Wollstonecraft’s piece still applies to women in the modern world because of social, economic, and political inequality. Wollstonecraft argues that women’s societies are neglected when she wrote hundreds of years ago. This is still true in the present day because in most societies men and women are allocated diverse duties, rights, and privileges. Women and men have different roles in society. Gender inequality is characterized by the social process individuals deal with. According to Wollstonecraft, â€Å"There must be more equality established in society or morality will never gain ground, and this virtuous equality will not rest firmly even when founded on a rock† (198). This means that society plays an important role in determining the position role of the women, and that role depends on religion, traditions, and customs. They are attached to values joined to human well-being and prosperity. Research shows that â€Å"Sex categorization unconsciously primes gender stereotypes. This allows the stereotypes to become cognitively available to affect our behavior and judgments† (Fisk ). Regardless, how much they truly do shape our conduct can vary from inconsequential to huge depending on the particular situation and our own specific goals and interests. For example, in general, men are accepted by society to be particularly more skilled than women in male work -settings such as engineering, sports, and positions of expertise, while women are advantaged in female- work settings such as childcare and communication. In other words, Wollstonecraft acknowledges society expects a different thing from men and women. Also, Wollstonecraft writes about the role of women in the economy is not as clear and concrete as it is for men. Wollstonecraft mentions that â€Å"Business of various kinds they might likewise pursue if they were educated in a more orderly manner, which might save many from common and legal prostitution† (205). In other words, people don’t know what women can accomplish because they have never been allowed to fully participate in the economy because of gender-defined jobs. In most of the world, women spend more hours working than men. In addition, they spend a lot of energy doing housework which is unpaid and along these lines not considered when economists analysts measure the amount of work done by men and women. Indeed, even women who have full-time occupations do the majority of housework in the household. In most countries, women possess an exceptionally small percentage of the basic leadership positions in the upper economic range. Although women work more hours than men, the wage gap between the genders remains generally static between women and men working full time according to the study in the article, â€Å"Women still make only about 80% of what men earn for full-time work† (Ridgeway). Also, corporations should assist in treating both women and men similarly because when women choose to have kids and stay home for maternity leaves they don’t make it up the chain of leadership. However, companies should significantly assist in executing approaches that incorporate women again into the workforce in senior positions after having children including more flexible advancement processes and activities as strategic scheduling. Furthermore, Wollstonecraft discusses that women’s politics has been intangible for many years and still exists in the modern world. According to the article, â€Å"Women are less likely to hold managerial or supervisory positions, and when they do, their positions carry less authority† (Ridgeway). Men have had the monopoly on political power for a long time which indicates gender inequality and led to its continuation. Even in democratic societies, gender segregation happens in governmental issues both concerning assumptions about political devotions that fall along gender lines, and dissimilar gender representation inside delegate vote based systems. Truly, this is considered obvious when women couldn’t even vote. Wollstonecraft writes that â€Å"They might also study political, and settle their benevolence on broadest basis, for the reading of history will scarcely be more useful than the perusal of romances† (205). The participation of women in politic al life is one of the most important elements of the democratic process in a country. Therefore, the weakness of democratic mechanisms and forces in society contributes to the marginalization of women’s political participation. Public and private communities should strengthen their capacities to contribute to the development of their female population. It should be noted that traditional societies are more likely to recognize women’s political rights. This is important because women with access to political power might have an opportunity to change her situation thus disrupting the narrative that men are the traditionally powerful ones in society. Obviously, when Wollstonecraft wrote the â€Å"Vindication of the Rights of Women,† she opened the doors for women’s rights. Wollstonecraft piece is still applicable to women in the modern world because of social, economic, and political systems. Although women have equal rights in some fields, some issues of equality regarding society’s rights and duties are still with us today because it depends on society how people think about and respects women. Works Cited Fisk, Susan, â€Å"How Does Gender Inequality Persist?.† Gender.stanford.edu, Monday,2 May. 2011, http://gender.stanford.edu/news/2011/how-does-gender-inequality-persist. Ridgeway, Cecilia. L, â€Å"HOW GENDER INEQUALITY PERSISTS IN THE MODERN WORLD.† Scholarsstrategynetwork.org, June. 2013, http://www.scholarsstrategynetwork.org/brief/how-gender-inequality-persists-modern-world. Jacobus, Lee, editor. A World of Ideas. Bedford /St. Martin’s, 2017. Mary, Wollstonecraft. â€Å"Of the Pernicious Effects Which Arise from the Unnatural Distinctions Established in Society†. Bedford /St. Martin’s, 2017, pp. 198-205. NSCC Grading Rubric for Composition I and II Note: All essays are marked for errors and include comments. This rubric shows the breakdown of your score. Any essay that does not meet the requirements of the assignment may not be graded and may receive a zero. Any essay that contains an abundance of major grammatical errors or numerous repetitive errors that negatively affect the meaning and readability may lose extra points. A. Content Topic Fits assignment, narrowed appropriately, focused, original, shows independent thought, creative Thesis Statement Clear, strong, focused, logical, and insightful Rhetorical Technique Adheres to assigned rhetorical technique or blends rhetorical techniques effectively to enhance the strength of content Support Evidence, details, examples, and explanations are sufficient, thorough, accurate, logical, well-developed, and effectively support claims, ideas, and the topic Critical Thinking Appropriate level of analysis, evaluation, inference, or deduction of issues related to the topic Comments Possible Score Your Score 25 B. Organization Thesis Placement Thesis statement is logically placed for the specific essay Introduction Catches reader’s attention, accurately introduces scope of paper, interesting Conclusion Leaves reader with a sense of completion reemphasizes point and/or motivates reader, the appropriate ending for essay Paragraphs Each paragraph is well developed and relates to the thesis has a strong topic sentence and presents solid supporting information Sequencing Careful development of related ideas in coherent, sequential paragraphs with smooth and logical transitions that create a smooth flow of the essay Comments Possible Score Your Score 25 C. Editing Grammar Essay is free from major errors, such as fragments, comma splices, run-ons, and agreement errors, and minor errors, such as punctuation and capitalization Style Tone is mature, consistent, and suitable, a voice is appropriate for academic writing, and awareness of audience is evident Language Sentences are forceful, clear, and logical, a variety of sentence structures are present, and diction is precise and expressive using college-level vocabulary Presentation Correct MLA style formatting, including MLA style heading, double-spacing, correct margins, and font style and size, with a strong title and indented paragraphs Comments Possible Score Your Score 25 D. Documentation Sources Appropriate amount of research is used from credible and quality sources instead of sources such as encyclopedias, SparkNotes, eNotes, BookRags, Wikipedia, answers.com, or the like; sources support rather than overwhelm the writer’s ideas Borrowed Information Quotations use quotation marks or are put in block format if needed and are written exactly as the author intended, paraphrases and summaries are written well and do not change the meaning of the original, information is integrated smoothly into text and thoroughly discussed, and quantity and quality of information is appropriate In-text Citations Formatted correctly with a signal phrase and a citation that matches the first element of the works cited the entry Works Cited Page Starts a new page, entries are double-spaced and indented correctly, information is incorrect order and complete, and no extra sources are listed that are not cited in the essay Comments Possible Score Your Score 25 Total Score Possible Score Your Score 100

Monday, July 29, 2019

Use of Modeling and Simulation in the Design of the Boeing 777 Essay - 8

Use of Modeling and Simulation in the Design of the Boeing 777 - Essay Example The Boeing 777 is one of the most successful commercial airplanes made in the industry. The design process started in 1990 and the first plane was delivered in 1995, a remarkably short design period for a complex engineering product such as an airplane. Though the plane was initially designed for a production run of 300 planes, as of August 2013, over 1100 of these wide-body airlines had been delivered. Airlines continue to order these planes 17 years after the first production and the current production rate is 100 a year (Tinseth, Randy, 2013). The aircraft has also had an unblemished safety record and even the crash of the Asiana Airlines plane at San Francisco airport in July 2013 has been attributed to pilot error. The aircraft industry design process has been described as â€Å"design- mockup- rework-prototype-test-revise-produce-test-revise-produce-test† cycle (Snyder, Charles, R., et al, 1998, p34). Boeing 777 design process was dramatically different from earlier practice in the airline industry. Wolf L. Glende, the Chief Engineer – Systems of the Boeing 777 programme says that the plane was conceived as a model urgently needed to fill the gap between the 747 and the 767. The design target was a plane that could carry 300 and 500 passengers over distances up to 7500 nautical miles at a cruise speed of 0.84 much. The Boeing 777 was the first commercial airplane designed with active participation from its customers. Boeing worked with eight major airlines from the US, Europe and South East Asia to configure the plane they preferred (Glende, Wolf, L., p 5-2). One key objective was to reduce by at least 50% the change, error and rework that is typical of large engineering system design projects. These objectives were achieved by adoption of certain core processes discussed below (Glende, Wolf, L., p 5-3). Design of a large airplane involves large teams, employed by different organizations and at various locations. Design activities tend to be done in series with results â€Å"thrown over the fence† with incomplete communication. The job specialization of each time makes for incomplete understanding and inter-organization rivalry. For the 777, Boeing created multi-functional Design/Build Teams (DBT) for each major subsystem of the airplane such as Structures, Avionics, Mechanical/Hydraulics, Propulsion and Payload.  

Sunday, July 28, 2019

How Everyman presents the idea about Religion and Hypocrisy Essay

How Everyman presents the idea about Religion and Hypocrisy - Essay Example How Everyman presents the idea about Religion and Hypocrisy Even though we are unable to see God, religion makes us believe in our hearts that He exists and observes everything we do all the time, wherever we go. Due to religion, most people believe that we live our lives in order appease God by trying to make it good since he will approve the manner in which we lived our lives. Through living in the will of God, according to gospel, we believe that He will enable us have eternal life. This makes religion to appear very important to man since no one would prefer going to hell to having eternal life. The writer of â€Å"Everyman† discusses the ideas on religion and hypocrisy in his article. In the story, at the beginning, the messenger assures us that we might be relaxed about our sins at the period they take place, and we can also enjoy our earthly wealth not knowing that all these will come to pass in the day of reckoning (2121). As the story continues, the messenger explains that when we die, our good deeds and sins are taken with us in grave. However, he says that it is good that our good deeds overcome our sins in order to face God with a little hope in the Day of Judgment. The good deeds we had are the only ones that determine our eternity. God’s character reveals to us that the story is about Christian beliefs since God is presented as Jesus, being hanged on the cross. Everyman’s character presents a real example of hypocrisy. In the outside view, he appears to have everything. For instance, he had a family, wealth, beauty, knowledge and strength. His state is admirable and is the kind of life most people wish to have.

Saturday, July 27, 2019

Legalization of Coca Production In Bolivia Essay

Legalization of Coca Production In Bolivia - Essay Example Morales has made discrimination and oppression experienced by Bolivia's indigenous groups a top priority in his presidency (Brea). Since the early 1990s, the United States of America has put pressure on the Bolivian government to reduce the amount of coca leaves produced for refinement by the international drug trade. Cocaine is one of the many ingredients in the coca leaves. In 1995 the livelihood of one out of eight Bolivians was dependent on coca, with Bolivia the world's largest grower of coca after Peru and Columbia. Hugo Banzer, who was Bolivia's president at the time, developed a plan to eradicate the coca plant (Evo 9.3.3.1-2). Between 1997 and 2000, the production of coca fell from 45,800 hectares to 14,600 hectares. The eradication program has been funded by the United States with an average of $150 million a year (Evo 9.3.3). The focus on farmers rather than traffickers created worsening external economic conditions for peasants who had depended on coca production for their livelihood. Evo Morales began a campaign to oppose the eradication of the coca leaf crops. He was elected to the Bolivian Congress but was expelled in 2002 because of his association with anti-eradication factions. However, in 2005 he was supported by coca farmers and became president of Bolivia. His position was "zero cocaine and zero drug trafficking, but not zero coca or zero cocaleros (coca growers)" (Evo, 9.9.3.4). The Culture of Coca In determining whether Evo Morales should be encouraged or discouraged in his efforts to end the eradication of coca, the reasons for his efforts need a background in the use of the coca leaf itself. Coca has long played an important role in the culture of the Andeans, mainly as a chewable health supplement. The coca leaf contains many essential nutrients in addition to its well-known mood-altering substance, cocaine. It is rich in proteins and vitamins and grows in regions where other food sources are scarce. The energy boost from the cocaine in the leaf is very functional in areas where oxygen is scarce and extensive walking is necessary. Chewing coca leaves continues to be common in the high-altitude mountains of Bolivia (Coca 2.2; Oomen par. 11). It is further used as a spiritual substance by Andeans. It is the contention of the United States that the eradication of coca throughout the world is an important step in the effort to eradicate the production of cocaine and the illegal trafficking of cocaine. The policy of the international community-most often represented by the UN drug control agency, the United States Ambassador and to a lesser degree, the European Union representatives-has been more harmful in the Andean countries than in Europe, with violence, human rights violations and corruption. In Europe, the effort to close down the coca production is not so strictly advocated as in the United States. One representative of the European NGO Council on Drugs (ENCOD) offered awareness in 2003 of the effect of "fumigating 260,000 hectares of coca and opium to such an extent that farmers will be unable to grow anything in these fields for the next 15 to 20 years" (Oomen, par. 2). In the 1980s, the coca farmers in the Chapare (Bolivia) witnessed how US forces were organizing coca ine transportation instead of fighting coca cultivation. It was Oomen's concern that the

Friday, July 26, 2019

Heart of Darkness Essay Example | Topics and Well Written Essays - 500 words - 2

Heart of Darkness - Essay Example The Conrad’s story seems to unfold the dark moments that might be frightening to the readers, however it does point out the benefit of civilisation. For instance, the story accounts for the civilisation that transformed the one time dark country Britain (Conrad 36). The tradition brought to the Dark Continent by the white man did not sound impressive to the blacks, but it has transformed the community to illuminate better practices, which they did not acknowledge in the first place. The modern methods of cultivation are good news to people that knew little about the existence of modern method of increasing agricultural yields (Conrad 56). Another important instance that is impressing in the novel is the modern education system. The system enabled the continent to transform from its traditional systems, which produced little in terms of industrialisation as well as globalisation. Education was the only viable way through the Dark Continent could receive the new light. Conrad observes that Africans embraced the old technology in doing their things. It did not appear to them that the society could apply scientific ways of doing the daily activities. The fruit of introduction of science to the dark part of the world brought light that is shining in this region. The roads that the colonial masters developed did not only helped the colonial masters to exert their autocratic rule in the dark world, but also enabled the blacks to enjoy trading their goods. However, the novel gives a fiery tale of inhumanity projected to the innocent blacks in the name of civilisation. The verbal abuse to the Africans by the colonial masters is disgusting. It is arguable that better ways were applicable in introducing modernity (Conrad 125). The author described the killing of the Africans as if they did not have the right to live or to chose what is good for their lives or not. The white figures did not regard blacks as human beings moreover; they did

Thursday, July 25, 2019

Reflection paper Article Example | Topics and Well Written Essays - 250 words

Reflection paper - Article Example The documentary also identifies the marketing effects of politics, it discusses how the politicians utilize the marketing perspectives to be elected and stay in their offices. Information in the documentary is presented in a manner that indicates all the aspects of marketing. Douglass Rushcoff , the correspondent is unbiased on the factors he attributes on marketing. He talks of issues that concern the relation between marketers and consumers. He also mentions that consumers tend to be trapped in marketing and they are usually confused by the diversity in advertisement. The film indicates that the type of advertisement that has occupied the marketing world and how they are convincing to individuals. The aspect of marketing in politics is legit and common in various parts of the world. Politicians have been note to manipulate the image they want the society to view so that they can secure their offices and maintain their

Xtras Web Based System Project Case Study Example | Topics and Well Written Essays - 4500 words

Xtras Web Based System Project - Case Study Example Company has local net worked PCs for the eight full time staff. They also have two part time employees appointed. As the recessions took the toll of the company’s revenue lately, company has decided to come up with an idea of internet web page to offer and sell all products in order to generate the income. They also aimed this eBusiness project to help collect more market data and thus improve the customer service. Keeping it in view an independent study was carried out by an external e-business consultant six months ago. The study came up with the following conclusions such as a) Staff lack the IT skills use the new system, b) Staff fearful of changes in job roles and responsibilities, c) introduction of e-business will require restructuring, d) IT system will lead to increased market share, e) new marketing strategy will be required, and f) staff afraid management may use IT system to make staff redundant. Since the company was running in loss, the company has decided to develop a web based ecommerce platform as early as possible. They worked based on a project of designing, developing and implementing the web based business system. They raised fund allocated money for furnishing and purchasing to develop the web based system. The project plan has been presented in the following task.

Wednesday, July 24, 2019

Pricing Decisions Essay Example | Topics and Well Written Essays - 1000 words - 1

Pricing Decisions - Essay Example All the articles provide a framework through which managers and stakeholders within the marketing environment can understand pricing dynamics. In order to enhance objectivity of results obtained, these articles employ the use of scientific research processes in acquiring information. Therefore, findings at the end of each article reflects experimental results on pricing policies, efficiency of pricing models and the relationship between pricing decisions and productivity. Introduction In actual marketing context, product and service pricing plays a significant role in influencing attitude of current and potential consumers. In a competitive environment, consumers may avoid purchasing goods from a given manufacturer because of higher prices compared to other producers in the industry. On the contrary, Kunnumkal and Topaloglu (2010) say that setting product and service prices depend on the production cost as well as profitability objectives of an organization. In this case, any produce r has to reach a compromise between retaining consumers and pursuing its goals of profit maximization. According to Hoseason (2003), pricing models and policies contained within these articles proposes empirical mechanisms through which producers can achieve such an essential compromise. One article holds the opinion that pricing decisions should be in line with observed or expected customer behavior. In this case, all decisions regarding product price should take into consideration implications resulting from implementing adopted policies. Contrarily, other articles insist on the role of production cost in determining market price of products and services. Such a model seeks to establish an economic balance between production efficiency and pricing policies. Importance of the Study With respect to significance of information contained within the articles, one should acknowledge the fact that empirical pricing models are instrumental in responding to real world marketing problems. I n practical context, the economic forces of demand and supply may not prove realistic and responsive in explaining price elasticity. According to Mandy (2009), prices may be affected by other variables like distribution mechanisms, marketing channels and retail strategies. In this case, manufacturers need to appreciate resourcefulness of experimental approaches in making pricing decisions. Low price on products and services may induce customers’ propensity to make buy decisions. However, setting such low prices should be in synchronization with other determinant factors like cost of manufacturing and expected revenue of an organization. According to Leo, Chris and Verma (2012), certain market segments, especially those involved in tangible products are known to being more price sensitive compared to service delivery markets. In such cases, pricing decisions should be a function of price sensitivity variables and expected revenue. This explains why pricing policies are formula ted after thorough consideration to aspects of marginal costs and profits. Article 1 - Retailer Dynamic Pricing and Ordering Decisions: Category Management versus Brand-by-Brand Approaches, Kopalle et al, 2010. According to Kopalle, Hall and Krishna (2010), the aim of this article is to determine the effects of category management in influencing ordering decisions and sustaining profitability at a given pricing levels. It seeks to develop an empirical

Tuesday, July 23, 2019

Secularization in Britain-Sociology Dissertation Essay

Secularization in Britain-Sociology Dissertation - Essay Example How are these factors represented in the United Kingdom? In general, secularization is still the word of the day, yet while in the past trends directed almost exclusively towards secularization, now there are mixed trends leading both towards and away from secularization. Secondary data analysis is the reuse of quantitative data, the analysis of data collected by others. The following secondary data analysis is essential to guiding our research. First: It is important for us to understand the theoretical approaches of those who have gone before us. As the secularization theory (McGee) we review below indicates, things that might seem to be a sign of one thing (desecularization) can actually be a sign of another (secularization) if interpreted under a different framework. Understanding what data means, not just prior data, is essential. Second: It's impossible to identify trends without introducing longitudinal data. Thus, surveyed below are studies primarily from the 2000s, but with data and trend analysis going back much earlier than that. Third: To hedge against bias and presuppositions, it is vital to see what others think. The data below is drawn from a number of sources, including multiple major analyses of the UK's religiosity: An analysis of churchgoing; an analysis of the UK as compared to other countries; and longitudinal trends. The variety of sources is essential to get many different handles on the idea of secularization. As our data indicate, the exact definition and amount of religiosity is not something that can be ascertained from one vector. Someone can identify themselves as an atheist yet admit to prayer; someone can view themselves as not especially religious yet be uneasy with the idea of teaching evolution in the schools. We thus chose to look for many different factors to truly understand the face of secularization in the UK. Variables chosen include self-identification as religious or atheistic/agnostic, which is vital for understanding secularization since a secular society should presumably have more secular people; the degree of belief in prayer; the degree of value that people place on religion, such as people's beliefs that religion makes one a better person or causes wars and conflict; belief in evolution, an important specific choice because it acts as a prima facia plausibility test to see if the other variables might be exaggerating the secularization and overestimating its practical and social impact; etc. We did not focus on specific sectarianism as it generally is not important for the way that secularization is proceeding. The limitations of the data analysis below are obvious. The longitudinal data is good but doesn't take into account a broad enough set of variables or ways that people behave. Anomalies emerge, like a general trend towards secularization alongside increased scepticism about evolution. Secondary Data Analysis Unquestionably, the historical trend in the UK has been towards secularizati on. Brierly (1989) found that from 1900 to 1985 the trend was overwhelmingly towards more secularization, and predicted this trend would continue. The British Social Attitudes (2010) studies confirm this fact. The number of people from

Monday, July 22, 2019

The American West Essay Example for Free

The American West Essay The American West was a main focal point of the elections and American society during the Jacksonian period. It was an idea that stirred emotions and the imagination of Americans around the country, and in the end it would represent a period in American history of transition into a new era of politics. This period would see more changes in the American way of life than any other period because the very geography of the nation was changing, which in turn changed the political aspects of American society, particularly in regards to the idea of a relatively equal North, free states versus South, slave states. As America expanded into the west, with fewer and fewer American territories accepting slavery at their birth, the country was divided even more and would begin the process of disunion in many ways. The Jacksonian society was really the first time in American history that the west was opened widely to expansion, and many Americans were desperate to leave the overpopulated, over-hunted, and overly expensive cities and towns of the East. People sought a better life in the west, where land was free for the taking as long as you were willing to work for it. The lore of the west added to the interest in settling the new frontiers, and Jacksonian society would have found the tales of outlaws and Indians, free land and the adventures of the Oregon Trail as fascinating, fueling their imagination. To Northerners who were stuck in large, over-populated areas where land was hard to buy the west represented their ability to live their dreams. To the South, the west represented America’s ability to create more states that were agrarian based like themselves, and the possibility of more slave states to help give them power in the American government. During the period of American history that spanned 1820 through 1857 the issue of slave versus free states became increasingly important. Western expansion created the political opportunity to either create more free states, which would mean that slave states felt they could not get equal say in government, or more slave states, which the majority of Northerners were against because they despised the institution of slavery. It was a battle of the industrialized North versus the agrarian, slave labor based South. The issue of slavery had become a hot topic in American government. For many years the country had been divided pretty equally in terms of free versus slave states, but with the western territories beginning to grow, expand and seek statehood, the concept of allowing states to enter the Union as a slave state or a free one became increasingly important. The North did not feel any of these states should be allowed to enter the Union as slave states, because the majority of Northerners favored abolition or, at the very least, the ability to not allow slavery within their direct borders. The South did not want the western states to be allowed to enter as free states because it would unfairly balance the scales in favor of abolition. Talk of secession emerged partly because of the westward expansion that was so important of a movement during the Jacksonian period. In the end, American society and, in particular, Jacksonian society saw many changes that would eventually lead to the secession of the South from the Union and the American Civil War. These changes began primarily because of Westward expansion, a phenomenon that stemmed from factors happening in the Industrialized North, the agrarian South, and the over-population and lack of affordable land in the East in general. Disunion would be the eventual outcome, but it very much can trace its beginnings to the migration into the American West.

Sunday, July 21, 2019

Virtual Reality Internship Reflection

Virtual Reality Internship Reflection Executive summary about Internship/abstract: Spoketech is Chicago based company founded in 2005 focused on helping businesses realize their vision. Our team has a solid experience in IT strategy and technology solutions. Its a small consulting firm and fortunately they started working on VR(Virtual Reality) environment. I got interviewed by showing them my portfolio of my previous work I done in Unity Engine. So I had the opportunity to work with them on this quarter for past 9 weeks. The company had all the resources for working on virtual reality stating from the software to hardware everything are cutting edge technology. I was allowed to work on high end software such a Unity, Maya, and Photoshop. I got introduced to agile development methodologies. I proved a valuable resource throughout this quarter by expressing my effectiveness and providing there necessary requirements developing the product. Detailed Description Responsibilities Goals/Objectives: At SpokeTech Inc, I was assigned to work in Virtual Reality one of their own products in collaboration with Amazon cloud services. I worked in the Maya and Unity part. The team wants me to build the 3D model and import to Unity and already there is a test model was built to test in the VR environment. So this a cloud based service, before I joined they already started working on cloud services. I was assigned to the task to build 3D models with low poly count so that they can upload to the cloud and download into Unity engine to make their product. I taught myself to design Maya and went through different websites and watched educational YouTube videos and designed a lot of prototype model and communicated with the team to build a perfect 3D model. To complete the task efficiently I used the already test build model blue print to design the 3D model. In the end the model came what was we expected. Also, I was involved in VR scripting related work. The project was done using C# language because the unity engine supports JavaScript and C#. I found that C# is easy for me as I learnt it before when I took a class in DePaul last winter quarter. I created simple interactive UI scripts as front end work for the project which everything was done in Unity engine. Apart from that I was introduced into Agile Methodology; I have learnt the principles for software development under which the requirements and solutions evolve through the collaborative effort of self-organized cross-functional teams. I had to join a website called Trello and to work with the team and get a exposure of Agile Methodology. Also I voluntarily involved myself in photoshop,I can create texture for the models I made. So I had download HD quality images from the Google then I used Photoshop to edit and applied to the modes in Maya as UV mapping. Internship was with the SpokeTech Inc was from January 11th to March 16th. 9 weeks I have spent. Most of the conversations done through Skype meeting. I had to visit them on occasions. I mentioned what I did for every week below: 1st week Modeling 2nd week Modeling 3rd week Importing everything to unity 3D(Fixing up the meshes) and models 4th week-Programming in C# 5th week -Photoshop 6th Week- Programming in C# 7th Week- Modeling 8th Week- Programming in Unity3D 9th Week Programming in Unity 3D Major Tasks accomplished: Tasks accomplished are creating 3d models, Created simple scripts based on the supervisor requirements. Uploaded the 3D models into the Amazon cloud and downloaded successfully using unity engine where every code was written using C#. Skills That I learned on the job: I was introduced to agile methodology and C# scripting, I learn a lot about penetration testing with my peer during my Internship. Also, I learn about unity and UV Mapping in Maya. Apart from that I was introduced to Amazon Cloud services to upload the Asset bundle from the unity to cloud and retrieve back from the cloud. Everything was coded in C#. I improved a lot in my communication and other soft skills. How your education at DePaul helped you at your internship: The courses that I took at DePaul really helped me prepare for the Internship. The course SE456 (Architecture of games) helped me scripting C# and I have learned about design patterns. That helped me to write code efficiently. I was working on the Unity 3D which is a game engine tool which supports C# scripting so this course helped me in a lot of different aspects. Apart from that I already learnt Maya in the free time that also provided me great help for designing the Models requested in the company. Apart from this knowledge I gained in DePaul University really helped me throughout the Internship. Also took Optimized C++(CSC461) on last year fall quarter. The subject is helpful for me to work on creating a own simple shader code like phong shading. Conclusion: This internship is the stepping-stone for my career. I have met a lot of intelligent people in the firm throughout my internship. I have gained in-depth knowledge Unity VR platform, development from scratch. I have learned to test the code using agile software development process. I also gained a better understanding of how to establish communication with the employer within SpokeTech organization effectively. The dedication and passion I got from the company have made me a lasting impression, and I Feel fortunate to have had the opportunity to work in such an environment.

The Causes And Solutions For Academic Stress Psychology Essay

The Causes And Solutions For Academic Stress Psychology Essay The present research is aimed to explore the causes and solutions for academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. Survey research design was used to examine the causes of academic stress. Non- probability purposive sampling technique was used to draw the sample of 55 M.Phil and Ph.D students (male students=20, female students=35) of University of the Punjab, Lahore. Indigenous questionnaire was used. SPSS (version 16.0) was used to determine the descriptive statistics of sample and independent sample t-test was applied to compare the academic stress level reported by M.Phil and Ph.D students of University of the Punjab, Lahore. Results indicate that there is no difference in gender and M.Phil and Ph.D students on the level of academic stress. Chapter I Introduction The present research is aimed to explore the causes and solutions for academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. Stress is one of the most crucial of all areas of human understanding (Hancock and Szalma, 2008). The inability to cope with demands placed on a person is referred as stress (Seaward, 2007). According to Blerkom (2009), attending college can be stressful for many students because they are forced to deal with so many new responsibilities, opportunities, challenges, and decisions. This study explored what students themselves said about the stresss causes related to their university. In academic, social, and employment settings, stress is often reported by individuals. The most recognized definition of stress was conceived by Hans Selye over 70 years ago, who stated that stress is the non- specific response of the body to any demand for change (Durstine, 2009). Academic stress falls in the category of performance stresses in which people report being pressured to have high productivity and to meet time demands (McGraw, 2008). The students face different kinds of stressors in their life, such as the pressure of academics with a responsibility of success, uncertain future, and difficulties envisaged for integration into the system (Gilany and Amr, 2010). There are different kinds of academic stressors particular to students such as academic, financial, time, health related and self-imposed types of stressors. Academic stress among students have long been researched on, and researchers have identified stressors as too many assignments, competition with other students, failures, lack of pocket money (Fairbrother and Warn, 2003), poor relationships with other students or lecturers, family or problems at home. Institutional (university) level stressors are overcrowded lecture halls, (Ongori, 2007; Awino and Agolla, 2008), semester system, and ins ufficient resources to perform academic work. Other causes of academic stress can be summation of the number of exams, projects or papers due for students during a specified period of time (Weidner, Kohlmann, Dotzauer, Burns, 1996). Academic stress is viewed as a chronic stress because of the nature of academic demands (Hulstein, 2009) and it varies from individual to Individual (Sulaiman and Akinsanya, 2011). In 2010, Shah, Hasan, Malik and Sreeramareddy conducted a research on undergraduates in a Pakistani medical school. The objectives of their study were to assess perceived stress, sources of stress and their severity and to assess the determinants of stressed cases. A cross-sectional survey was carried out among undergraduate medical students of CMH Lahore Medical College, Pakistan during January to March 2009. The survey was based on questionnaire. Perceived stress scale was used to assess the perceived stress. To assess sources of stress and their severity a questionnaire co nsisted of 33-item was used. Students reported a higher level of perceived stress and mostly were related to academic and psychosocial domains. This research supports that academic issues are also a major source of stress for students. Many college students experience stress as they are concerned about their academic performance. Ross, Niebling and Hecker (1999) conducted a research to determine the major sources of stress among college students. They used Student Stress Survey (SSS). The scale consisted of 40 potentially stressful situations. The scale comprised of interpersonal, intrapersonal, academic, and environmental sources of stress. The items in the scale were classified as daily hassles and major life events. Participants were 100 students at a mid-sized, Midwestern university and varied in year in school, age, gender, and major. Overall, daily hassles were reported more often than major life events, with intrapersonal sources of stress being the most frequently reported source. The top five sources of stress were; change in sleeping habits, vacations/breaks, and change in eating habits, increased work load, and new responsibilities. The findings from this study may be further used to examine which source s of stress cause the highest levels of stress among college students, and may be helpful in creating stress management programs. Students experience stress when they realize that their courses are much more demanding and fast paced than were their high school classes. Lifestyle changes are another common source of stress for college students. Balancing work, home, and school responsibilities puts additional stress on students (Blerkom, 2009). It is not uncommon to see teaching personnel in institutions of learning develop strange attitude and cold feet to work which leads to academic stress. Most often, classes are skipped and when they are not skipped, they are abrupt. Evaluations (both formative and summative) are handled carelessly. Teachers role as models, guide or counselors, are no longer the usual parlance. When all these happen, the teacher, the students, and infect, all educational resources suffer (Sulaiman and Akinsanya, 2011). In 2010, Conner, Pope and Galloway did a study to explore what students themselves said about the causes of their school-related stress and then looked at ways to reduce it. They gathered data from 2006 to 2008, from 3,645 students, attending seven high performing high schools in the California Bay Area. Many students reported feeling stressed out, overworked, and sleep deprived. More than 70 percent of students reported that they often or always feel stressed by their school work, and 56 percent reported often or always worrying about such things as grades, tests, and college acceptance. The schools that participated in this study joined a research-based intervention program. This program guided school teams of multiple stakeholders as they design and implement site-based policies and practices that reduce student stress and promote greater student engagement, academic integrity, health, and well-being. Academic stress can have both positive and negative consequences if it is not well managed (Agolla Ongori, 2009). Fisher (1994) provides an overview of the effects of stress on performance, daily efficiency and health, and reports the results of research into stress in academic environments (for both staff and students). She explores the origins and nature of academic stress, personal vulnerabilities and coping mechanisms and proposes ways in which individuals can be helped. She emphasizes how working conditions and practices must be changed in order to reduce stress in academic life. When students perceive excessive or negative stress they experience physical and psychological reactions to stressors (Misra Castillo, 2004). Excessive amount of stress that is experienced by university students can have negative academic, emotional, or health outcomes (Marshall, Allison, Nykamp, and Lanke, 2008). Students psychological and physical well-being can be also affected by college classroom challenges and it is another negative impact of academic stress (Hall, Chipperfield, Perry, Ruthig, and Goetz, 2006). Academic stress can also lead to depression and physical illness (MacGeorge, Samter, Gillihan, 2005). It is important to the society that students should learn and acquire the necessary knowledge and skills that will in turn make them contribute positively to the development of the general economy of any nation (Agolla Ongori, 2009).   Objectives The purpose of the present research is to know the causes of academic stress reported by M.Phil and Ph.D students of different departments of University of the Punjab, Lahore. Solutions for the reported causes are also find out in this research. It will make the University administrator to know how to monitor and control the stress factors that are responsible for the students stress. Research Questions What are the causes reported by students that lead to academic stress? What are the solutions for the causes of academic stress? Is there any difference in the level of academic stress of M.Phil and Ph.D students? Is there any gender difference in the level of academic stress? Chapter II Methodology Research design Survey research design was used to examine the causes of academic stress reported by the M.Phil and Ph.D students of University of the Punjab, Lahore. Sample and Sampling Strategy Non- probability purposive sampling technique was used to draw the sample because the choice of the sample was contingent upon the availability and consent of the participants. Sample was drawn on the bases of following inclusion criteria. Day scholars currently enrolled in the M.Phil program. Day scholars currently enrolled in the Ph.D program. Male and female students currently enrolled in M.Phil or Ph.D program. Hostelites are not included due to rule out confounding. Sample consists of 55 M.Phil and Ph.D students (male students=20, female students=35) of University of the Punjab, Lahore. Sample was drawn from different departments of University of the Punjab, Lahore such as center for high energy physics, department of statistics, department of physics, department of economics, institute of chemistry, and department of botany because it is the purpose of the research to find out the academic stress reported by M.Phil and Ph.D students of University of the Punjab, Lahore. Demographic characteristics of the sample are given in Table 1. Table 1 Demographic Characteristics of the Sample (N= 55) Characteristics Male students (n=20) Female students (n=35) Age in Years 21 24 3 (15.00) 25 (71.40) 25 28 10 (50.00) 10 (28.60) 29 32 7 (35.00) 0 (0.00) Programme M.Phil 12 (60.00) 25 (71.43) Ph.D 8 (40.00) 10 (28.57) Job Status Yes 10 (50.00) 5 (14.30) No 10 (50.00) 30 (85.70) Marital status Married 5 (25.00) 2 (5.70) Unmarried 15 (75.00) 33 (94.30) Instruments Academic stress questionnaire was developed by the researchers in order to determine the causes of academic stress reported by M.Phil and Ph.D students of University of Punjab, Lahore. First part of the questionnaire pertained the demographic information (name, gender, age, programme, job status and marital status) of the participants. In second part section I was consisted of 21 statements of causes of academic stress. Each statement has four possible options as always (1), often (2), sometimes (3), and never (4). The participant was asked to encircle any one of the four options which was appropriate for them. The II section was consisted of 13 statements of causes of academic stress and the participants were asked to encircle those statements which are mostly faced by them. The Cronbachs Alpha reliability of scale I is .82 and of scale II is .504. Procedure To formally initiate the study an authority letter explaining nature of study was taken from the department of Applied Psychology, University of the Punjab, Lahore and then signed by the supervisor to collect the data. Consent form was prepared and finalized to obtain participants willingness to participate in the research. The data was collected from the different departments of Punjab University. Authority letter explaining nature and purpose of the study was provided to the chairpersons/heads/principals of the Departments of the University if the Punjab, Lahore. The heads of the departments allowed researchers to collect data and some of them referred the researchers to the coordinator for further help, who settled time with researchers for data collection. On the fix day the coordinator took the researchers in the class where the students were available. The subjects were approached and were briefed about the purpose of the research. After their consent and willingness to partici pate in the research, questionnaires were given to fill up. The questionnaires were completed in the researchers presence. Some departments arrange the classes for data collection and were very cooperative. But some department allows collecting the data after classes timing. Institute of Biochemistry did not allow to collect the data from their students. Statistics SPSS (version 16.0) was used to determine the descriptive statistics of sample and independent sample t-test was applied to compare the academic stress level reported by M.Phil and Ph.D students of University of the Punjab, Lahore. Qualitative analysis was used to find out the solutions given by the students. Chapter III Results The present research is aimed to explore the causes and solutions for academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. Non- probability purposive sampling technique was used to draw the sample. Sample consists of 55 M.Phil and Ph.D students (male students=20, female students=35) of University of the Punjab, Lahore. Indigenous questionnaire was used and following results are obtained. Table 2 Causes of academic stress reported by students (n=55) Causes of Academic Stress Often + Sometimes + Always (% ) Never (%) Solutions Teachers cover too much of the course content in their lecture which causes difficulty in assimilation of the knowledge. 83.60% 16.40% 20 Teachers teaching method is difficult to comprehend. 69.10% 30.90% 23 Too many assignments are given by teachers in a limited time. 67.30% 32.70% 20 Some teachers give assignments which are beyond the course content. 54.60% 45.40% 14 Some teachers give assignments which are beyond the course content. 78.20% 21.80% 32 The students do not have any choice for the number of credit hours per semester. 85.50% 14.50% 25 Difficulties in gathering data for research project. 41.80% 58.20% 13 Unplanned workshops with credit hours between 2-6 hours which enhance work loads for the students. 80.00% 20% 27 Students shyness towards asking questions. 65.45% 34.55% 14 Difficulty in completing group assignments due to the lack of pre plan distribution of workload among the group members. 80.00% 20% 19 Subjective biasness in allocation of grades. 61.82% 32.73% 20 Little training for power point presentation. 67.27% 32.73% 20 Insufficient facility for power point presentation with multimedia. 83.64% 16.36% 23 Class rooms are not well equipped to promote optimal learning. 72.73% 27.27% 23 Class rooms furniture is not conducive for lengthy classes. 83.64% 16.36% 22 Lack of alternative arrangements in case of sudden power breaks up. 100% 0% 19 Poor access to internet. 87.27% 12.73% 25 Lack of printing facility in computer room. 80.00% 20% 26 Lack of facility for photo copying in the library. 80.00% 20% 25 There is no latest reading material in the library. 87.00% 13% 24 Study is often affected by class mates chatting. 67.30% 32.70% 17 Table 3 Difference in the Level of Academic Stress Reported by M.Phil and Ph.D Students of Punjab University, Lahore. M.Phil Students (n=37) Ph.D Students (n=18) 95% CL Variable M SD M SD t(53) p LL UL Cohens d Reported Academic Stress 58.05 7.16 61.56 11.44 -1.39 .17 -8.55 1.55 -0.31 Note. Cl = confidence interval; LL = lower limit; UL = upper limit. Table 3 represents the results of difference in the level of academic stress reported by M.Phil (M=58.05, SD=7.16) and Ph.D (M=61.56, SD=11.44) students of Punjab University, Lahore. The results t(53)=.17,p Table 4 Difference in gender on level of academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. Male Students (n=20) Female Students (n=35) 95% CL Variable M SD M SD t(37.54) P LL UL Cohens d Reported Academic Stress 59.15 9.38 59.23 8.70 .031 .91 -5.08 5.24 .23 Note. Cl = confidence interval; LL = lower limit; UL = upper limit. Table 4 represents the represents the results of gender difference in the level of academic stress reported by male (M=59.15, SD=9.38) and Ph.D (M=59.23, SD=8.70) students of Punjab University, Lahore. The results t(37.54)=.91,p Qualitative Analysis of Solutions given by Students Item 1 Out of 55 students, 46 (i.e. 83.6%) reported item 1 as a cause of academic stress. 20 students gave the solution to overcome this cause. The basic solutions are: Course should be according to the credit hours and cover properly. Teachers have to focus on the topic so that main concepts of students can be clear and not to cover the course. Teachers should cover the course that can be bearable for students in the limited semester time and easy to prepare. Increase the number of working days. Increase the number of working days so that course can be completed with in time, inside schedule classes. Item 2 Out of 55 students, 38 (i.e. 69.1%) reported item 2 as a cause of academic stress. 23 students gave the solution to overcome this cause. The basic solutions are: Teachers should present the material with diagrams. Teachers should be explanatory. There should b teacher training sessions. Practical aspects of topic should be high lighted. Modern and latest methodology must be used. Item 3 Out of 55 students, 37 (i.e. 67.3%) reported item 3 as a cause of academic stress. 20 students gave the solution to overcome this cause. The basic solutions are: Assignments should be limited. Topics should be allocated early. Focus should be on quantity not on quality. Item 4 Out of 55 students, 30 (i.e. 54.6%) reported item 4 as a cause of academic stress. 14 students gave the solution to overcome this cause. The basic solutions are: Assignments should be about course. Assignments should be relevant to contents. Main points should be explained. Item 5 Out of 55 students, 43 (i.e. 78.2%) reported item 5 as a cause of academic stress. 32 students gave the solution to overcome this cause. The basic solutions are: Choice should be given not only for credit hours but also for subjects. Participants of students should made compulsory in policy making process. Item 6 Out of 55 students, 467(i.e. 85.5%) reported item 6 as a cause of academic stress. 25 students gave the solution to overcome this cause. The basic solutions are: Research should be given in time. Research supervisor must be helpful and give proper guide line. Government should provided official data websites. Facilities for data collection should be provided. Item 7 Out of 55 students, 23 (i.e. 41.8%) reported item 7 as a cause of academic stress. 13 students gave the solution to overcome this cause. The basic solutions are: Workshops should held but for 1-2 hours maximum. Workshops should be in week days not in off days. Workshops should be planned according to the subject. No such work shops should be planned. Number and quantity of work shops should be pre planned. Item 8 Out of 55 students, 44 (i.e. 80%) reported item 8 as a cause of academic stress. 27 students gave the solution to overcome this cause. The basic solutions are: Teachers should be lenient. There should be student teacher understanding. Teachers should be more encouraging towards the students. Teachers should be friendly. Teachers behavior should be motivating. Item 9 Out of 55 students, 36 (i.e. 65.45%) reported item 9 as a cause of academic stress. 14 students gave the solution to overcome this cause. The basic solutions are: Marks should allotted for effort of group and there should a leader in the group. The assignment should be given individually rather than in group. The other solutions are group member should be cooperative and There should be plan for group work. Item 10 Out of 55 students, 44 (i.e. 80%) reported item 10 as a cause of academic stress. 19 students gave the solution to overcome this cause. The basic solutions are: There should be no favoritism by the teachers. It should be abolished. There should be external examiner Paper should be shown to the students after the marking. Item 11 Out of 55 students, 34 (i.e. 61.82%) reported item 11 as a cause of academic stress. 20 students gave the solution to overcome this cause. The basic solutions are: There should be a proper computer classes as a course work. And there should be seminars and workshop on it Item 12 Out of 55 students, 37 (i.e. 67.27%) reported item 12 as a cause of academic stress. 20 students gave the solution to overcome this cause. The basic solutions are: Department should provide facility Multimedia should be fixed in the classes Administration should take step. Item 13 Out of 55 students, 46 (i.e. 83.64%) reported item 13 as a cause of academic stress. 23 students gave the solution to overcome this cause. The basic solutions are: The infrastructure should be good There is need of over head projector in every classroom. The other solutions are noise due to fans must be reduced; Mick for teachers also provided, Proper air condition and heater in summer winter respectively should be facilitate. Item 14 Out of 55 students, 40 (i.e. 72.73%) reported item 14 as a cause of academic stress. 23 students gave the solution to overcome this cause. The basic solutions are: The chairs should be comfortable more chairs should be provided Item 15 Out of 55 students, 46 (i.e. 83.64%) reported item 15 as a cause of academic stress. 22 students gave the solution to overcome this cause. The basic solutions are: UPS generator should be must provide to each department. Item 16 Out of 55 students, 55 (i.e. 100%) reported item 16 as a cause of academic stress. 19 students gave the solution to overcome this cause. The basic solutions are: IT center must be well established, department lab should be upgrade, WIFI signal should also be provided. Item 17 Out of 55 students, 48 (i.e. 87.27%) reported item 17 as a cause of academic stress. 25 students gave the solution to overcome this cause. The basic solutions are: The printing facility should be provided in the computer lab. Item 18 Out of 55 students, 44 (i.e. 80%) reported item 18 as a cause of academic stress. 26 students gave the solution to overcome this cause. The basic solutions are: Photocopy machine should be buy by the department. Item 19 Out of 55 students, 44 (i.e. 80%) reported item 19 as a cause of academic stress. 25 students gave the solution to overcome this cause. The basic solutions are: Library should be upgrade. Department should increased the budget to buy latest books and journals. Good books must be under assessed by the students. Item 20 Out of 55 students, 48 (i.e. 87.2%) reported item 20 as a cause of academic stress. 24 students gave the solution to overcome this cause. The basic solutions are: Labs should be well equipped. Funds should be increased. Instruments, chemicals should be provided by increasing funds. Sufficient number of computers should be provided in Ph.D lab. Infrastructure should be improved. Item 21 Out of 55 students, 37 (i.e. 67.3%) reported item 21 as a cause of academic stress. 17 students gave the solution to overcome this cause. The basic solutions are: Chatting should not be happened. Students should be well mannered and teachers should be little bit strict in this way. There should be fine. Any other cause and solution Result is mostly late in the department. It should be in time. For M.Phil students there is no time for job. The time table should be in such a way that students can do their jobs. Communication problems associated with students about faculty so there should b regular arranged meetings between advisor and chairman. Libraries must b provided with latest books and research related material. Favoritism is a major problem. Unbiased teachers irrespective of beauty and gender of students must be hired. Institute should be politics free. Proper counseling and guidance for students. Chapter IV Discussion The primary purpose of the present research was to explore the causes and solutions for academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. This chapter discusses the major findings of the research with reference to the topic under study. Data was drawn from different departments of Punjab University, Lahore. This research investigated the common causes of academic stress among the students and to what extent students experienced stress. The results indicated that there are a lot of causes of academic stress reported by students. The analysis was done by calculating the percentage of respondents who gave a high rating on the causes of academic stress. The result indicates that students do experience academic stress due to many reasons related to their departments as shown in Table 2. The finding is consistent to earlier studies (Ongori, 2007; Awino and Agolla, 2008; Ross, Niebling and Hecker 1999). Our finding reflects that, most of the students are experiencing stress in their daily academic activities. Amponsah (2010) conducted a study to investigate stress levels, experiences of stress and coping strategies of non-UK students studying at the University of Manchester, UK. The main purpose was to consider their perceived stress levels, their experiences of stress and their coping strateg ies and to link these to the continents from which they came, their gender and whether they were graduates or undergraduates. This research consisted of two phases. Survey method, perceived stress scale (PSS), the inventory of college students recent life experiences (ICSRLE) and the coping inventory for stressful situations (CISS) were used. Key findings indicated that, time pressure and work demands were the non UK students most stressful experiences. Gender was the most significant predictor of non-UK students stressful experiences, whilst female students expressed higher levels of distress than their male counterparts. The results indicate that there is no difference in gender on level of academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. There is also no difference in the Level of Academic Stress Reported by M.Phil and Ph.D Students of Punjab University, Lahore. The ratio of male and female students and M.Phil and Ph.D students was not equal in s ample so the results can not be generalized. Students also gave solutions to these academic stresses. The percentages of these solutions are in table 2. Students gave the solutions to academic stress related problems and also reported some others problems and their solutions. Many problems are related to the course content and to the facilities. 100% students reported academic stress due to the lack of alternative arrangements in case of sudden power breaks up. More than 80% students reported course content as a cause of academic stress. More over they reported that politics in academia, gender and subjective biasness and late result declaration also caused academic stress. Limitations and Suggestions The sample size was small because M.Phil and Ph.D students enrolled less than the other students. Some departments did not allow to collect data from their students. Ratio of male and female students is also not equivalent because female students are more than the male students in Punjab University, Lahore. Ratio of M.Phil and Ph.D students is also not equivalent because M.Phil students are more than the Ph.D students in Punjab University, Lahore. More over Ph.D students are not easily available in the departments. The sample size should be large so that results can be generalized. The university should take action to sort out the problems of the students. So that their stress can be reduced and they can give more concentration to their studies. Conclusion The present research explored the causes and solutions for academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. Many causes are reported that leads to the academic stress. It has been concluded that there is no differences in M.Phil and Ph.D students in reporting academic stress fur

Saturday, July 20, 2019

Epidurals :: essays research papers

If birth has been occurring since the beginning of time why do so many women act as if it’s something new? Nowadays, you have women asking for morphine, walking epidurals, and spinal epidurals. Why are so many women deciding that they can’t do a natural childbirth and what are the risks of not having one? Researchers have done studies on epidurals to determine if they cause women to get an increase in c-sections. They have also done studies to determine if getting an epidural to early will increase the chances of getting an epidural.   Ã‚  Ã‚  Ã‚  Ã‚  Why would you get an epidural when there are different ways to have a pain free pregnancy? This is the question that most women ask who have natural childbirths. Why get a shot in your back that may give you paralysis or cause back pains years after you have received the shot. Some doctors suggest going to Lamaze classes to reduce labor pains. You can also deliver your baby in water to ease some of the pain and to give the baby a good transition into the world. Plus epidurals can have a negative effect on the baby. They can lower the baby’s heart rate. Some other side effects for the mother are headaches, vomiting, and dystocia.   Ã‚  Ã‚  Ã‚  Ã‚  Why should I have a natural birth, â€Å"You don’t get a medal for going without drugs, you know.† Why go through the pain when you can get an injection that can take away just enough of the pain that you can still enjoy the labor? â€Å"There is no shame in asking for an epidural,† said Dr. Cynthia Wong of Northwestern Memorial Hospital and Northwestern University. In the United States more than 80% of pregnant women are now having c-sections. Epidurals give the mothers a chance to participate in the delivery and actually enjoy it. You can also get a walking epidural so that you can still push during the labor and cope with the pain.   Ã‚  Ã‚  Ã‚  Ã‚  When should I get an epidural? Some doctors stated that you shouldn’t get an epidural until the cervix has dilated to 4 centimeters. New studies have claimed that you can have an epidural as soon as the pain gets unbearable. Many doctors still discourage getting an epidural before you are 4 centimeters dilated.   Ã‚  Ã‚  Ã‚  Ã‚  After reading so many articles online from the Chicago Sun times and different clinics and hospitals I am still skeptical.

Friday, July 19, 2019

Amazing Grace Essay -- essays research papers

Amazing Grace, written by Jonathan Kozol.   Ã‚  Ã‚  Ã‚  Ã‚  At first glance, it seems that the author is going to take us on yet another journalistic ride through the land of the poor. Similar to the ones you read about, or hear in the news. However, this is not the case; the real underlying theme is what is society doing about the plight of the poor? Kozol uses the views of children to emphasize that these reports on living conditions are not being obtained by â€Å"disgruntled† adults, but from innocent, learning children whose only misfortune was being born to this particular area.   Ã‚  Ã‚  Ã‚  Ã‚  The author takes us from the seventh richest congressional district in the nation (being E 59th Street in New York City) to the poorest in the nation. A mere eighteen-minute ride by subway to the South Bronx, to a little place called Mott Haven; where the median family income for the 48000 residents is only $7,600. An area known for crack-cocaine and heroin; prostitution; poor hospital care, where one-quarter of new mothers tested in obstetric wards are HIV positive; and the police say is the deadliest precinct in the city.   Ã‚  Ã‚  Ã‚  Ã‚  Kozol writes about the trials and tribulations of everyday â€Å"normal† life for the children and people who live here. Normal for them however is quite different than it is for most of us. Living with drug dealers, pollution, poor hospital care and an abominable education system not to mention the social system of the city, is the â€Å"norm† for these children. In his interviews with the children of this squalid neighborhood, we find that the children speak honestly and freely about their feelings. Forgotten, hidden, abandoned, are just some of the words that come to mind. One boy named â€Å"Malcolm X† wears his hair in a style referred to as â€Å"25 years to life†. His sister asks â€Å"Like in prison..? This is how you want to wear your hair?† His reply †You don’t have to be in jail to be in prison†. This is just one of many examples given to show the reader the effects that this environment has upon you ths.   Ã‚  Ã‚  Ã‚  Ã‚  As we read further, we find that there are multitudes of problems inherent within the South Bronx. One of the only ways of determining where these problems stem from is by looking at the possible reasons as to why they exist. Drugs, violence, AIDS infections, are not new, ... ... must use more education targeted towards social issues in their schools and community to help people learn to live healthier lifestyles. They must make it known that drug dealing and violence are not â€Å"all right†, and to help people obtain some sort of unity. The well known community members need to get involved in politics so that their voices can be heard and let the City know their communities needs/requirements. Creating support groups for people with AIDS, ex-addicts, people who have lost a family member, also for people who just need a place to talk and get their frustrations out would help the community as a whole. If the people of the South Bronx would act as a community bound together to help themselves and each other, there would be less tolerance for deviant behavior among its’ members. The City must also be made more accountable for its’ actions. Clean-up and reconstruction of Times Square to Battery Park is a step in the right direction. How ever, painting a mural of â€Å"†¦ flowers, window shades and curtains and interiors of pretty-looking rooms†¦Ã¢â‚¬  (p. 31) on the walls of empty buildings in the Bronx, just to give the illusion that this area is a good neighborhood, is not.

Alice Walker :: Biography Biographies Essays

Alice Walker Alice Walker, one of the best-known and most highly respected writers in the US, was born in Eatonton , Georgia, the eighth and last child of Willie Lee and Minnie Lou Grant Walker. Her parents were sharecroppers, and money was not always available as needed. At the tender age of eight, Walker lost sight of one eye when one of her older brothers shot her with a BB gun by accident. This left her in somewhat a depression, and she secluded herself from the other children. Walker felt like she was no longer a little girl because of the traumatic experience she had undergone, and she was filled with shame because she thought she was unpleasant to look at. During this seclusion from other kids her age, Walker began to write poems. Hence, her career as a writer began. Despite this tragedy in her life and the feelings of inferiority, Walker became valedictorian of her class in high school and received a â€Å"rehabilitation scholarship† to attend Spelman. Spelman College was a college for black women in Atlanta, Georgia, not far from Walker’s home. While at Spelman, Walker became involved in civil rights demonstrations where she spoke out against the silence of the institution’s curriculum when it came to African-American culture and history. Her involvement in such activities led to her dismissal from the college. So she transferred to Sarah Lawrence College in New York and had the opportunity to travel to Africa as an exchange student. Upon her return, she received her bachelor of arts degree from Sarah Lawrence College in 1965. She received a writing fellowship and was planning to spend it in Senegal, West Africa, but her plans changed when she decided to take ajob as a case worker in the New York City welfare department. Wa lker later moved to Tougaloo, Mississippi, during which time she became more involved in the Civil Rights Movement of the 1960s. She used her own and others’ experiences as material for her searing examinations of politics. She also volunteered her time working at the voter registration drive in Mississippi. Walker often admits that her decision not to take the writing fellowship was based on the realization that she could never live happily in Africa or anywhere else until she could live freely in Mississippi. Walker found the love of her life in 1967, a white activist civil rights lawyer name Mel Leventhal, and they were married in 1967.

Thursday, July 18, 2019

Direct & Indirect Leadership

Direct vs. Indirect Leadership The term leadership is a word taken from the common vocabulary and incorporated into the technical vocabulary, of a scientific discipline without being precisely redefined. As a consequence, it carries extraneous connotations that create ambiguity of meaning (Janda, 1960). Leadership has been described as the â€Å"process of social influence, in which one person can enlist the aid and support of others in the accomplishment of a common task†. Social influence occurs when an individual's thoughts, feelings or actions are affected by other people, i. e†¦ onformity, peer pressure and socialization. (Wikipedia). The military definition of Leadership is influencing people—by providing purpose, direction, and motivation—while operating to accomplish the mission and improving the organization. Getting people to do what you want them to do. It is the means or method to achieve two ends: operating and improving. But there’s more to influencing than simply passing along orders. The example you set is just as important as the words you speak. And you set an example—good or bad—with every action you take and word you utter, on or off duty. Through your words and example, you must communicate purpose, direction, and motivation (FM 22-100 Chapter 1The Leadership Framework). Military leadership could be different from the rest of the world. Most corporations, companies and jobs are not bound by and oath, some may be. But what they do have in common, you don’t get to pick your leadership style. In the army you were sworn by an oath to defend the Constitution of the United States, against all enemies foreign and domestic so help you God and obey the orders of those appointed over you. In others words you didn’t have a choice, to pick what style of leadership you wanted. Most military leadership is a form of direct leadership. Generals communicate with field Commanders through teleconference, e-mails and speeches updating and talk about rules and regulation that effect their immediate command. Reinforcing, the army mission, its values and goals. Commanders are different they provide direct and indirect leadership, they are the one’s closet to the ground solider. Examples of direct leadership include formations, inspections and motor pool visits. They meet with their chain of command on a daily basis, to discuss and update them on changes to policies and regulation. Ensuring that all rules and regulation are being followed according to Department of Defense (DOD) and Uniform Code of Military Justice addressing all concerns and issues under their Chain of Command. Examples of more direct leadership include memos too change to policy, speaking at New Solider Orientation and before field training exercise. A form of indirect leadership by a CEO is called â€Å"cascading† (Bass, Waldman, Avolio, & Bebb, 1987; Waldman & Yammarino, 1999; Yammarino, 1994), occurs when the direct influence of the CEO on immediate subordinates is transmitted down the authority hierarchy of an organization (e. g. , from the CEO to middle managers, to lower-level managers, to regular employees. In this case the United States Army, through their promotion system. The Army is looking to retain, recruit and promote soldiers’ whose attitude, values (you’re vs. Army), military knowledge and appearance stack up against theirs through the promotion systems. Military Leadership Development Courses schooling design educate, reinforce the leader to achieve excellence. The Leader of Character and Competence Acts: Valves, Be, Know and Do. Values are Loyalty, Selfless Service and Integrity. Be: loyal, mental, physical and emotional strong. Know: Interpersonal, Technical and Tactical skills. Do: Influencing, through communicating and decision making. Operating, executing and assessing missions/training. Improving, through team building, developing and learning (FM 22-100 Chapter 1 The leadership Framework Fig 1-1). The type of leadership depends on the type of organizations that you are in or working for. One leadership style do not fit every situation. Strengths and Weaknesses Direct: Strengths: Everyone knows who’s in charge. Leaders or Managers has all the power, employees has very little input. Weakness: employees have no input, everything is enforce from the top down Employees may not take any initiative Indirect: Strengths: Employees can brainstorm come up with different ideas on how to accomplish the task/mission. Weakness: Could be time consuming, no one can agree on how to accomplish the task No one wants to accept responsibility

Wednesday, July 17, 2019

Importance of reflective practice Essay

A load of research has been make on scholarship and hypothesiseive utilise and its effectiveness on the practitioners and one of the commencement exercise people to research pondering shape was Donald Schon in his book The m exploitation practitioner in 1983. Schon was an influential writer on aspect and had dickens principal(prenominal) steerings of finding reflection and they were reflection in subroutine and reflection on carry out. The practitioner allows himself to visualize surprise, puzzlement, or confusion in a patch which he finds uncertain or unique. He reflects on the phenomenon before him, and on the prior rationalitys which hold back been implicit in his behaviour. He carries out an experiment which serves to pay back both a fresh understanding of the phenomenon and a change in the station. (Schon 1983) meditative put on has been described as paying precise attention to the applicative values and theories which inform anyday actions, by e xamining reading m utilisely and reflexively. This winds to exploitational appreciation. (www.wikipedia.org, 3rd Jan 2011). Reflection is an all valuable(p) donation of the cognition process and is needed for effective learnedness. Reflection is a form of self-aw arness and learners that back tooth reflect argon better fitted to understand themselves and the education process. Reflection dope help us control oer our profess encyclopedism and achievements. Reflection leads to accomplishment from live on and outlines strengths and weaknesses by completing action casts to give way on weaknesses will lead to continued learning and repairment. Rogers (1996,) states Reflection on experience to action forms a pear-shaped part of the learning process. The process of reflection helps the practitioner to assess, understand and shoot knowledge with experience direct to potential improvement and change. This is a affirmatory process that lets me go over and turn up a nd then evaluate so I tin fundament develop as a learner and a youth proletarian.The competency to reflect on praxis helps me to distri excepte my need and then I plan to meet those require so I ho mapping develop my innovative and learning skills. To assist the learning process, reflection skunk be a powerful tool to help identify strengths and weaknesses. To develop new skills as a learner I must(prenominal) reflect upon experience to penetration my consume performances and plan for my future needs. Reece and handcart (2000, p.7) states What is not so natural but very weighty is that reflection takes channelise to ensure learning from experience takes draw a bead on. To reflect uponmy ingest experiences and to develop my own needs I hand over evaluated as a learner and as a youth cut backer. early I must identify my own preferred learning style as everyone learns in unlike ways. There are many ways to establish your preferred way of learning and as supported by Reece and pushcart (2000, p.9) All students are individuals and no two students learn the same way. It is all important(p) to indicate my learning style in order for me to achieve my highest potential. To identify my learning style will outline my strengths and weaknesses.Rogers (1996, p.116) states that development takes place in a consequence of different domains and different strategies are called into caper to cope with different types of learning. Identifying my strengths and weaknesses is important so that I can reflect on the outcome and then improve my skills Kolb (1984) provides one of the most useful descriptive models available of the adult learning process. He suggests that there are four stages in learning which follow on from distributively other. Concrete experience is followed by reflection on the experience on a personal basis. This whitethorn then be followed by the application of general rules describing the experience, or the application of known theory to it and because to the experimentation, leading in turn to the succeeding(a) concrete experience. All this may come across in a flash, overnight, over days, or over weeks and months, depending on the topic, and there may be a wheel at heart wheels process at the same time. (http//www.learningandteaching.info/learning/experience.htm) By reviewing my progress and continuing to shoot at my targets I am progressing through the learning cycle, which is important for me to improve on my self-assessing from experience, reflection, learning styles and development of skills.As I am relatively new to this playing plain of exit it is excessively important to reflect as a youth worker in order for me to be effective and capable within my job. It is necessary for me to reflect on my experiences so far from the category and a half I fetch spent in college and its important for me to continually highlight areas for development succession I am on military position. First I must iden tify the strengths and skills I have acquired and then to plan my development needs. My role requires me develop plans to suit the wait on users I feel my current qualifications and experience will develop after my placement. I withal feel it is essential to promote my current knowledge of youth and society work and monitor my progress. I rally the important thing to remember is that I am reflecting for my owndevelopment.Learning from split up mates and lectures has also been an important mode for change in passkey coif. live educational work in this area emphasises the need for safe learning frameworks where the voices of learners and passe-partouts can be really heard and personally responded to. This has brought mutual learning and benefits for the professional and learners experience. (Taylor 2009) I feel that talking and thinking unneurotic about what is going on can make a big going away to my experience on placement and in the learning environment. Reflection is a way that I can make mavin of experiences I have had, either with run users and/or colleagues. When I reflect I begin to make out the main points in detail of an experience, what it tells me about my own skills, why it happens perhaps, what I did well and a plan for what I might do differently in future.Reflective practice involves thinking about how I preformed and analyze my actions with the aim of improving professional practice. I reflect to identify learning needs this is that we may not meet the needs of our guests needs due to poor knowledge base. Reflective practice also helps identify new opportunities for learning. Identify ways in which we learn best, personal development professional development. It helps us be aware not to get into a set routine, for every clients case is different to the next. Develops awareness of consequences of our actions for eccentric what we say in response to a client may make the situation worse. Regular reflection helps us get theory an d most of all it allows us to access what worked well and what doesnt work well, and to learn from our mistakes and successes. critically reflective practice is important for the student on work practice. If a student did not use critical reflection while on practice placement one would have bad quality of practice.Critically reflective practice looks beliefs and assumptions one may have that they did not know of. This is important on practice placement as it deals with discrimination. Racism, sexism, and ageism. It is also important for students as it helps one befit more self-aware, on the grounds of a social and political context. It is important as it tunes in the student to issues clients face, provides answers and solutions. (The critically reflective, 2008). Reflective practice is important on work placement formany reasons. The adaption of a reflective approach helps the development of a professional. nonstop professional development is adapting an approach in which the pe rson uses their creativeness, and also uses a critical eye. (Peoples skills, 2009). Reflective practice is also important as the student can use professional enumerateability during practice placement. This means workers are accountable for their decisions.They are responsible. Practitioners need theory to back up their decisions and choices. They make and also justify them. lord accountability requires theory based arguments to account for the practitioners action. Inappropriate responses are consequences of not using reflective practice properly. Inappropriate responses cannot be used using common sense, as it may cause misinterpretations. Inappropriate responses also enlarge the chances of the practitioner to react in a way that does not help the client in any aspect. It also worsens the situation. Reflective practice consists of a proactive approach, and using theory and ones knowledge as a framework for effectiveness. Reflective practice is important for the student on pract ice placement for these reasons. (Peoples skills, 2009).In conclusion, I open up the importance of critical and reflection in any practice and it is an approach to professional practice that emphasizes the need for practitioners to avoid standardised, conventionalism responses to the situations they encounter. Reflection is a window through which the practitioner can view and focussing self within the context of their own lived experience.ReferencesThompson N. People Skills second edition Hampshire and clxxv one-fifth Avenue New York, Palgrave Macmillan (2002) Thompson S. & Thompson N. The Critically Reflective Practitioner Hampshire and 175 Fifth Avenue New York, Palgrave Macmillan (2008) Redmond, Bairbre. (2004) Reflection in Action Developing Reflective reading in Health and Social Services. Aldershot, England Ashgate Share, P. & Lalor, K. (2009) utilize Social Care (2nd Ed). Dublin lamella & Macmillanhttp//www.learningandteaching.info/learning/experience.htmhttp//www.infed .org/thinkers/et-schon.htmhttp//www.itslifejimbutnotasweknowit.org.uk/files/whatisreflectivepractice.pdf