Calls for Change in High School Mathematics Essay

Mathematic educators, parents and students are calling for proper changes in approaches to learning mathematics in high schools. The need to improve learning of mathematics in schools is highly recognized and underlined. Thus, the National Council of Teachers of Mathematics published the Curriculum and Evaluation Standards for School Mathematics that offered recommendations for high school mathematics reform. In addition, the Conference Board of the Mathematical Sciences in their official report ‘The Mathematical Sciences Curriculum K–12: What Is Still Fundamental and What Is Not’ stresses the importance of new topics and techniques in the secondary schools. New approaches should develop new learning techniques that would be discrete from statistics, mathematics, and emphasis on algebra and geometry should be properly re-assessed according to different abilities and needs of students who are taking mathematics course in the secondary school and high school respectively. The need for change and innovation is generally driven by emergence of advanced computing technologies that offers excellent opportunities for school educators to replace manipulative traditional techniques with more complex realistic problem-solving techniques. In its turn, the National Science Board Commission issued a report ‘Educating Americans for the 21st Century’ challenging courses in algebra and pre-calculus and stressing the importance of developing integrated mathematical sciences curriculum in the secondary school. Researchers argue that new curriculum will positively affect students’ achievement outcomes in the secondary and high schools. To make changes more effective teachers are required to understand the advantage of curriculum’s full scope and its consequences; students are required to support the expectations of classroom environment. The Core-Plus Mathematic Project is newly developed curriculum for high school mathematics. Of course, the Core-Plus Mathematic Project or CPMP curriculum is a matter of debates and controversies as not everyone admits the need of high school mathematics reforms. Nonetheless, the CPMP curriculum is worked out with assistance of mathematics education researchers, instructional specialists and classroom teachers. Moreover, the curriculum is shaped by empirical evidence gathered from students and teachers who are willing to participate in field testing. In particular, organization of mathematics curriculum should be interpreted in terms of teaching and assessment recommendations and should follow the standards set in the above-mentioned reports. New mathematics curriculum is a three-year mathematics course for high-school students who are allowed to take the fourth year to prepare for college mathematics. Newly designed curriculum differs from more traditional approaches as new curriculum encourages students’ understanding of mathematics – statistics, probability, algebra, geometry, trigonometry and discrete mathematics. Learning mathematics is developed in focused units that combine fundamental ideas with mathematical habits of mind. It means that new curriculum stresses the need to connect function, data analysis and symmetry with recursive and visual thinking. In contrast to traditional approaches to mathematics, new curriculum emphasizes the role of mathematical modeling and problem-solving instead of simple calculus. Researchers say the primary goal of curriculum improvement is to enhance students’ understanding and comprehension of key mathematical processes and concepts, to enhance student’s ability to use mathematical concepts in real-world problem-solving. Graphic calculators should enhance students’ understanding and abilities to solve authentic problems. Improved instructional materials encourage active teaching and learning processes that will primarily focus on problem situations, abstraction and analysis. Oral and written communication, reasoning with ability to represent, and conceptual understanding are highly appreciated and encouraged. All courses centre on mathematical reasoning and thinking with abilities to develop formal proof. Additional fourth year course will allow to keep students, who prepare for college mathematics, despite whether their undergraduate program is based on calculus. Students interested in mathematics are encouraged to be accelerated into the fourth course year. Today, many researches are focus on identifying whether new curriculum meets its specific goals. In particular, they try to reveal whether the learning outcomes based on new patterns of mathematics learning process differ from outcomes based on more traditional curriculum. During the past eight years researchers conducted various studies to examine mathematical achievement in classroom with CPMP curricula. Research studies have revealed that performance of CPMP students is much better than that of students with traditional interpretation of mathematical representation. It means that problem-solving and recursive thinking appear to be more effective in learning mathematics than simple understanding of key concepts of processes. Further, CPMP students are characterized by higher grade results at the end of the years than students with traditional approach to mathematics. Summing up, recent researches have indicated that CPMP students perform better than students with traditional curriculum. CPMP students are characterized by better abilities to interpret mathematical representation and calculation, to measure conceptual understanding and to recognize the importance of problem-solving. CPMP students are better in probability and statistics, algebraic manipulative skills, etc. Nonetheless, researchers argue that student’s success in college mathematics doesn’t fully depend on CPMP curriculum. Other factors, as, for example, student’s attentiveness, readiness to participate in learning process, self-awareness, classroom environment, play their important role in student’s high school mathematics performance. With guidance from educators, researchers and teachers, curriculum developers will be able to build on stronger patters of student outcomes. References Schoen, H. L. , & Hirsch, Ch. R. (2003). Responding to Calls for Change in High School Mathematics: Implications for Collegiate Mathematics. The Mathematical Association of America Monthly, February, pp. 109-123. Available on-line from http://www. jstor. org/stable/3647770 .

Comparison & Contrast Essay

In society it seems that everywhere we look we are surrounded by advertisements whether it is television commercials, billboards or advertisements. Obviously, the main purpose of advertisements is to get the consumer to purchase the product. Print advertisements are an extremely effective way to reach a mass audience because the advertisements are in print, the use of color, text and photography are all key factors in luring the consumers in to buying their product. Advertisements cannot simply attempt to sell the product in question; they must make it appeal to the consumer. It is important that advertisements not only attempt to make the product they are trying to sell clear but also to actually make the advertisement mean something to us, the consumer. The two advertisements that I will be comparing and contrasting are two make-up ads. I picked these two ads because I feel they do a great deal of drawing their consumers in. Mascara is a must have in the make-up world. Most women wear mascara to make their eye â€Å"pop. † Consumers will automatically look at these two ads because of the brand names and how people classify make-up. By knowing that a lot of consumers look at these ads they have to make the ads interesting. Not only will I be comparing and contrasting these two ads but by doing that I will also be telling how they draw consumers in to looking and buying their product. The first ad for mascara came from the magazine Lucky. Lucky is mostly targeted towards young teens and women. This mascara in the advertisement is made by Rimmel London. The use of color is very helpful in this ad because it uses bright vibrant colors that catch your attention. The color of the mascara is black and electric green. Also, the color of the models eyes is very blue which accentuates the true color of the mascara. By making the models eyes such a pretty color it might make people think that if they use this certain mascara it might make their eyes â€Å"pop† like the models does. In the article all the words are written in white and all caps in the background. I think the reasoning behind writing all the words in white is because it is a neutral color and it also stands out. Although the colors really help, keywords also have a great toll in selling a product. By putting â€Å"REV UP THE VOLUME† in big letter it draws your attention. It draws people in that want more volume for their eyelashes. All caps draws your attention and makes you want to read every word on the ad. By putting that if you use the product you will have denser more numerous lashes in 30 days it make consumers want to buy this product and actually see if the product will work. Last but not least is the layout of this ad. Layout really helps make an advertisement. By making the model take up most of the page, your attention goes directly to her. Even without knowing what the ad is about; if you just look at her you can automatically tell it is a mascara ad by her eyelashes. By putting the words around the model you can read them and after every word you read about it helping your eye lashes you can’t help but look back at her eye lashes. The brush of the mascara is out of the bottle so the consumer can see what the brush looks like and how it will form their lashes. The second ad is also found in the Lucky magazine, which means it also mostly targets young teens and women. The mascara in this particular ad is made by Revlon which is a very popular brand of make-up. This company took a very smart approach by getting a celebrity model to endorse this product which is a very beneficial thing. The colors in this ad are more laid back compared to the Rimmel London ad. The use of all black and then making just around the eyes a little lighter automatically draws your attention not just to the model but to her eyes. The words are in white and a very pretty aqua color. These colors stand out very well on the black background. By closing the eyes I believe it shows how long the lashes look. The words are on the top and on the bottom of the page. In my opinion, the reasoning behind this is so that if you start at the top of the page you will read down to the bottom of the page. The mascara top is out of the bottle and shows quality of the brush and just how thick it is and by doing this, Revlon is trying to visually convince the consumer that with this thicker brush, the more luscious your eyelashes can become. After looking at all of the aspects of these two ads, they have a lot of similarities. The first main similarity is that they both came from the magazine Lucky. By putting these ads in the same magazine, these two mascara providers are competing with each other for the teenage and young woman market. On both of the ads the mascaras are in very pretty colors. Although the colors are different they both stand out and make the mascara unique. Keywords of these ads are very alike. All of the very important words are in all caps, big, white, and very noticeable. The layouts of these two ads are almost just alike. Both of the ads have the model in the very middle of the page which is where usually all the main focus of the reader goes. Both of the mascaras are on the bottom right corner of the page which goes well because after the reader has seen this beautiful woman and what this mascara has done for her, the reader looks to the bottom to see just exactly what the mascaras name and appearance is. Even with many similarities, there are still some differences between these two ads. The brands of the mascaras are different, one is Rimmel and the other is Revlon. The use of color is very different in these two ads; Rimmel London used black and electric green where Revlon used black and aqua. In the Rimmel ad the colors are very bright and vibrant colors, while the Revlon ad is very dark and dull. Although the keywords are alike they are very different too. In the Rimmel ad the words are in all caps, no matter how big they are they are still in caps. Some words in the Revlon ad are all caps but then the words that are small are in regular font. After comparing and contrasting these two very marketable mascaras, it is very difficult to pick which one is the clear cut winner. Many people have different styles, so maybe the black and electric green appeals to half of the readers where the black and aqua mascara appeals to the other half. Both of these companies did a very good job in putting their advertisement out there and making their product very attractive and marketable. These companies have been around a long time and know what they’re doing. If that means coming up with competitive ads week in and week out, they’re willing to do whatever it takes to be the top mascara provider in the world.

CS Coursework Example | Topics and Well Written Essays - 500 words

CS - Coursework Example Chapter 1 of Neubauer and Fradella’s book examines the controversy in courts and crime that is brought about by change. The controversy in courts and crime is also atrributable to the extensive attention to law by the media. This extensive media attention on courts and crime has its merits and shortcomings. Neubauer and Fradella argue that, media coverage of fictitous and real trials offers a suggestions that the oucome of decisions in courts is influenced by people’s actions, law as it is-by the books-, and law in controversy (5). This clearly helps illustrate how dynamic courts and the criminal justice system is dynamic. This book offers a substantial argument that, the U.S criminal justice system is heavily dependent on the courts, which, arguably play a pivotal role. Court decisions, actions, and process affect or have important consequences on the other components-the police and corrections personnel-of the criminal justice system (8). Likewise, the actions and operations of the corrections department and law enforcement have important consequences on the judiciary. Despite this obvious i nterdependence of these compononents of the criminal justice system, Neubauer and Fradella, concede and argue that, conflicts and tensions exist. Reading Chapter 1 of America’s Courts and the Criminal Justice System, gives one a sense of how or what it is like to be an actor of the court-a prosecutor, juror, judge or a defense attorney. This makes it easy for a lay man to understand the process and role in brininging a case throught the court system. The approach by the authors of trying to illustrate fictious or dramatical court proceedings, as well as real court proceedings makes it easy for peopele to understand the criminal justice system from a common or popular perspective. Stepping into Chapter 2 of America’s Courts and the Criminal Justice System book helps the readers understand the key elements that define

What requirements Texas Courts impose for someone to be an expert in Research Paper - 1

What requirements Texas Courts impose for someone to be an expert in medical malpractice - Research Paper Example Legal statutes, and laws in America, and to be more precise, in the state of Texas, have continued to change, as some parts of this statutes, have exhibited signs and mannerisms that are not entirely right, as of today. Other parts on the other hand have suffered judicial refining, that has sorted them either demolished, and some being re-structured to come out in a very different approach. As mentioned above, one statute often cited in court rulings meant to deal with the issue of medical malpractice in Texas is that of a two-year statute of limitations. When narrowed down, this is translated that, no medical malpractice issue in the state of Texas, may be brought fourth, after a period exceeding two years from the date of completion of treatment (Austin, 2012). For one to rightfully assume the title of an expert in medical malpractice, and in this case, in the state of Texas, it is of utmost importance that the individual follows the basic rules, as per the constitution of America. Many may ask the question, why is this? Primarily, such level of expertise has to be legal, and in accordance with the law. Any act that done contrary to the law, is consequently punishable in a court of law, and with this, there would not be any consideration of one being an expert, while behind bars. The Texas legislature in the year 1977 passed a well-debated and conclusively deliberated act that provided for victims medical liability as well as insurance. This statute put up with the main intention to offer subsequent response in occasion of a needy situation, to a particular case perceived with crisis in medical malpractice, was just what the public needed. The article of law that ruled over such scenarios brought with it pre-suit notification to the particular parties involved, professional reports that came by early, in the litigation process, as well as what would be

Ethics of Biological Warfare Essay Example | Topics and Well Written Essays - 1000 words

Ethics of Biological Warfare - Essay Example Contemporary wars are characterized by the use of biochemical and nuclear weapons rather than manual force. Thus, contemporary wars have erupted on all levels ranging from domestic to international. The increase of knowledge in such fields as nuclear physics, chemistry, biology and radiology has generated a fear among the scientists about the potential of the modified pathogens to comprise overwhelming agents for the warfare. This paper briefly discusses the history of warfare and the ethics of science’s role in the advancement of modern warfare in general and the chemical, Biological, Radiological, and Nuclear (CBRN) warfare in particular. The evolution of all sorts of weaponry can fundamentally be attributed to the dual-use dilemma. Researchers may not be intending to develop something potentially harmful, yet they assume great tendency to do so while experimenting with noble intentions. A research done in 2001 demonstrates the dual-use dilemma. In this research, the researc hers’ efforts were directed at creating a contraceptive vaccine for the pest control, but on their way, researchers ended up developing a bioweapon. Australian researchers hypothesized that introducing a gene that creates large amounts of interleukin-4 (IL-4) into mice would stimulate antibodies against mouse eggs and render the animals infertile†¦The scientists chose a benign mousepox virus†¦[that] killed all of the mice in the study. IL-4 suppressed the immune system, making it unable to fight the mousepox virus. With no defensive launched by the immune system the virus was 100 percent lethal. The virus was significantly lethal even in mice vaccinated against this particular strain of mousepox. (Nowak cited in Reyes). The same technique can be used for the humans since the human smallpox is equivalent to the virus of the mousepox. Before getting their research report published, the Australian researchers seeked guidance from Australia’s Department of Defenc e regarding their proceedings. Jackson, one of the researchers said, â€Å"We wanted to warn the general population that this potentially dangerous technology is available. We wanted to make it clear to the scientific community that they should be careful, that it is not too difficult to create severe organisms† (Jackson cited in Nowak). This also speaks of the fact that many techniques have been brought to the attention of the concerned parties by the scientists with the positive intention of warning them against such experiments. It is hard to justify the development of nuclear weaponry by any standard of ethics until one country developed it for the first time. In the current circumstances, its development is inevitable given some countries that possess nuclear weapons can not be allowed to rule the world just because other countries don’t have them. Countries need nuclear weapons not because they want to attack others, but because they need to be sufficient in thei r self-defense. A nuclear war does not make anyone succeed as long as both the countries are in possession of the nuclear weapons. Even if not suddenly, many abnormalities show up eventually. Citizens of Heroshema and Nagasaki have retained the effects of nuclear war in their genes and many have thus lost the tendency to give birth to normal children. International treaties to outlaw the biological weapons have surfaced from time to time first in 1925 and then

Technology and Business Essay Example | Topics and Well Written Essays - 1000 words

Technology and Business - Essay Example Moreover, the corporation is also taking into account the possibility of offering free internet access with food purchases. (Mullins 2001, p.120) In addition to this, the company is introducing BT Openzone WiFi hotspots into 561 drive-thru stores, fixed-line internet terminals from Datavision, and adapted web- based games for children. According to the organization, the drive-thru and service station restaurants are extremely popular with their business customers on the move. On the other hand, the hotspots allows the businessmen to check their mail, access the internet and download presentations while having something to eat and drink.(Mullins 2001, p.78) The introduction of wireless office environment that uses Symbol access points and 128-bit security encryption to improve hot-desking facilities for workers moving from site to site has slashed support costs as the organization doesn't have to spend 20 minutes reconfiguring laptops to the office environment. ( Davis 1998, p.105) The introduction of queue-busting wireless ordering devices into 500 restaurants is also paying dividends in that it has minimized customers queuing times, increase drive-thru sales by five per cent thus 82 per cent of the customers believe that it has improved. (Thompson 2002, p. 95) Outsourcing and automating Mc Donald... (Greenberg 2003, p. 130) The implementation of wireless network by the replacement of laptops and mobile phones of 225 managers to XDA smart phones has enabled the organization to integrate devices and business processes to make better use of its restaurant and office-based wireless networks. (Thompson 2002, p. 98) Moreover, by implementing the strategy of revenue sharing partnerships and advertising deals with its internet service providers and equipment providers, Mc Mc Donald is also evaluating chip- and-PIN payment cards readers for its UK branch network. (Mullins 2001, p. 65) Donald's results have been encouraging since they have nine percent customers using payment cards. (Davis 1997, p. 115) By using ADSL broadband connections to authorize transactions, McDonald's has been able to decrease the time to process card expenditure from thirty seconds to just four. (Greenberg 2003, p. 95) Impact of technology on Communication Photography has evolved from the darkroom to the computer lab, thus most photojournalists use digital camera instead of film. This makes photo editing programs such as Photoshop a must in the industry. On the other hand, abuse of technology has resulted in some manipulated and faked images being passed off by the media as truth. (Davis 1997, p.95) Impact of technology on Change management This has enabled organizations to acquire the right steps to appreciate, anticipate, and embrace corporate change through attacking the accessible employee mindset, harnessing incentive, and shaping behaviour. (Mullins 20001, p.88) Impact of technology on Network Mc Donald's U.S. received a supplier of the year's award that had an impact on the McDonald's System,

The combaination between delphi and scenario methods in future studies Literature review

The combaination between delphi and scenario methods in future studies - Literature review Example In doing this therefore a variety of models are used. Two basic models are used on which this discussion is going to be based on: the Delphi technique and scenario planning. The Delphi technique and scenario planning The Delphi technique is a kind of survey that makes use of the intuitive knowledge of experts in a given field. This technique is therefore flexible and provides a wide range of both qualitative and quantitative results which are important for planning. The technique involves rounds of surveys in which experts are asked questions concerning a given topic. Their varied opinions are then analysed and extremes are generated. The experts with these extreme opinions are asked to explain the reasons as to why they settled for the opinions (Armstrong, 2001, pp. 127-129). The rounds continue in this manner until a consensus is achieved. Feedback is very important in the whole process which must take place at the end of each round. Scenario planning on the other hand has also rec eived a lot of attention from scholars with very little consensus on the exact meaning of the term. Cutting across the major definitions of scholars it is possible to say that scenario planning is seen as a strategic management tool that is used to describe sets of future environmental conditions which are uncertain and upon which decisions have to be made to address them. However there is a strong agreement among scholars that scenario planning is not a prediction but rather a tool that makes visible the large scale forces that are usually uncertain due to the ever changing nature of the world so that a planner can recognize them and act on them on the verge that they do happen (Lindgren & Bandhold, 2003). Combining the Delphi technique and Scenario planning It is of great importance that before combining the techniques a thorough understanding of the various design approaches is made of both techniques to find out how the Delphi technique can fit into the approach used by the scen ario planning method. The scenario planning method has various approaches and this is because of the various schools of thought that are in existence. The technique actually involves a number of approaches each with stages that range between six and ten. There are three approaches that have been used widely and these are: the intuitive logic, trend impact and cross impact approaches. However later on, the last two approaches were combined by Bradfield et. al (2005) into one method called the probalistic approach and introduced the la prospective school as the third school in scenario planning (Bradfield, 2005, pp. 795-812). A closer examination of these approaches reveals they have varied stages that could be seen to serve the various interests of the authors with very little consensus on what should be the common approach. Each of these approaches is seen to work in the same manner with the other though there exist slight variations. Nowack, Endrikat & Guenther (2011: 1606) in thei r research identify one generic approach that cuts across all the three schools and which was built on the generic foresight approach proposed by Bishop et. al. The approach is divided into six stages for it to be complete and includes two main phases of scenario planning which are: scenario development and scenario transfer. In the first phase the planner sees various states of the future while in

Something to change in our university Essay Example | Topics and Well Written Essays - 750 words

Something to change in our university - Essay Example In this regard, there is a lot that NYIT is doing well to help international students adapt to education in the United States. For instance, NYIT has made orientation a mandatory program for all students, regardless of whether they are native of foreign students. This program is designed to ensure that the students have a smooth transition to the university. The students get to explore the campus and learn about the valuable resources that are available to them. They are also taught about the activities and general campus life that they should expect to experience while studying at NYIT. The orientation programs give them the opportunity to participate in social events, familiarize themselves with the campus environment, and meet other members of the institution. NYIT is also doing well by working in collaboration with other agencies with the aim of helping international students adapt to education in the United States. One such agency is Education USA. This agency is known for assisting international students learn about the educational opportunities available to them in the United States. NYIT ensures that international students meet with their international student advisors upon arrival at their specific campuses. The advisor is very instrumental in helping the students ensure that they have complied with the admission requirements before they are allowed to report to class. Despite all the above, there are a number of services that have been both difficult and unsatisfactory for me and other students I know. For instance, requiring international students to provide a notarized affidavit of support and bank statement to demonstrate their financial ability is somewhat unfair and an infringement of privacy because I believe that a student applies for admission knowing that the ability to pay fees is not in question. This can be improved by simply requiring one to state who shall be responsible for paying their fees. Also, the

Raising the school awarenessof the dangers of social networking to the Research Proposal

Raising the school awarenessof the dangers of social networking to the teenagers - Research Proposal Example Not only that, rampant cases of cyber bullying and other related issues that strike within the emotional and psychological well-being of users. In this paper, I will go into detail of the threats that adolescent users are faced. And it is in the light of purging this threats that I am writing your kind office. I believe that the school is the most basic instrumental and effective institution to counter these imminent dangers to the youth. Of course the education of the teenagers is of prime concern but, moreover, your good office can be the front bearer of furthering this cause by stimulating participation and activism of the parents and of the whole local society to make cyber world a safer place for the future of the youth. Thank you very much for considering and looking over my proposal. I hope this will be a sufficient spark to enable us to act on this matter zealously. Yours Truly, XXXXXXXXX RAISING THE SCHOOLS’ AWARENESS OF THE DANGERS AND THREATS OF SOCIAL NETWORKING TO THE TEENAGERS Prepared For: Prepared By: TABLE OF CONTENTS EXECUTIVE SUMMARY†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.1 INTRODUCTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦2 THE SOCIAL NETWORKING PHENOMENON†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.3 What is Social Networking?..............................................................................................3 Origin and Evolution of Social Networking†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Why is Social Networking so Appealing? †¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 Encouraging Participation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 DANGERS AND RISKS FOR ADOLESCENTS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..6 Cyber Bullying†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.7 Invasion of Privacy and Security†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.7 Too much Information and Identity Theft†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...8 Promoting Anti-Social behavior in the Real World†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.....9 Online Predators†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.10 WHAT THE SCHOOL CAN DO†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..10 Inculcate SNS Awareness in Curriculum†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..10 Get Involved with the Teenagers in SNS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦

Identify and Respond to Children and Young People at Risk of Harm Part 1 Essay Example for Free

Identify and Respond to Children and Young People at Risk of Harm Part 1 Essay CHCCHILD401B – Identify and Respond to Children and Young People at Risk of Harm Assignment 1: Off-the-job assessment You will need to have completed your readings from the OLS and be aware of the reporting procedures in your state/territory to complete the following questions and case studies. 1. Access the website from your state below and state what steps are required for making a report as a mandatory reporter.(copying and pasting from these sites is not appropriate and may result in a â€Å"Not Competent† result) Remember the following Protective Concerns Are: You are concerned about a child because you have: †¢ A child has disclosed (informed you) that they have been harmed or neglected. †¢ observed the child and seen indications that they are being abused or neglected. †¢ You have been made aware of possible indications of harm due to your involvement within the community outside of your professional role. At all times remember to: †¢always record any of your observations no information is irrelevant †¢ follow appropriate protocols of your centre and also child protection. †¢ consult notes and records †¢ inform and work with other workers that may need to know †¢ inform and work with other agencies if need be. 1. Step One Responding to Concerns  · If concerns are for a child that you believe is in significant risk of harm then you would refer to step four.  · If you believe that a family should be referred to child First then you go to step three  · In all other situations you go to step two 2. Step Two Forming a Belief on Reasonable Grounds  · Think about the level of danger the child may be involved in Is your belief informed that the child is at risk or is in significant danger think yes or no?  · Do you doubt the ability of the parents care toward the child or protection of the child yes or no?  · If yes for the questions you go to step four  · If you have concerns for the child or family refer them to child first if not in significant danger. 3. Step Three Making Referral to Child First  · Contact the local provider for Child First.  · Contact list is usually on department of human services website.  · Have notes with observations of the child and details about the family. 4. Step Four Make a report to Child Protection  · Call your local child protection provider immediately this is usually found on the department of human services website  · For after hours child protection emergency call the emergency line  · Have notes, observations of the child along with details of the family ready with you. Non mandated staff members that believe on â€Å"reasonable grounds† that a child is in dire need of protection are able to report concerns to child protection. 2. Where would you find information on how your service responds to Child Protection Issues? If unsure you can always ask your room leader or centre director to point you in the right direction. You will always find how your service acts and responds to child protection issues within the service policies and procedures and code of ethics. The overall regulations of how the service should respond will be found within the national regulations which is a set of guidelines for services and how they should be run. 3. 3. List the legislative acts that govern Child Protection Services in your state/territory. My state is Victoria and the legislative acts that are in my state are the following Principal Acts:  · Children, Youth and Families Act 2005 (as amended 2011) Other relevant Acts:  · Working with Children Act  · Child Wellbeing and Safety Act 2005  · The Charter of Human Rights and Responsibilities Act 2006  · Family Law Act 1975

Symbolism Iconography

Symbolism Iconography The use of symbols and icons predates human spoken and written languages. In his book, Understanding Comics: The Invisible Art, Scott McCloud (1993) defines an icon as any image used to represent a person, place, thing, or idea. While a symbol is an image we use to represent concepts, ideas, and philosophies (p. 27).   He also defines Icons of the practical realm as icons of language, science, and communication (McCloud, 1993, p. 27). Each of these types of icons have varying degrees of meanings. A representational icons meaning is fluid and varies depending on the degree of realism. The second being non-pictorial icons, or as Scott McCloud calls them icons of the practical realm have a fixed and absolute meaning. Simply, their meaning does not change with their appearance such examples include the peace sign or the number 5. Finally, there are completely abstract icons. The most common being words. Words do not represent a pictorial meaning at all. Icons that have a fixed or absolute meaning are icons of the practical realm as McCloud states. These are such things as letters (A), numbers (5), punctuation (!), music notes (à ¢Ã¢â€ž ¢Ã‚ ª), and mathematical symbols like pi (à Ã¢â€š ¬). No matter how one writes or represents this icon the meaning stays the same. To visit the beginning, one would have to go back to 3300 BCE. This is the believed to be the beginning of Egyptian hieroglyphs (history-world.org, 2007). Many people believe that hieroglyphs are representational icons, in that they represent what they depict. This is not the case as it has been discovered that hieroglyphs are interpreted as sounds, much like our alphabet. For example, three birds in a row was not interpreted as birds instead it was interpreted as the sound baà ­u (McCloud, 1993, p. 12). Most of us have been taught the alphabet in grade school and that each letter represents at least one sound. No matter how one writes or types a letter, its meaning do es not change. For example, you can still read this sentence even though every word is in a different font. Some types of these icons have become pretty much universal with the advent of the digital world. Much like every word in this research paper they are completely abstract. None of these words visually represent what they mean. For example, if you read the word cat it does not represent the furry four-legged pets we know and love. A representational icons meaning is fluid and varies depending on the degree of realism. The best example, and the one Scott McCloud utilizes, is the human face (See visual example on the next page). In this example a photograph would be an icon that most represents real life. The next step down would be a realistic drawing of that face. There are many things that set these apart from actual faces Theyre smaller, flatter, less detailed, they dont move. They lack color but as pictorial icons go, they are pretty realistic (McCloud, 1993, p. 28). The third step is more abstract and looks close to the style found in most adventure comics. Continuing to simplify it we get to a face made from just lines and shapes, it looks more like a cartoon. Finally, we have a circle with two dots for eyes and a line for a mouth. The advantage to stripping down the realism is the universality of the imagery. The simpler it is the more people it could describe. Using the previous example, the picture can only describe one person while the realistic drawing could describe a few. The adventure style may represent thousands of people while the cartoon version could describe millions of people. Finally, the two dots and the line within a circle represents nearly all people. This graphic represents many gradients from complex to simple, realistic to iconic, objective to subjective, and specific to universal (McCloud, 1993, p. 46). However, this is just one side of an entire spectrum. McCloud (1993) states that the pictorial side is the received side where we need no formal education to get the message. The message is instantaneous (p. 49). The other side is perceived, as the spectrum becomes even more abstract it crosses from the representational icon to the completely abstract icon. This writing being perceived information. It takes time and specialized knowledge to decode abstract symbols of language (McCloud, 1993, p. 49). This creates an entire spectrum shown on the next page. McCloud (1993) states that when pictures are more abstracted from reality, they require greater levels of perception, more like words. When words are bolder, more direct, they require lower levels of perception and are received faster, more like pictures (p. 49). In his book, How to Design Logos, Symbols Icons, Gregory Thomas (2000) says that the oldest ideograph symbols are the circle, cross, triangle, and the square (p. 9-10). Circles were used to signify the endlessness of the universe, eternity, or God. These symbols were found on pre-Columbian caves. Open circles may represent openings such as eyes or a mouth. One with a dot in the center may represent the sun and this has been used in every cultural sphere on earth before inter-civilization communication (Thomas, 2000, p. 9). The cross predates Christianity and was one of the earliest signs traced back to the Neolithic Age. Now commonly used to signify Christianity. The triangle was symbolic due to its three even sides, used to define a multiple of triads such as birth, life and death or body, soul, and spirit (Thomas, 2000, p. 9-10). Opposite the circle, the square signifies matter, earth, restraint, solidarity, order, and safety (Thomas, 2000, p. 10). Present day a few people have come together to create standards. Seeing that everyone is now connected through the internet and many people travel throughout the world a need for a standard for symbols and signs arose. Out of this need the International Organization for Standardization (ISO) was created. Its main goal is to raise public awareness of ISO graphical symbols which transmit safety messages and other important information without creating language barriers (International Organization for Standardization, 2013). With this standardization, an individual would be able to travel anywhere, even where one may not know the language, and they would still be able to understand basic signs like no smoking, parking, or restroom. With the advent of the digital era there was need for more standardization. This first came in the form of the American Standard Code for Information Interexchange (ASCII) which is a standard that assigns letters, numbers, and other characters within the 256 slots available in 8-bit code (Computer Hope, n.d.). Slots 0-31 were non-printable codes, 32-127 are considered Lower ASCII and this contains the older American systems. Then there is the Higher ASCII, codes 128-255 which is programable and is based on the language of your operating system, the program currently being used, or for foreign letters (Computer Hope, n.d.). As one may have guessed this system became very limiting very fast as the internet became an international tool and this system only has 256 character slots. Thus, a new system was established. This new system is the Unicode Standard developed by the Unicode Consortium (unicode.org, 2015). The earliest updated version was released June of 2016, Unicode 9.0 sports a total of 1,114,112 code points (the same as a slot in ASCII) with only 267,819 code points being used (BabelStone, 2016). This gives more than enough room to accommodate language variances including a multitude of oriental symbols and everyones favorite: the emoji. First, a quick clarification on the difference between emojis and emoticons. Emojis are images and symbols that are rendered on the device, for example à °Ã… ¸Ã¢â€ž ¢Ã¢â‚¬Å¡, while emoticons are simple expressions and faces created with standard keyboard characters for example :-). Originating in Japan, emojis were developed in 1999 by Shigetaka Kurita, an employee of NTT DoCoMo. They were the biggest mobile-phone operator in Japan and were under increasing pressure to support a new obsession among the Japanese people, with images. Mr. Kurita, also known as Mr. Emoji, realized that digital communication robbed people of the ability to communicate emotion (Schenker, 2016). The name emoji originated from picture (e) and character (moji). This then became a part of the Shift JIS Japanese character encoding scheme. It wasnt until Apple incorporated the emoji that it became globally popular. However, in 2007 they incorporated an emoji keyboard into their mobile operating system (iOS) to be able to sell iPhones to Japanese customers, but hid this feature on iPhones sold everywhere else. People outside of Japan soon discovered this and they found that they could unlock the emoji keyboard by downloading a Japanese language app, and emojis spread like wildfire (Schenker, 2016). It wasnt until 2011 that Apple officially supported emojis internationally with the release of iOS 5. To make this trend a reality emoji character sets were incorporated into Unicode in 2010. Therefore, no matter what operating system is sending or receiving an emoji everyone can still view them because of the great standardization in digital communication. With a clear definition of emojis versus emoticons one may wonder what the father of the emoticon thinks about emojis. In an interview with the UKs Independent, Scott Fahlman, the Carnegie Mellon University professor who invented the emoticon, said I think they are ugly, and they ruin the challenge of trying to come up with a clever way to express emotions using standard keyboard characters. But perhaps thats just because I invented the other kind (Bignell, 2012). Today we have 1,851 different emojis and they have become more multi-cultural, racially diverse, and gender diverse. As a relatively recent development it has already come a far way and has a bright future ahead of it. While words are abstract icons, the recent revolution of emojis brings rise to the use of a unified standard for non-representational icons. Icons demand our participation to make them work. There is no life [in an icon] except that which you give to it. Its been over [forty-four] years since McLuhan first observed that people à ¢Ã¢â€š ¬Ã‚ ¦ didnt want goals so much as they wanted roles! And thats what visual iconography is all about (McCloud, 1993, p. 59). BabelStone. (2016, June 22). How many Unicode charachters are there? Retrieved from babelstone.co.uk: http://www.babelstone.co.uk/Unicode/HowMany.html Bignell, P. (2012, September 8). Happy 30th birthday emoticon! :-}. Retrieved from Independant.co.uk: http://www.independent.co.uk/life-style/gadgets-and-tech/news/happy-30th-birthday-emoticon-8120158.html Computer Hope. (n.d.). computerhope.com. Retrieved from ASCII: http://www.computerhope.com/jargon/a/ascii.htm history-world.org. (2007, January). An Explanation of Hieroglyphics. Retrieved from International World History Project: http://history-world.org/hieroglyphics.htm International Organization for Standardization. (2013, January). The international language of ISO graphical symbols. Retrieved from iso.org: https://www.iso.org/files/live/sites/isoorg/files/archive/pdf/en/graphical-symbols_booklet.pdf McCloud, S. (1993). Understanding Comics: The Invisible Art. New York: HarperCollins Publishers. Schenker, M. (2016, October 11). The suprising history of emojis. Retrieved from webdesignerdepot.com: http://www.webdesignerdepot.com/2016/10/the-surprising-history-of-emojis/ Thomas, G. (2000). How to Design, Logos, Symbols Icons. Cincinnati: How Design Books. unicode.org. (2015, December 1). What is Unicode? Retrieved from unicode.org: http://unicode.org/standard/WhatIsUnicode.html

A Student According to Ted Kooser Essay -- poem analysis and review

Ted Kooser’s poem â€Å"Student† underlines how the life of a student truly is. As we were discussing our insights of the poem â€Å"Student† by Ted Kooser, Omar Mejia mentioned how he found a comparison with a turtle in the poem. I have imagined a baby turtle and their journey when is born and running trying to reach the sea. Imagine the life of a turtle that their life starts in the sand and after its journey to their future begins. Somehow I agree with this idea. As I imagined the complicate and hard life that a sea turtle must have I also recall how the life of a student could be as hard and complicate. Sometimes the life of a student can be complicated, busy, confusing, struggling, happy, sad, depressing, demanding and joyful and so on and so forth. The life of a student is a life full of responsibilities Kooser first mentions the best friend of a student â€Å"The green shell of his backpack†(Line 1). A backpack that will accompany the student during most of the studying time in which a student will carry their books, notes maybe a computer. As of me I have my backpack most of the time at s...

Pro-Life or Pro-Choice: Abortion Analyzed Through the Sociological Le

Throughout the course of history, many sociological issues have become relevant throughout Canada. These issues and their effects on society are part of the reason in which things are they way they are today. This research essay examines one of the most controversial sociological issues in all of history: abortion. To begin, a brief history of abortion in Canada is provided. From there, it discusses and analyzes the many laws or lack thereof regarding abortion in Canada. By analyzing the laws and legislation that has been put in place by Canadian government, it is easy to see how people can assume different positions on this topic. Throughout the first section, it also discusses women’s rights regarding birth and their bodies. Secondly, this research essay takes a look at the stigma surrounding abortion and how that has evolved over the years. By examining the way in which people view abortion, it is easier to understand this controversy and why this is such an issue in Canadi an society today. As well, we are able to examine the factors that cause such a stigma to still be present, such as religion. The next section discusses the services and programs that are available within Canada for Canadian women. These services could not only represent a bias in the healthcare community but also display a correlation between the distances of women from abortion clinics to the amount of abortions per year. Next, this essay examines the political discourse surrounding abortion and the multiple attempts that have been made to change the abortion laws in Canada. Finally, one of the most important sections of this essay discusses the major impact that abortion and abortion conflicts have on society. By viewing this issue through the sociological... ...y of chicago press, 2011, 354 p. Canadian Review of Sociology/Revue Canadienne De Sociologie 50 (1): 116-20. Plumb, Alison. 2013. Research note: A comparison of free vote patterns in westminster-style parliaments. Commonwealth & Comparative Politics 51 (2) (April 2013): 254-66. Saurette, Paul, and Kelly Gordon. 2013. Arguing abortion: The new anti-abortion discourse in canada. Canadian Journal of Political Science 46 (1): 157-85. Sethna, Christabelle, and Marion Doull. 2013. Spatial disparities and travel to freestanding abortion clinics in canada. Vol. 38Elsevier. Shaw, Jessica, Tanya Basok, Jeffrey Noonan, Suzan Ilcan, Nicol A. Noel. 2013. Full-spectrum reproductive justice: The affinity of abortion rights and birth activism. Studies in Social Justice 7 (1): 201. Wright, Mills , Charles. Oxford University Press. The Sociological Imagination. 1959

Sir Isaac Newton Essay examples -- Biography Accomplishments of Isaac

Why do things fall when we drop them? How come we do not float as we would on the moon? Where do the colors of a rainbow come from? How long would it take to drive across Colorado if you are constantly changing speeds? All of these questions can now be answered, largely impart because of the great English philosopher, Sir Isaac Newton. In a time where religion was at war with science, Isaac Newton opened up people's minds to theories and reason. Isaac Newton was to be the starburst of the Enlightenment. He became the foundation of enlightened thought. It was the 17th century, the time of the Scientific Revolution. Many brilliant men contributed to this time, but it was Newton who solidified their thoughts and theories (Margaret, 10). Isaac Newton is one of the most influential people in the world. He not only invented so many new concepts and ideas, but he brought an understanding of the universe that we live in to people across the world. Isaac Newton not only c hanged the world with the invention of calculus, but also with his theory of light and color, and his invention of physical science and the law of universal gravitation (Margaret, 11). To begin with, Isaac Newton laid down the foundations for differential and integral calculus. It all began when Newton was enrolled at Cambridge College, the University that helped him along in his studies. Here, he began reading what ever he could find, especially if it had something to do with mathematics. He read books on geometry by Descartes, algebra books by John Wallis, and eventually developed the binomial theorem which was a shortcut in multiplying binomials (Margaret, 46). Newton was 22 at this time and he was already going beyond other people's thinking.... ...e began by mastering mathematics. He developed calculus in order for him to find the rate of change of objects. He learned about light and colors, which lead to his invention of the refracting telescope. He was the man that finally built a model of astronomy and physics and in doing so, brought together the work of Kepler and Galileo and of course his own findings on gravity (Margaret, 90). Newton was the first scientist ever to be honored with a knighthood for his work (Christianson, 138). Newton saw far, farther than anyone else at this time. He changed the world, and opened people's eyes. Work Cited Anderson, Margaret. Isaac Newton: The Greatest Scientist of All Time. Berkeley Heights, New Jersey: Enslow Publishers; Revised edition, 2008. Christianson, Gale. Isaac Newton: And the Scientific Revolution. New York: Oxford University Press, 1996.

Plot Summary I Know Why the Caged Bird Sings

I Know Why the Caged Bird Sings follows Marguerite's (called â€Å"My† or â€Å"Maya† by her brother) life from the age of three to seventeen and the struggles she faces – particularly with racism – in the Southern United States. Abandoned by their parents, Maya and her older brother Bailey are sent to live with their paternal grandmother (Momma) and crippled uncle (Uncle Willie) in Stamps, Arkansas. Maya and Bailey are haunted by their parents' abandonment throughout the book – they travel alone and are labeled like baggage. [20] The community of Stamps, Arkansas, is the setting for most of the book. Many of the problems Maya encounters in her childhood stem from the overt racism of her white neighbors. Although Momma is relatively wealthy because she owns the general store at the heart of Stamps' Black community, the white children of their town hassle Maya's family relentlessly. One of these â€Å"powhitetrash† girls, for example, reveals her pubic hair to Momma in a humiliating incident. Early in the book, Momma hides Uncle Willie in a vegetable bin to protect him from Ku Klux Klan raiders. Maya has to endure the insult of her name being changed to Mary by a racist employer. A white speaker at her eighth grade graduation ceremony disparages the Black audience by suggesting that they have limited job opportunities. A white dentist refuses to treat Maya's rotting tooth, even when Momma reminds him that she had loaned him money during the Depression. The Black community of Stamps enjoys a moment of racial victory when they listen to the radio broadcast of Joe Louis's championship fight, but generally they feel the heavy weight of racist oppressions. A turning point in the book occurs when Maya and Bailey's father unexpectedly appears in Stamps. He takes the two children with him when he departs, but leaves them with their mother in St. Louis, Missouri. Eight-year-old Maya is sexually abused and raped by her mother's boyfriend, Mr. Freeman. He is found guilty during the trial, but escapes jail time and is murdered, probably by Maya's uncles. Maya feels guilty and withdraws from everyone but her brother. Even after returning to Stamps, Maya remains reclusive and nearly mute until she meets Mrs. Bertha Flowers, â€Å"the aristocrat of Black Stamps†,[21] who supplies her with books to encourage her love of reading. This coaxes Maya out of her shell. Later, Momma decides to send her grandchildren to their mother in San Francisco, California, to protect them from the dangers of racism in Stamps. Maya attends George Washington High School and studies dance and drama on a scholarship at the California Labor School. Before graduating, she becomes the first Black female streetcar conductor in San Francisco. While still in high school, Maya visits her father in southern California one summer, and has some experiences pivotal to her development. She drives a car for the first time when she must transport her intoxicated father home from an excursion to Mexico. She experiences homelessness for a short time after a fight with her father's girlfriend. During Maya's final year of high school, she worries that she might be a lesbian (which she equates with being a hermaphrodite), and initiates sexual intercourse with a teenage boy. She becomes pregnant, and on the advice of her brother, she hides from her family until her eighth month of pregnancy in order to graduate from high school. Maya gives birth at the end of the book and begins her journey to adulthood by accepting her role as mother to her newborn son. ird sings

Differentiated Instruction Essay

â€Å"What Is a Differentiated Classroom?† is the title of the first chapter of our course text. Below the title is a quote from Seymour Sarason’s â€Å"The Predictable Failure of Educational Reform.† The quote states: â€Å"A different way to learn is what the kids are calling for †¦.All of them are talking about how our one-size-fits-all delivery system – which mandates that everyone learn the same thing at the same time, no matter what their individual needs – has failed them. This is a powerful statement and one that admittedly paints an accurate picture of much of my teaching style coming into this course – â€Å"a one-size-fits-all delivery system.† My initial reaction to the opening statement was a bit defensive and off-putting. As I continued to read, I was momentarily validated when shortly afterwards I read that teacher’s often ask the question â€Å"How can I possibly divide time, resources and myself so that I am an effective catalyst for maximizing talent in all my students?† There are seemingly just too many needs and variables to reach the masses in a classroom. Teach to the middle seems to be a logical strategy. If we assume the 80-20 rule, we can reach 80% of the students fairly effectively with this methodology. Of the remaining 20 %, some portion of them should be able to glean part of the information. To be sure, I am available and encouraging of questions to assist in understanding. Additionally, I may grade an individual’s work with some reasonable variance. But other than some on-the-fly adjustments I may make to assignments as I see need that is the extent of my differentiation in the classroom. SEEMS reasonable enough! Or should I say SEEMED reasonable enough!! The remainder of chapter one promptly provided a stern but inspirational slap-in-the-face. It offered a quick but stark contrast to my seemingly logical method of operation. A few of the â€Å"differentiation† concepts highlighted which served as motivation a prompted further reading: †¢Teachers begin where students are, not from the start of a curriculum guide †¢Teachers must be ready to engage students in instruction through different modalities, by appealing to differing interests, and by using varied rates of instruction along with varied degrees of complexity †¢Teachers provide specific ways for each individual to learn as deeply as possible and as quickly as possible, without assuming one student’s road map for learning is identical to anyone else’s. †¢Teachers begin with a clear and solid sense of what constitutes powerful curriculum and engaging instruction. Then they ask what it will take to modify that instruction so that each learner comes away with understandings and skills. †¢It is difficult to achieve a differentiated classroom because there are few examples of them. (Tomlinson, 1999) With these thoughts as an introduction and tapping into my drive for continual improvement the stage was set for the course. Moving forward, I see in retrospect, what chapter one did for peeking my interest in differentiated instruction I believe the rest of the book, the course workbook and the course itself did for laying the foundation towards true implementation. The following are four lesson plans I have developed to begin the process of differentiating lessons for my students. The differentiated concepts utilized are Entry Points, Problem Solving, Sternberg’s 3 Intelligences and Extension Menu’s. These lessons, while unique in their methodologies, all reflect the underlying assumption of Differentiated Instruction (DI). And that assumption, as reflected in a graphic organizer in our course workbook, is that †¦.Differentiation is a response to the learner’s needs using learning profiles, interests and readiness in content, process and product. The first lesson constructed utilizes Howard Gardner’s â€Å"Entry Points† strategy. This lesson is designed to account for the various learning profiles of student’s and is based off of Gardner’s Multiple Intelligences theory. The major tenet of MI theory is that people learn, represent, and utilize knowledge in many different ways. These differences challenge an educational system which assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to educate and test student learning. According  to Gardner, â€Å"the broad spectrum of students–and perhaps the society as a whole–would be better served if disciplines could be presented in a number of way s and learning could be accessed through a variety of means.† The Multiple Intelligences postulated in this theory are: †¢Linguistic Intelligence –The capacity to use oral and/or written words effectively. †¢Logical-Mathematical Intelligence –the ability to effectively use numbers and to reason. †¢Spatial Intelligence –the capacity to accurately perceive the visual/spatial world and create internal mental images. †¢Bodily-Kinesthetic Intelligence –the ability to skillfully move one’s body and to move and manipulate objects. †¢Musical Intelligence –a sensitivity to and grasp of the elements of music. †¢Interpersonal Intelligence –the capacity to perceive and distinguish moods, intentions, and feelings of others. and using simulations to learn about events, feelings and alternative strategies for behaving. †¢Intrapersonal Intelligence –the ability to know one’s self and act on the basis of that knowledge. †¢Naturalistic intelligence – the ability to recognize and classify plants, animals, and minerals including a mastery of taxonomies. (The Theory of Multiple Intelligences) Stemming from the MI theory is Gardner’s â€Å"Entry Point† strategy for education. According to this strategy, Gardner proposes student exploration of a given topic through as many as five avenues: Narrational (presenting a story), Logical-Quantitative (using numbers or deduction), Foundational (examining philosophy and vocabulary), Aesthetic (focusing on sensory features), and Experiential (hands-on). (Grants and Research Office) In utilizing the Entry Point strategy in the first lesson plan, students will explore and be introduced to the world of â€Å"new products and services through invention, innovation and discovery† via four of the five entry points listed: Narrational, Logical-Quantitative, Foundational and Aesthetic. The fifth entry point, Experiential, is included in the unit lesson and will be used as a summative experience. The differentiated design of this lesson taps into the multiple learning styles of students through a variety of processes. Teaching Strategies Entry Point Strategies for subject â€Å"New Products†: †¢Narrative: Students browse the internet searching for new products which have recently been introduced to the consumer. Student’s compile a list of their findings as they progress. †¢Logical/Mathmatic: Students gather statistics regarding the sales of a product over the products life cycle. Student’s then incorporate that statistical data into a graph via excel †¢Aesthetic: Students create a collage of new products along with the demographic who would utilize the product †¢Foundational: Entrepreneurship: Students view three of a possible five video clips on the role of Inventors/Innovators/Entrepreneurs and their connection to new products. Discussion to follow †¢Experiential: Field Trip to QVC to view new products as they are being displayed, advertised and sold The second of the four differentiated lessons centers on the essential question of â€Å"What is the Six Step Developmental Process?† The differentiated strategy employed in this lesson is based on Sternberg’s Triarchic Theory of Human Intelligence. I looked forward to putting this lesson together as Sternberg’s theory is one that resonates with me. Coming from the business management world, and being new to the vocation of teaching, I find much of my class instruction project based with a real world â€Å"practical† slant.  Additionally, as a manager in business, one is constantly striving to place the correct people in the correct roles within a company. Hiring’s, training, evaluations, promotions, firings, relocations are all a product of a manager’s evaluation of employees strengths, talents, weaknesses and deficiencies. When evaluating and placing individual’s the criteria often looked at are an employee’s analytical, cre ative and practical skills. This theory strikes me as a perfect correlation between educational/intellectual theory and real world application. A brief summary of Dr. Sternberg’s Triarchic Theory of (Successful) Intelligence contends that intelligent behavior arises from a balance between analytical, creative and practical abilities, and that these abilities function collectively to allow individuals to achieve success within particular contexts. Analytical abilities enable the individual to evaluate, analyze, compare and contrast information. Creative abilities generate invention, discovery, and other creative endeavors. Practical abilities tie everything together by allowing individuals to apply what they have learned in the appropriate setting. To be successful in life the individual must make the best use of his or her analytical, creative and practical strengths, while at the same time compensating for weaknesses in any of these areas. This might involve working on improving weak areas to become better adapted to the needs of a particular environment, or choosing to work in an environment that values the individual’s particular strengths (Plucker). As applied to the classroom, it is important to provide students with the opportunity to learn based off of their natural and stronger intellectual ability(ies). Too often, education has tried to fit everyone into the â€Å"Analytical† mold. However, it is to be noted, teachers should also strive to provide the opportunity for students to learn subject material via their weaker intellectual ability as well so as to simultaneously develop intellectual learning abilities as well as a base of knowledge in a particular subject matter. Teaching Strategies Sternberg Based Strategies for lesson – â€Å"Developing New Products – The Six Step Process†: †¢Analytical †¢Identify the Six Step Developmental Process in developing a new product. †¢Choose and research one of the product options given and cite how that product progressed through each of the six step process †¢Write a one page summary on your thoughts of the effectiveness of the Six Step Process in the development of the product you chose. Would you have followed the same process or deviated at any point? State why or why not and if you would have deviated state how and why. †¢Creative †¢Identify the Six Step Developmental Process in developing a new product. †¢Describe a fictional product that you would like to see invented †¢Assume the role of an inventor and take your fictional product through the Six Step Developmental Process. Describe the considerations and possible decisions made at each step. †¢Create a model of your product via a picture or prototype †¢Practical †¢Identify the Six Step Developmental Process in developing a new product. †¢Describe a product you use and find valuable in everyday life †¢ Assume you were the inventor/innovator of the product you described, describe some of the considerations and decisions you believe were made at each step of the Six Step Developmental Process. †¢In a presentation, show and demonstrate the product you have chosen and describe some of the elements of the Six Step Developmental Process you believe were critical in its development. The third of the four lesson plans has as its content the â€Å"Marketing Mix.† The essential questions the students are to acquire answers to and achieve understanding for center around the â€Å"Distribution† component of the Marketing Mix. The DI teaching strategy to be utilized in this lesson is that of â€Å"Problem Based Learning.† As with Sternberg’s Triarchic Theory of Learning this particular strategy also resonates strongly with me. Again, coming from the business world, I see great value in a Problem Based Learning approach. It is very often how business gets done. Answers to problems must be contemplated, researched, solutions designed, implemented, evaluated †¦process repeated. Taking both DI approaches a step further, I see that merging Sternberg’s theory with Problem Based Learning (PBL) is a way of maximizing the PBL approach. A quick summarization of PBL: Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. It is a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with a situation that simulates the kind of problems they are likely to face as future managers in complex organizations. Problem-based learning is student-centered. PBL makes a fundamental shift–from a focus on teaching to a focus on learning. The process is aimed at using the power of authentic problem solving to engage students and enhance their learning and motivation. There are several unique aspects that define the PBL approach: †¢Learning takes place within the contexts of authentic tasks, issues, and problems–that are aligned with real-world concerns. †¢In a PBL course, students and the instructor become co-learners, co-planners, co-producers, and co-evaluators as they design, implement, and continually refine their curricula. †¢The PBL approach is grounded in solid academic research on learning and on  the best practices that promote it. This approach stimulates students to take responsibility for their own learning, since there are few lectures, no structured sequence of assigned readings, and so on. †¢PBL is unique in that it fosters collaboration among students, stresses the development of problem solving skills within the context of professional practice, promotes effective reasoning and self-directed learning, and is aimed at increasing motivation for life-long learning. (Purser) Below is a diagram located from the University of California, Irvine website. I found it succinct and anticipate it to be very helpful as I move forward in the implementation of Problem Based Learning in my classroom. WHAT: HOW? WHY? Student-centered & Experiential Select authentic assignments from the discipline, preferably those that would be relevant and meaningful to student interests. Students are also responsible for locating and evaluating various resources in the field. Relevance is one of the primary student motivators to be a more self-directed learner Inductive Introduce content through the process of problem solving, rather than problem solving after introduction to content. Research indicates that â€Å"deeper† learning takes place when information is introduced within a meaningful context. Builds on/challenges prior learning If the case has some relevance to students, then they are required to call on what they already know or think they know. By focusing on their prior learning, students can test assumptions, prior learning strategies, and facts. The literature suggests that learning takes placewhen there is a conflict between prior learning and new information. Context-specific Choose real or contrived cases and ground the count in the kinds of challenges faced by practitioners in the field. Again, context-specific  information tends to be learned at a deeper level and retained longer. Problems are complex and ambiguous, and require meta-cognition Select actual examples from the â€Å"real life† of the discipline that have no simple answers. Require students to analyze their own problem solving strategies. Requires the ability to use higher order thinking skills such as analysis, synthesis, evaluation, and creation of new knowledge. Creates cognitive conflict Select cases with information that makes simple solutions difficult: while the solution may address one part of a problem, it may create another problem. Challenges prior learning as noted above. The literature suggests that learning takes place when there is a conflict between prior learning and new information. Collaborative & Interdependent Have students work in small groups in order to address the presented case By collaborating, students see other kinds of problem solving strategies used, they discuss the case using their collective information, and they need to take responsibility for their own learning, as well as their classmates’. (Gallow) †¢What are the four components of the â€Å"Marketing Mix† and which component deals with the delivery of a product to the consumer market? †¢What are the three methods of distribution†? †¢How does the method of distribution a company selects impact availability to the consumer? Teaching Strategies â€Å"Problem Based Learning† Strategy for lesson on the Marketing Mix component of â€Å"Distribution†: †¢Problem/Scenario: In pairs, â€Å"Marketing Partners† will determine the best methodology to â€Å"DISTRIBUTE† the product assigned to their â€Å"Marketing Firm.† †¢Problems to solve/Questions to answer: †¢What distribution channels does the competitor use? †¢Create in table form your competitors names, distribution channels and relative success of the competitor †¢What distribution options are viable for your company? †¢Create in table form a list of all possible distribution channels for your product as well as the benefits and drawbacks of each channel †¢In email form, compose a letter to your Director of Marketing defining the three levels of distribution intensity (Intensive, Exclusive and Selective) and indicate which level you recommend utilizing and explain why. †¢Based on the distribution intensity strategy you selected, create a data base (excel or word using tables) of at least 10 stores that may be a good fit to carry your product. Database should include the prospects: name, address, phone number, email and a short list of products carried. †¢Create a â€Å"Marketing Proposal Presentation† to deliver to your co-workers (class) which outlines your proposed distribution plan. The fourth lesson plan created and to be implemented as part of my new-and-improved DI Classroom of the future will utilize the strategy of Extension Menus. This lesson, as with the previous lesson, will have as its content the â€Å"Marketing Mix.† However, the focus and essential questions will center on the concept of â€Å"Promotion.† I see the significance and benefits of extension menus as many. Among the value points of extension menus is that they can be created to meet student needs using all three of the discussed vehicles: Learning Profiles, Interest and Readiness. In researching and then summarizing Extension Menus I have summarized the key elements in bullet form: Definition of Extension Menu An extension menu is an array of independent learning activities to provide students with choices for extending or enriching the essential curriculum. Purposes of Extension Menus †¢Enrich or extend the essential curriculum †¢Challenge the abilities of highly able students †¢Provide alternative activities that address the differing abilities, interests, or learning styles of students Advantages of Extension Menus †¢Can be written for any curriculum area †¢Provide rigorous and challenging learning activities for highly able students †¢May be tiered to accommodate all levels of instruction in the classroom †¢Can be used to target specific learning activities for an individual student or group of students †¢Allow student choice as well as challenge †¢Encourage the development of independent thinkers †¢Allow the teacher to monitor students’ choices and behaviors to learn more about their interests, abilities and learning styles †¢Promote student use of higher level thinking skills †¢ Promote flexible grouping in the classroom †¢Allow the teacher to be a facilitator Varied Uses of Extension Menus †¢Follow-up activity after a lesson †¢Culminating activity at the end of a unit †¢Anchoring activity (defined by Carol Ann Tomlinson as, â€Å"meaningful work done individually and silently especially when children first begin a class or when they finish assigned work †¢Learning center for enrichment and/or extension of the curriculum †¢Independent activity for students who have compacted out of specific curricular objectives or who have completed their work (Byrdseed, 2009-1012) Below is an Extension Menu I came across in my research. It will serve as a model moving forward. I thought it appropriate to include as an illustration of excellence. Tic-Tac-Toe Menu Collect Facts or ideas which are important to you. (Knowledge) Teach A lesson about your topic to our class. Include as least one visual aid. (Synthesis) Draw A diagram, map or picture of your topic. (Application) Judge Two different viewpoints about an issue. Explain your decision. (Evaluation) Photograph Videotape, or film part of your presentation. (Synthesis) Demonstrate Something to show what you have learned. (Application) Graph Some part of your study to show how many or how few. (Analysis) Create An original poem, dance, picture, song, or story. (Synthesis) Dramatize Something to show what you have learned. (Synthesis) Survey Others to learn their opinions about some fact, idea, or feature of your study. (Analysis) Forecast How your topic will change in the next 10 years. (Synthesis) Build A model or diorama to illustrate what you have learned. (Application) Create An original game using the facts you have learned. (Synthesis) Memorize And recite a quote or a short list of facts about your topic. (Knowledge) Write An editorial for the student newspaper or draw an editorial cartoon. (Evaluation) Compare Two things from your study. Look for ways they are alike and different. (Analysis) (schoolloop.com) For my first crack at Extension Menus I am offering a choice between three options. The projects assume a given level of â€Å"Readiness† as they are culminating exercises. â€Å"Interest† and â€Å"Learning Profiles† are tapped into as the choices offered are through the mediums of graphics (brochure), audio recordings (radio announcement-recorded or recited) or writings (public relations article). Additionally, the exercises also tap in Sternberg’s Triarchic Theory by meeting â€Å"Creative† and â€Å"Practical† components. †¢What are the four components of the â€Å"Marketing Mix† and which component deals with making the public aware of a business’ products or services? †¢What are the various methods of â€Å"Promotion†? †¢How do promotional activities influence consumers? Teaching Strategies Extension Menus for lesson on the Marketing Mix component of â€Å"Promotions†: Following unit lesson regarding the â€Å"Promotions† aspect of the Marketing Mix, students will be provided the opportunity to select one of three extension projects to demonstrate their knowledge of the subject. The basic nature of each assignment will vary to allow students the opportunity to select a methodology in which they are more inclined. The students will create either an artistic, written or verbal/kinesthetic product. †¢Extension Menu Project An entertainment group has just booked a three week engagement at your cities convention hall. Your marketing firm is one of two firms being considered to promote this event. You have been tasked to provide a sample marketing piece to win the job. Choose one of the following methodologies and create a â€Å"Promotional† piece for this event. Details of the event will be distributed. †¢Tri-fold Brochure: Using â€Å"Word† or a similar program, create a tri-fold brochure which pictures the entertainment groups major events and as well as various features of their business. †¢Public Relations Article: Using †Word,† create an article publicizing the coming of the entertainment group to your city and generate a â€Å"buzz† that will draw attendance to the various events. †¢Radio Announcement: Using a recording program, create a radio advertisement announcing the coming of the entertainment group to your city and highlight several of the main events. Also promote your station’s on-site appearance at one of the events. OR Write your radio announcements and perform them live for the class. As the saying goes †¦.†If you’re not moving forward – you’re moving backwards!† The challenge for us in this course, through classroom instruction, discussion, exercises, text readings and research, is to move forward in our instruction by way of transitioning from traditional methods of instruction to differentiated methods. I came into the course skeptical. I exit via this LEP project as encouraged and inspired. We talked about starting small and moving towards the greater goal. With these lesson plans and the tools acquired during class/research the foundation of a start have been laid. Works Cited (n.d.). Retrieved July Wednesday, 2012, from schoolloop.com: http://pps-pajaro-ca.schoolloop.com/file/1303568322190/1312697332954/8516106516570643153.pdf Byrdseed, I. (2009-1012). Byrdseed. Retrieved July Wednesday, 2012, from Offer Choice with Extension Menus: http://daretodifferentiate.wikispaces.com/file/view/Extension+Menu+directions+9.1.04.pdf Gallow, D. .. (n.d.). University of California, Irvine. Retrieved July Tuesday, 2012, from Problem-Based Learning Faculty Institute: http://www.pbl.uci.edu/whatispbl.html Grants and Research Office. (n.d.). Retrieved July Monday, 2012, from Applying Research to Practice:

Positive Response Action

Positive Response Action: The ultimate goal of website communication Summary Understanding and knowing the audience is the key to delivering the message to them. The key to harnessing the Internet’s power is to understand all of the people with whom one will communicate with. Every website should have one overriding, generic entity goal to achieve positive response action. Both content and usability can be viewed as as cognitive ? triggers? , gateways to self-gratification and consequent PRA.Every website may be classified into one of three sender motivation categories: individual, strategic stakeholder communication, non-strategic communication. Content of the article Knowing the audience is important in every field and the key to the success, for example in marketing and public relations if you want to sell your product you need to know your customers’ needs and wants, and PR specialists need to know the audience too if they want their message to be delivered in a cam paign or programme. And the key to a successful website is knowing the audence in the same way.If you know the audience you can deliver and present your message and information more efficiently and are more likely to achieve your goals. Positive response action should be the goal of a website otherwise there is no point of the site. Positive response action was defined by six website visitor positive outputs for example the time spent on the website which should tell if the visitor is satisfied but it could be also questioned, because maybe s/he is not satisfied and is spending longer time on the site because s/he can’ find the information s/he wanted.Examples from practice The objective of an individual’s website might simply be so s/he can say they have one: Many individuals and also companies have websites which are often half-finished and don’t contain a message and are just existing in the Internet. A website without a meaning could leave a wrong first impr ession of the company for example and leave the visitor unsatisfied. Graphics take often a massive amounts of memory: I have noticed that due to low-speed Internet many people find it irritating to use the social networking siteMyspace, it takes a lot of time to load the graphics as I have experienced myself and also read from other users’ comments, and many have stopped using the site because of that. „Make sure your website is fast to access and is not slowed down by large images or fancy gadgets†(Chung) : „Myspace is set up so that anyone can customize the layout and colors of their profile page with virtually no restrictions. As Myspace users are usually not skilled web developers, this can cause further problems.Poorly constructed Myspace profiles could potentially freeze up web browsers due to malformed CSS coding, or as a result of users placing many high bandwidth objects such as videos, graphics, and Flash in their profiles (sometimes multiple video s and sound files are automatically played at the same time when a profile loads). †[i] Currently (March 2011) Myspace has an estimated 34 million users compared to Facebook’s 600 million for example, the reason for lower popularity might be the inability to satisfy the users and offer them satisfying experience.Myspace was also named the worst website by PC World in the list of 25 worst websites ever. Dimensions of Customer Value of Website Communication in Business-To-Business Relationships Summary During the last decade, websites have become widely accepted means of communication in business-to-business relationships and their use and importance is increasing constantly. At the same time, internet technologies advance rapidly, increasing customer expectations of website characteristics and possibilities, pressuring companies to actively further invest in their websites.Also to justify the website investments, companies have to design websites that fit to their custom ers’ need. For that they need to understand the value of websites for customers to enable companies to meet customer needs and expectations, direct resources efficiently, predict customer behaviour and achieve sustainable competitive advantage. The study portrays seven dimensions of CV of website communication in business-to-business relationships: convenience, efficiency, competence, confidence, comfort, appreciation and enjoyment. Content of the articleI agree that the qualitative methods are the most suitable for uncovering customer value dimensions as they are more in-depth and provide a more rich description conversely to the quantitative methods which involve more statistical data. It is important to fulfill the customer desired end-states that the study brought out if you want to satisfy your consumers, such as convenience and efficiency because people like to get things easily without spending very much time, nowadays in the Internet age especially people are used to getting things fast and the one who offers information or products most conveniently gets the clients and profit.Also appreciation is an interesting point that was brought out because people like little details and like to get gifts, it could play an influential role in keeping the customers or winning them to your side. Although dimensions brought up in the article was limited to the customers in the study and don’t represent all the industries and customers, these dimensions generalize the dimensions which could apply to other contexts too.However I think more research should be done in this area as the importance of website communication is increasing and companies need to know what their customers want as websites are also often the first impression of the company. Examples from practice Websites have become widely accepted means of communication in business-to-business relationships: Time is money and the Internet offers the possibility to reach to the businesses more qu ickly and also find them more quickly as businesses also do their research online. ———————– [i] Retrieved from: http://en. wikipedia. org/wiki/Myspace#Accessibility_and_reliability

Belbin’s Theory Essay

When a team is performing at its best, usually each team member has clear responsibilities . Belbin suggests that, by understanding the role within a particular team, people can develop strengths and manage weaknesses as a team member. Belbin’s 1981 book Management Teams presented conclusions from his work studying how members of teams interacted during business games run at Henley Management College. Amongst his key conclusions was the proposition that an effective team has members that cover eight (later nine) key roles in managing the team and how it carries out its work. He categorized those roles into three groups: Action Oriented, People Oriented, and Thought Oriented. Each team role is associated with typical behavioural and interpersonal strengths. Belbin also defined characteristic weaknesses that tend to accompany each team role. He called the characteristic weaknesses of team-roles the ‘allowable’ weaknesses; as for any behavioural weakness, these are a reas to be aware of and potentially improve. Belbin suggested that, in order for a team to operate effectively, it needed a balance of nine different roles. Plant: Plants are creative, unorthodox and generators of ideas. If an innovative solution to a problem is needed, a Plant is a good person to ask. A good Plant will be bright and free-thinking. Plants can tend to ignore incidentals and refrain from getting bogged down in detail. The Plant bears a strong resemblance to the popular caricature of the absent-minded professor/inventor, and often has a hard time communicating ideas to others. Multiple Plants in a team can lead to misunderstandings, as many ideas are generated without sufficient discernment or the impetus to follow the ideas through to action. Resource Investigator: The Resource Investigator gives a team a rush of enthusiasm at the start of the project by vigorously pursuing contacts and opportunities. He or she is focused outside the team, and has a finger firmly on the pulse of the outside world. Where a Plant c reates new ideas, a Resource Investigator will quite happily appropriate them from other companies or people. A good Resource Investigator is a maker of possibilities and an excellent networker, but has a tendency to lose momentum towards the end of a project and to forget small details. Chairman (1981) / Co-ordinator (1988): The â€Å"Chairman/Co-ordinator† ensures that all members  of the team are able to contribute to discussions and decisions of the team. Their concern is for fairness and equity among team members. Those who want to make decisions quickly, or unilaterally, may feel frustrated by their insistence on consulting with all members, but this can often improve the quality of decisions made by the team. Clarifies goals; helps allocate roles, responsibilities, and duties; articulates group conclusions Shaper: A dynamic team-member who loves a challenge and thrives on pressure. This member possesses the drive and courage required to overcome obstacles. Seeks patterns in group work; pushes group toward agreement and decisions; challenges others Monitor-Evaluator: A sober, strategic and discerning member, who tries to see all options and judge accurately. This member contributes a measured and dispassionate analysis and, through objectivity, stops the team committing itself to a misguided task. Analyzes problems and complex issues; monitors progress and prevents mistakes; assesses the contributions of others; sees all options; judges accurately Team Worker: The â€Å"Team Worker† is concerned to ensure that interpersonal relationships within the team are maintained. They are sensitive to atmospheres and may be the first to approach another team member who feels slighted, excluded or otherwise attacked but has not expressed their discomfort. The Team Worker’s concern with people factors can frustrate those who are keen to move quickly, but their skills ensure long-term cohesion within the team. Gives personal support and help to others; socially oriented and sensitive to others; resolves conflicts; calms the waters; serves as an in-group diplomat Company Worker (1981) / Implementer (1988): The â€Å"Implementer† is the practical thinker who can create systems and processes that will produce what the team wants. Taking a problem and working out how it can be practically addressed is their strength. Being strongly rooted in the real world, they may frustrate other team members by their perceived lack of enthusiasm for inspiring visions and radical thinking, but their ability to turn those radical ideas into workable solutions is important. Completer Finisher: The â€Å"Completer Finisher† is the detail person within the team. They have a great eye for spotting flaws and gaps and for knowing exactly where the team is in relation to its schedule. Team members who have less preference for detail work may be frustrated by their analytical and meticulous approach, but the work of the Completer Finisher ensures the  quality and timeliness of the output of the team. Emphasizes the need for meeting schedules, deadlines, and completing tasks; searches out errors Specialist (1988): Belbin later added a ninth role, the â€Å"Specialist†, who brings ‘specialist’ knowledge to the team. Single-minded, self-starting, dedicated; provides unique or rare expertise and skills Specialists are passionate about learning in their own particular field. As a result, they are likely to be a fountain of knowledge and will enjoy imparting this knowledge to others. They also strive to improve and build upon their expertise. If there is anything they do not know the answer to, they will happily go and find out. Specialists bring a high level of concentration, ability, and skill in their discipline to the team, but can only contribute on that specialism and will tend to be uninterested in anything which lies outside its narrow confines. Note that Belbin was not arguing that every team has to have a minimum of nine members. Individuals within the team may take on more than one role each. As long as all the roles are filled, the team will be more likely to be effective.

Tom Izzo Research Paper Example | Topics and Well Written Essays - 750 words

Tom Izzo - Research Paper Example Izzo played as guard for the men’s basketball team from where he achieved a school record for minutes played; and so he acquired the name a Division II All- American (Michigan State Men’s Basketball). In 1991 he was inducted to Northern Michigan University as well as to Upper Penisula Hall in 1997. After completing the graduation from Northern Michigan, he undertook the responsibility of the head coach at Ishpeming High School for one year. Subsequently he worked as assistant coach and part-time assistant coach at Northern Michigan University (1979-1983) and in Michigan State in 1983 respectively. After resigning the post of assistant coach at University of Tulsa, he returned to Michigan State. While the assistant Mike Deane got promoted to the head coach at another college he took the role of the assistant. In 1991, prior to the last seasonal performance, the present head coach Jud Healthcote elevated him to the associated head coach at Michigan State. Based on his per formance and by the recommendation from the Michigan State Athletic director, he was promoted to the men’s basketball head coach for MSU (Michigan State Men’s Basketball). As the head coach, Izzo molded his team members to tough players. His coaching strategy is entirely different from that of other coaches. He made his trainees fit both physically and mentally to perform in accordance with the changing situations. Izzo’s motto is that â€Å"It doesn’t matter, morning, noon or night, and it doesn’t matter who it is† (Tom Izzo. Cited in Amadeo) . He teaches his trainees to motivate each other by undertaking various responsibilities with intent to inculcate ownership feeling between them. In his view, great players and good players are different; great players help their co-players to be more active in the field. His training strategy includes strength training, toughness training and conditioning. Izzo gives equal preferences to both physical and mental health of team members. By winning his 341st game on November 2009 he became the most winning coach in the school history. As a result, he could beat the previous head coach Heathcote. Even though he couldn’t make the tournament in his first two seasons, he could bridge the previous limitations by MSU’s record in conference and by winning the first of his six regular- season Big Ten championship in addition to the two Big Ten tournament titles( Michigan state: Mens Basketball). In 2000 his team MSU won the NCCA national championship against Florida Gators. As a head coach, the whole players recruited and trained by him were allowed to participate in the final four, and among them eighty two percent completed their qualification from MSU with a degree. It indicates his outstanding potential in coaching field. This extraordinary achievement lifted his demand as a coach. To illustrate, by considering his great coaching experience, some other professional baske tball teams and NBA pursued him. However he decided to continue at his present position and informed his decision to the Michigan State University’s Board. This decision which would be good news to his Spartans indicates his real dedication to his career. During his outstanding coaching career, he was several times awarded for his great contributions to the game. His achievements include ‘Associated Press National Coach of the Year Award’ in 1998 and ‘Henry Iba Award’ in 1998, Big Ten Coach of the Year