Power Of The Internet And Our Dependence On It - 1184 Words

Jeff Lehrman Professor Swanson English 1A 8 March 2015 Power of the Internet and Our Dependence on it. Google it. E-mail it to me. It s on the Wiki page. All phrases our generations youth find synonymous with looking up or sending information. The ability to retrieve quick facts and brief tutorials have displaced the need to research a subject or practice a skill. Any need to spend a night reading an instruction manual has been replaced by a short 5 minute tutorial on youtube. Buying or Renting books for research has been replaced by a quick google or wikipedia search of the subject. This convenience makes the internet and all it s utilities an amazing and seemingly omnipotent thing. Utilities like e-mail that allow a user to send a message to anyone with access of the internet. Website advertisements that give anyone with sufficient resources the ability to market globally. And websites like e-Bay or Amazon, that allow two people any where on earth to barter quickly and easily. But, With all the power and convenience, our generation and potentially future ones have become dependent on the internet. The word Google has unofficially become a synonym of search. Type any question into google and after one or two educated clicks, the answer will be right in front of you. It has become the center in an endless web of information. A child has been assigned a book report, but did not read the book. With Google, all he has to do is type the name of the book into the searchShow MoreRelated Our Excessive Dependence on Technology Essay591 Words   |  3 PagesOur Excessive Dependence on Technology Today, almost every business owns computers. At least 900,000 businesses use the Internet. Some, such as Amazon.com, are run only on the Internet. If the internet were to shut down, a lot of people would be without jobs. We have gradually become more and more dependent on technology. As a result, we have become weaker. In terms of Darwins only the strongest survive the people of twenty years ago were far superior to the people of today because of theirRead MoreNegative Effects Of Technology On Society1326 Words   |  6 Pagesnegatively. Growth in technology has lead to dependence on devices, a growing conformation to societys definition of perfect, and a fear of missing out- creating an isolated society. Phones are in everyones hands, people text and drive, they look down at their phones in class, and look at a black screen to avoid a conversation. Society as a whole has become dependent on technology, more specifically smartphones. Time magazine conducted a survey on the dependence of smartphone use with â€Å"84 percent ofRead MoreThe Internet : The Dangers Of The Internet1420 Words   |  6 Pagesand everyone on the internet. So it is no surprise that the controversy surrounding internet use only escalates when individuals seek to find their purpose in life while online. The internet is a wealth of information and provides people with many conveniences. However, of growing concern are the social drawbacks of the phone zombie and bandwagon ideas. Using the internet to forge relationships and find our purpose is proving itself to be hazardous to society. The internet evolves continuouslyRead MoreGoogle vs. Intelligence Essay1062 Words   |  5 PagesCarr’s belief that Goo gle reduces our intellectual power by narrowing our focus and processing ability, which may alter the structure of our cognitive processes as we adapt to technology. This narrowing of thought impacts our critical thinking abilities, which contributes to our increasing dependence on technology. The combination of superabundant information and the decline of patience and slower thought may be creating a situation where we are passively watching as â€Å"our own intelligence flattens intoRead MoreSmart Phones and Virtual Reality in 10 Years Essay1289 Words   |  6 PagesOver the last decade, we have witnessed technology develop from being something we were just becoming familiar with and slowly embracing, to what it has become now. Contemporary people now have a dependence on being able to communicate with our friends and colleagues wherever and whenever we need to, being able to access and share media on any device, and being able to work on the go and collaborate your ideas and d ocuments with people across the globe. Technology has become truly invaluable to theRead MoreAre We Too Dependent on Technology? Essay964 Words   |  4 Pagesinformation at our finger tips, we have to ask ourselves if we are becoming too dependent on technology. Imagine if we were to wake up tomorrow with all electronic devices disabled. Everybody’s life would be impacted in one way or another. We would lose what has become the largest portal for communication. We would also lose countless information that has been stored on computers. There is no denying that technology is going to continue to grow; and impact every aspect of our lives. But theRead MoreComputers and the Internet Have Touched Almost All Aspects of Life.1051 Words   |  5 Pagesand the Internet have touched almost all aspects of life. It is rare to come across a business or household that does not experience routine use of a computer in some shape or form. Technology has allowed people to have higher levels of convenience and proficiency. Many people today would find it very difficult to go back to an age where computers were not in existence. In addition, society has become accustomed to on-demand answers or solutions to requests or services and the Internet is the platformRead MoreSocietys Addiction to Computers Essay781 Words   |  4 Pagesconvert the society in a dependent institution of technology. According to Kizza (2002), workplaces, homes and schools are being overrun by computers. Regarding his opinion, he perceives that this technology was used as functional device, but the power of it become so strong that it has been embraced as a social instrument which turns this modern society into a technology dependent culture. On the other hand, some specialists claim that the use of computers is not an addiction because it is an excellentRead MoreInternal Organizational Politics1260 Words   |  6 Pagesemployee works in an establishment with about 600 full-time and 72 part-time workers. It is also true that the median numbers for full- and part-time workers are 50 and 2. Explain this apparent paradox. 2. Why are small companies important to our economy? What are the major problems faced by small companies? 3. Give some examples of how organizations can affect the cities in which they are based. 4. How can internal organizational changes affect the social structure of the organizationRead MoreInternal Organizational Politics1267 Words   |  6 Pagesemployee works in an establishment with about 600 full-time and 72 part-time workers. It is also true that the median numbers for full- and part-time workers are 50 and 2. Explain this apparent paradox. 2. Why are small companies important to our economy? What are the major problems faced by small companies? 3. Give some examples of how organizations can affect the cities in which they are based. 4. How can internal organizational changes affect the social structure of the organization

A Plan For A Business Plan Essay - 1573 Words

A business plan is a written document that acts as a roadmap for a start-up business. It has details on the resources and strategies that the new venture will undertake in the initial years (Chwolka Raith, 2012). The general belief is that for a company to be successful, it must begin by having a business plan. Published research papers have conflicting results on effects of a business plan for the success of start-up companies. On the one hand, some authors believe that a company that writes a business plan survives the initial five years. On the contrary, other authors believe that there is no link between business success and the original plan. Proponents of the business plan argue that it is a recipe for having a successful business (Chwolka Raith, 2009). Although the advocacy of the importance of having a plan for the business is rife, critics doubt if it is an activity worth undertaking for creating a success new venture (Bygrave et al., 2007). The researchers who subscribe to this school of thought question the importance of wasting time in planning, yet the business environment is dynamic. This essay analyses the literature on the importance of the business plans in the success of start-up ventures. Literature review Debate persists in the literature of entrepreneurship on the importance of planning for the success of a venture. Delmar Shane (2003) examined how business planning affects three features of the growth of a new business. The aspects are productShow MoreRelatedA Plan For A Business Plan Essay1571 Words   |  7 PagesIntroduction A business plan is a written document that acts as a roadmap for a start-up business. It has details on the resources and strategies that the new venture will undertake in the initial years (Chwolka Raith, 2012). The general belief is that for a company to be successful, it must begin by having a business plan. Published research papers have conflicting results on effects of a business plan for the success of start-up companies. On the one hand, some authors believe that a companyRead MoreA Plan For A Business Plan Essay1571 Words   |  7 PagesIntroduction A business plan is a written document that acts as a roadmap for a start-up business. It has details on the resources and strategies that the new venture will undertake in the initial years (Chwolka Raith, 2012). The general belief is that for a company to be successful, it must begin by having a business plan. Published research papers have conflicting results on effects of a business plan for the success of start-up companies. On the one hand, some authors believe that a companyRead MoreThe Marketing Plan For The Business Plan858 Words   |  4 Pagesimportant to protect it and continue the development and positioning it in the market. Therefore, there are numerous models of communication plans, the firm should use the one they find appropriate for them. In essence communications plans have several disciplines that interrelated and in synergy would support the business plan can create an effective communication plan with results potentially beneficial to the positioning of the b rand. These disciplines are: advertising, paid search, social media, customerRead MoreMarketing Plan For A Business Plan1268 Words   |  6 Pagesare invested in making this a business not creating a hobby business for the sake of brewing beer. Therefore, a written business plan is in existence. A written business plan would have been required to secure the government loan. ï‚ · A business plan should be a working document, not created and then placed in a drawer. It should remain on the desk as a reminder of the objectives and goals set forth initially and revised as the business grows and adapts. Every business owner has a goal of profitabilityRead MoreBusiness Plan For An Operating Plan Essay898 Words   |  4 PagesThe operating plan provides detailed implementation guidance designed to accomplish corporate objectives. It details who is responsible for what particular function, and when specific tasks are to be accomplished. An important part of an operating plan is the forecast of sales, production costs, inventories, and other operating costs. Operating plan is a detailed making of a plan involving a company’s goals, objectives and mission within a specified time frame. The financial plan details the financialRead MoreMarketing Plan For A Business Plan1241 Words   |  5 Pages Marketing Plan As I navigated my way through the business plan provided to me by ChopSaver, I saw that they had a clear and concise marketing plan. Currently ChopSaver is sold online and in over 9,000 U.S. retailers, including over 7,000 CVS Pharmacy locations nationwide. When asked how they market their product, ChopSaver replied, â€Å"As a brand with a unique and authentic story behind it, we utilize both social media and public relations to tell the story. The musical part of the brand lends itselfRead MoreMarketing Plan For A Business Plan1159 Words   |  5 PagesFirst Things First: Before you start tutoring, it s important to create a business plan, determine your company’s specialization and create a company image that sets you apart from the competition and attracts your target market. Draw up a Business Plan and Name Your Business: Name your tutorial business if you have not already done so. Brainstorm a list of names with the help of friends, family members and business partners. Choose a name that stands out and communicates your business’s uniqueRead MoreMarketing Plan For A Business Plan1266 Words   |  6 Pagesingredients found in coconut oil. We pride ourselves on providing a high quality product that carters to our customers’ hair management care and enables them to grow health hair.† 2) Next, create an outline for a business plan by answering the following â€Å"nine questions every business plan should answer†: 1. Who is the customer? The customer is the party that will receives or consumes my products and has the ability to choose between different products and suppliers. The customers for my products wouldRead MoreBusiness Plan1172 Words   |  5 PagesBUSINESS PLAN ENTER YOUR BUSINESS NAME Enter your name July 17, 2008 SECTION 1: THE BUSINESS PROFILE Description of My Business (Session 1): Describe your product or service. Targeted Market and Customers (Session 1): Describe your customer profile and why customers want or need your product or service. Growth Trends In This Business (Session 1): Is the market for your product or service growing or shrinking? Pricing Power (Session 1): Explain the unique qualitiesRead Morebusiness plan1299 Words   |  6 Pagesï » ¿The Business plan LOTUS Sun-Block Cream The Business plan could take hundreds of hours to prepare, depending on the experience and knowledge of the entrepreneur as well as the purpose it is intended to serve m It should be comprehensive enough to give any potential investor a complete picture and understanding of the new venture and will help the entrepreneur clarify his or her thinking about the business. 1. Introductory Page: 2. Executive Summary 3. Environmental and Industry Analysis

Kohlberg’s cognitive theory of gender development free essay sample

Describe and evaluate Kohlberg’s cognitive theory of gender development. Refer to evidence in your answer. The origin of Kohlberg’s theory of gender comes from the psychologist Piaget. It was Kohlberg’s theory that a person’s understanding of the social world develops in stages. His theory relates these stages to early childhood. There are three stages in Kohlberg’s theory from age two until age seven. The first stage of Kohlberg’s theory of gender development is called ‘Gender Identity’. This stage happens between the ages of two and three. The belief is that, at this stage, children are correctly able to identify and label the two different sexes – male or female. At this stage the child’s understanding of the two sexes is based on physical characteristics particularly hair length and the clothing they wear. For example long hair for females and short hair for males. Children, at this stage, do not recognise that sex does not change over time – this understanding occurs in the next stage. We will write a custom essay sample on Kohlberg’s cognitive theory of gender development or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Stage two is called ‘Gender Stability’. This stage is the stage in which a child realises that their sex stays the same over time and occurs over three to four years of age. A child who has reached the gender stability will recognise that their gender is fixed and that they have always been and will continue to be the same gender, in contrast to a child who has not reached this stage who will know their past and present gender but do not know that they will be the same gender when they are older. An example of this would be a boy thinking he ‘will be a mummy’ when he grows up. Although a child now understands his/her gender they are still limited in the way they think about gender. At this stage the child understands that gender stays the same across time however they do not understand that gender stays the same across situations. For example a boy playing with dolls may cause a child to think that he has been turned into a girl and the same thing would occur if a child saw a girl playing with action figures. Another limitation in the child’s thinking is that they still base gender on physical appearances. A study conducted by McConaghy (1979), involved a doll being dressed in different clothing and despite its genitals being visible to the child, the child still judged the sex of the doll according to the clothing it was wearing. This supports the idea that children are limited in the sense that their thought processes are based upon the stereotypes of males and females that they are exposed to   girls wear dresses and boys wear trousers and shorts. The third and final stage of Kohlberg’s theory is called ‘Gender Constancy’ or ‘Gender Consistency’. This stage happens between the ages of four and a half and seven. This stage, for the child, is the realisation that their gender is not going to change across time, according to different situations or according to whether their physical appearance changes. A child is said to fully understand gender when they reach this stage of development. Bem (1989) said that the understanding of gender consistency in a child is based upon their knowledge of biological differences in males and females. Slaby and Frey (1975) conducted an experiment to test Kohlberg’s Cognitive theory of gender development. Their experiment consisted of asking young children questions first using two stimuli for gender identity, two questions for gender stability and then another two questions about gender consistency. The stages of gender development in Kohlberg’s theory were supported by the findings of this experiment that gender develops in age related stages.

What is plagiarism Example For Students

What is plagiarism? Every academic year, students write hundreds of academic papers cutting across different subjects and topics processing tons of information from various academic materials. Plagiarism, in this regard, can become a real problem, especially if students lack information literacy. That’s why it is imperative that they stick to rules and guidelines of scholastic writing that govern the conduct of research. For example, writing a plagiarism-free paper is something that teachers and supervisors will always emphasize. Their aim is to help learners steer clear of plagiarising. However, not every student lives to such expectations even after being advised against copying and pasting content from other sources. In this regard, information literacy is indeed a crucial aspect to note. We will write a custom essay on What is plagiarism? specifically for you for only $16.38 $13.9/page Order now Sometimes, plagiarism happens because not many students understand what it means to present original ideas after weeks of research. Thus, a question many students ask is this: What is plagiarising? Well, to help you understand how serious a crime it is, let’s start by looking at its definition. Outline1 Plagiarism Definition1.1 Why does it matter?2 Examples of Plagiarism Plagiarism Definition From your first year in a college/University to the forth or beyond, plagiarism is a term a student will often encounter. It could be during studies or when doing research on an idea about which you want to write. There are several other definitions that shed light onto what plagiarising means. First off, many dictionaries put it as stealing ideas or using existing ones of another person as if they were your own. A good example is copying a few lines from Martin Luther’s speech ‘I have a dream’ without quoting the opening words or even giving due credit to the author. The fact that you fail to credit your write-up to a source amounts to an act of plagiarism. In other quarters, plagiarism equals literary theft, in which case, a student reads a book then copies it verbatim. Why does it matter? You would agree that the work based on the original research would fetch the highest marks. But a question most students also ask is why it would matter to use exact words from a source and give attribution. Also, is it possible to steal ideas from a source and claim they are your own? The truth is that we live in the information age and anything can happen. It is also noteworthy that over the past years, plagiarism has steadily got worse a trend that is projected to continue. We, therefore, only hope that with the help of plagiarism checker systems or software, teachers and students can steer clear of the academic vice. Given that it has become a serious problem that continues to bedevil productivity of learners, plagiarism merits for a discussion-especially how to get rid of it. You don’t want to spend weeks or even months on academic research only to be told your paper lacks citation or quotation marks in some sections. By giving credit to borrowed information, you are admitting that with the help of an indispensable source of knowledge such as a book, words or ideas, the content of your essay is scholastic. More reasons why checking your paper for plagiarism matters include the following: ï‚ ·Information literacy: Definitively, plagiarism is a literary offence and committing it is punishable in many different ways. Your teacher may request that you redo an assignment for failing to employ your own reasoning, to apply knowledge or information. In the end, you are regarded as less informed. ï‚ · An act of plagiarism can earn a student suspension or expulsion from school. It is because the aim of every academic institution, with the help of teachers, is to help learners become dependable people in society. However, such a question would be immaterial if one keeps copying and pasting content from published materials. Take note that plagiarising is also when you keep recycling words in your old essays. .ua57c2d6333fe0047671a38cc07ced807 , .ua57c2d6333fe0047671a38cc07ced807 .postImageUrl , .ua57c2d6333fe0047671a38cc07ced807 .centered-text-area { min-height: 80px; position: relative; } .ua57c2d6333fe0047671a38cc07ced807 , .ua57c2d6333fe0047671a38cc07ced807:hover , .ua57c2d6333fe0047671a38cc07ced807:visited , .ua57c2d6333fe0047671a38cc07ced807:active { border:0!important; } .ua57c2d6333fe0047671a38cc07ced807 .clearfix:after { content: ""; display: table; clear: both; } .ua57c2d6333fe0047671a38cc07ced807 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua57c2d6333fe0047671a38cc07ced807:active , .ua57c2d6333fe0047671a38cc07ced807:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua57c2d6333fe0047671a38cc07ced807 .centered-text-area { width: 100%; position: relative ; } .ua57c2d6333fe0047671a38cc07ced807 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua57c2d6333fe0047671a38cc07ced807 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua57c2d6333fe0047671a38cc07ced807 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua57c2d6333fe0047671a38cc07ced807:hover .ctaButton { background-color: #34495E!important; } .ua57c2d6333fe0047671a38cc07ced807 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua57c2d6333fe0047671a38cc07ced807 .ua57c2d6333fe0047671a38cc07ced807-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua57c2d6333fe0047671a38cc07ced807:after { content: ""; display: block; clear: both; } READ: Ultimate Guide on How to Avoid Plagiarismï‚ ·By stealing words, ideas and information from other materials, you are in the same category as someone who goes out to steal another person’s property such as a phone. Thus, an act of plagiarism does not preserve moral standing, but rather, destroys it! ï‚ ·There is pride in publishing original knowledge on a subject, discipline or topic. It is the wish of everyone who wants to become a scholar after schooling for many years. However, plagiarism can hardly allow you to make such a dream come true. When you fail to attribute a source, give credit to a book or present a paper that lacks citations and references, it amounts to plagiarising. Examples of Plagiarism Now, to further help you understand how plagiarism takes places, here is a look at some examples: ï‚ ·Plagiarism is writing down a saying or part of speech without using quotation marks. ï‚ · Plagiarism is when you do a research, write down literature review but fail to quote an author(s) in your citation. If you are copying word for word, use citations to indicate that the ideas are not your own. ï‚ ·Copying and pasting ideas from existing materials/information or borrowing ideas then failing to identify their original source is plagiarism. You can also refer to it as the opposite of information literacy a case of failing to do original research and overly relying on published knowledge by another author to write a paper or report. ï‚ ·Downloading a picture or video to use in your presentation is plagiarism, in other words – stealing ideas from other authors. ï‚ ·Plagiarism is violating copyrights or intellectual property rights, say of a music record or a published book by using any of such without knowledge of or express permission from the original owner. In summary, plagiarism is a crime, mostly academic, that everyone must strive to avoid. Information derived from whatever material is at the centre of it all. Given that a comprehensive and dependable academic paper must represent varied opinions, including your own, it is imperative that students avoid plagiarising content by always attributing an author, book or material in their essays and other write-ups.

Integrating Technology into the Classroom Research Method

Integrating Technology into the Classroom Research Method The research on the impact of technology on the students’ progress requires qualitative approach implementation Historically, the quantitative research method was the primary approach in researching, but in the late 20th century qualitative approach gained popularity among researches (Ary et al., 2009, p.23). Admittedly, qualitative approaches enable researches to implement deeper analysis of the situation or phenomenon.Advertising We will write a custom research paper sample on Integrating Technology into the Classroom Research Method specifically for you for only $16.05 $11/page Learn More According to Lodico et al. (2010) educational research requires comprehensive analysis which can be obtained by the mixed approach. As far as the present research on the impact of technology on the students’ progress is concerned it is necessary to use the mixed approach which will reveal adequate and valid data and thorough analysis of the situation. The r easons for using the mixed approach for the present research Thus, to evaluate the impact of technology integrating into the class room it is necessary to implement the mixed approach which can be basically divided into two phases of data collection (Creswell, 2003, p.21). First of all, the research should start with a broad survey which will generalize the data, using experimental method of research (Creswell, 2003, p.21). Therefore, the research will reveal unbiased numerical results which can be further evaluated and supported by the qualitative research (Creswell, 2003, p.21). The open-ended interviews will give more specific information, e.g. students’ attitude towards the innovations, perhaps, some remarks and suggestions about improvements. Qualitative research may also bring in new possible options to consider the topic or even solve the problem. For instance, it may become clear that incorporated technologies are too sophisticated (or too outdated) and students do no t reveal good academic results because the technology use is ineffective (students cannot simply use the technology adequately). This understanding will enable the college administration to find new ways (other types of technology) for dropouts decline. If quantitative approach was used the researchers could come to erroneous conclusions that technology incorporating cannot be effective and it is necessary to look for solutions in other aspects of the teaching process, though the problem lies in the inappropriate use of technology. Thus, the qualitative approach will complete the research and give the full understanding of the outcomes of innovations. In respect, the mixed approach enables researchers to obtain definite unbiased data (due to the quantitative approach) and evaluate them and reveal deeper analysis of the topic (due to the qualitative research methods).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 1 5% OFF Learn More Why it is impossible to use different approaches Admittedly, the mixed research is more time and effort consuming, and sometimes it can be enough to use only quantitative or qualitative research methods. However, in this particular case it is essential to use both approaches. Thus, if only quantitative approach is implemented the research will be able to support or refute the hypothesis: school dropouts decline once the technology will be incorporated, or vice versa. However, there are several possible reasons affecting school dropouts. Thus, quantitative analysis will only state the results without suggesting the reasons for such results, so it can be hard to find the effective solution. On the other hand, using only qualitative research methods may be also ineffective. First of all, quantitative data can be a very good supporting material for the qualitative analysis. Apart from this, qualitative findings may be regarded as subjective, biased (Byn ner and Stribley, 2010, p.233). So, only mixed approach can lead to adequate and reliable results which can be incomprehensive if using quantitative or qualitative approach separately. The influence of the research consumer on the choice of the research method The importance of the research findings validity can be also illustrated by the relationship between a producer of the research and a consumer of the research. Thus, the producer considers the topic collecting and evaluating data. The consumer of the research is the person who knows something concerning the issues considered in the research (Walpole and McKenna, 2004, p.45). As a rule, research consumers are the target audience for the research producer. Sometimes research consumers may be interested in the research and wait for the research results. Such research consumers can influence the producer of the research. Thus, the producer may choose the research approach in accordance with the consumer’s expectations. If t he definite quantitative data is expected, the producer is likely to choose the quantitative approach. Admittedly, quantitative data are unbiased and objective (Bynner and Stribley, 2010, p.233). Moreover, quantitative research method does not require as much time as qualitative approach. Of course, if some deeper understanding of the issue is required the producer will choose the qualitative approach. Thus, the validity of the research findings will depend on the consumer’s expectations. Being an educational research, the present research requires the mixed approach Thus, it is clear that the most effective approach for the present research is the mixed approach which enables the researcher to obtain definite data and analyze them comprehensively reaching deep understanding of the issue.Advertising We will write a custom research paper sample on Integrating Technology into the Classroom Research Method specifically for you for only $16.05 $11/page Learn Mor e Moreover, in the majority of cases educational researches require the mixed approach since this research method enables researchers to understand not only outcomes, but the reasons for the existing problem. However, it is necessary to add that when definite data is required researches should implement quantitative research to provide research consumers with particular quantitative findings. Reference List Ary, D., Jacobs, L.C., Razavieh, A., Sorensen, C. (2009). Introduction to Research in Education. Belmont: Cengage Learning. Bynner, J., Stribley, K. (2010). Research Design: The Logic of Social Inquiry. New Jersey: Aldine Transaction. Creswell, J.W. (2003). Research Design: Qualitative, Quantitative, and Mixed Method Approaches. Thousand Oaks, California: SAGE. Lodico, M., Spaulding, D. T., Voegtle, K. H. (2010). Methods in Educational Research: From Theory to Practice (Laureate Education, Inc., custom ed.). San Francisco, CA: John Wiley Sons. Walpole, S., McKenna, M.C. (2004).The Literacy Coachs Handbook: a Guide to Research-Based Practice. New York, NY: Guilford Press.

Be sensitive; get the details right - Emphasis

Be sensitive; get the details right Be sensitive; get the details right Its always important to check over and authenticate the key details in anything you write before you send it out. But if theres ever a time when its absolutely vital, its when addressing sensitive matters. Gordon Brown knows this now better than anyone. At a time of year when everyone is particularly conscious of the lives and lot of soldiers, it is especially mortifying that he apparently sent out a handwritten condolence note with misspellings, including of the late young mans name. Whether its your unfortunate duty to be penning a letter denying a loan, rejecting a proposal or giving someone their notice, you must remember that the recipient will probably already be on the defensive. Any typos or unchecked errors will just seem like insult piled on top of injury. So, be it in the spirit of not burning bridges, of good press, or merely the milk of human kindness get the details right.

Criminal Liability And Use Of Force Essay Example | Topics and Well Written Essays - 1250 words

Criminal Liability And Use Of Force - Essay Example When someone is arraigned in court on the event that they solicited another person, it has to be proven. At this point, corroboration comes in. In court, there always has to be evidence otherwise multitude of people will be held custody and others for no solid reason. Corroboration requirements apply on a crime of solicitation when the accused is guilty of commanding another person to commit a crime. Not only is corroborating evidence a requirement on its own, it needs one witness along with it. Corroborating evidence is so firm on its own that it only needs one witness. It can have recordings of audio and video acts or any other doing. Someone is found guilty even on planning a solicited crime even though the crime is not in progress. The crime of solicitation can be numerous in one plan considering whether they happened in different places, different ways, different times and different payments with different amounts. The accused would be facing several suits. It is found sensible that if one encourages another person to commit a specific crime, it is part of that crime too. Conspiracy is termed used as the agreement or merging of ideas between two people to commit a crime. A conspiracy is successful when there is a motive and is agreed upon, an intention to the motive and an overt act. An overt act could be something like buying of ammunitions and guns to be used in the certain crime. The overt act is a very transparent act that can be used as proof in front of a jury or during jurisdiction on a presentation of a crime.

National Security Strategy Bill Clinton vs. George Bush Essay

National Security Strategy Bill Clinton vs. George Bush - Essay Example In contrast, President Bush provides the policy of national power maximization and international cooperation against terrorism as a major threat of contemporary world order and peace. His national policy reflects the events and the threats America now faces (terrorism). In general, Bush's policy is more radical in comparison with American foreign policy tradition. In contrast to Clinton, Bush supports pre-emptive military action against hostile states and terrorist groups seeking to develop weapons of mass destruction. As well as Clinton, Bush calls for engagement, but in the way of cooperation especially marked that the USA "will not hesitate to act alone, if necessary" (2002) to defend national interests and security. The major difference is that Bush reject the single-minded approach, adopted by Clinton, of multilateralism for its own sake. The similarity of both strategies is that they calls for spreading democracy and human rights in other countries, but Bush underlined that this is especially important for Muslim countries today. Both of them are aimed to protect American nation creating strong foreign security policy, but Clinton and Bush employ different doctrines to support their foreign policies. Also, the similarity is that Clinton and Bush view U.S.

The knights Galahad and Gawain Essay Example for Free

The knights Galahad and Gawain Essay These two came from rather different backgrounds, yet there are similarities in that they both spent considerable time in search of the holy grail – a vessel or plate used a the last supper. Nowadays if we say we are looking for the holy grail we mean the almost unobtainable , perfect solution, but these were looking for a real, in their eyes at least, object, that really could be found if one’s character was perfect. Galahad was the illegitimate son of Lancelot and Elaine, and grew up in a nunnery. Merlin prophesied that Galahad would outdo his father’s deeds of bravery. In Malory’s   ‘Le Morte d’Arthur he is considered to be very pious and to this is imputed his success. He does not speak much to others, is totally chaste and must have seemed aloof, almost inhuman too good to be true. He eventually finds the grail, and because of his sinless life is   taken up to heaven. Gawain is a much more human character that we can better understand According to Welsh sources he was the son of king Lot and younger brother of Galahad, who has a rather different personality. He is portrayed as loyal and brave, helpful to others, but also rather brash. He is a ladies man, unlike the celibate Galahad. He is also said to have been a great healer and defender of the poor. For some reason his strength was said to vary considerably – perhaps this reflects the idea that his life wasn’t always pure. His character varies from a pure knight in the 12th century stories to an altogether more unpleasant version in later stories such as ‘Gawain and the Green knight’ from the second half of the 14th century, in which he is said to be a philanderer and one who doesn’t keep his word. Despite this he is associated in Welsh with the ancient Celtic sun god. Whether or not there really was an Arthur and his knights we cannot tell, but reading the stories we all know people like Gawain, complex characters, who vary in their personality from time to time. The saintly Galahad, man apparently without fault, is a much rarer find. Bibliography Drabble,M. editor, The Oxford Companion to English Literature, Oxford: Oxford University Press, 1996 Malory,T.   Le Morte d’Arthur first published   Caxton, 1485 Electronic Sources Arthur and Arthurian Legend http://membres.lycos.fr/pfv/ukversion.shtml Early British Kingdoms, found 2nd May 2007 at http://www.earlybritishkingdoms.com/bios/gwalchgn.html

Images of Masculinity and Femininity in Shakespeares Macbeth Essay exa

Images of Masculinity and Femininity in Macbeth  Ã‚        Ã‚  Ã‚   Lady Macbeth does not have the traditional role of ‘mother’, ‘daughter’, or ‘wife’ but ‘partner’. Macbeth’s letter refers to her as: ‘My dearest partner in greatness..’ I (v) In spite of his military culture, Macbeth perceives Lady Macbeth as an equal, it would seem in all things; his political life, his career, his personal life; i.e. she is his significant other. Noticeably the emphasis is on ‘him’. Lady Macbeth lacks status of her own, as did all women in this era as ‘status’ could only be derived from one’s husband or father. The doctrine Macbeth adopts goes against all the conventional ideas of how a female should be regarded by a male. In the Renaissance era the division of the sexes were so vast, but Lady Macbeth resists persistently even when Macbeth dismisses her: ‘We will proceed no further in this business:’ (I vii 32) To resist what Macbeth says on whatever grounds, is not to be a woman at all. A woman is supposed to be weak, frail and submissive to male desires and certainly not supposed to debate effectively with her husband. But Lady Macbeth does reject the ‘woman’s’ role - as defined by men. One could be forgiven for thinking of Lady Macbeth as the only female worth studying in Macbeth as the other female characters have such minor roles. But I believe the witches are of importance when examining femininity. They are the first characters we set eyes upon and every event in the play is indirectly controlled or caused by them. This is surely a very powerful role. Witches allegedly foretold the future and served the devil. So Macbeth’s apparent fear and belief in their prophecy was undermining ecclesiastical authority. He takes great heed of ... ...ve spent the rest of his life feeling he had failed as a man, such was the importance of images of masculinity. ‘Bring forth men-children only’ (Macbeth 1:7:72)   Works Cited Shakespeare Macbeth; Arden Georges Duby and Michelle Perrot, Natalie Zemon Davis and Arlette Farge A History of Women; Belknap Havard Bruce R Smith Homosexual Desire in Shakespeare’s England; University of Chicago Press Callaghan, Dympna. Woman and Gender in Renaissance Tragedy. Atlantic Highlands: Humanities Press International, Inc., 1989 Johannes Fabricus Alchemy: the medevial alchemists and their royal lust; Diamond Books 1994 Novy, Marianne. Love's Argument: Gender Relations in Shakespeare. Chapel Hill: The University of North Carolina Press, 1984 Eros and magic in the Renaissance; University of Chicgo Press 1987                  

American Culture and Women

The fact that American culture positively recognizes single motherhood and not single fatherhood is wrong and in my opinion untrue. Single mothers do not in any circumstance have an advantage over single fathers. Especially in today’s society, when there are a lot of stay-at-home fathers, due to the economic recession, and the divorce rate being higher than ever this gives fathers an equal opportunity to be the primary caregiver in the child’s upbringing.Most Americans positively recognize single motherhood and not single fatherhood. The question I would ask those people is, â€Å"Have you been raised by a single father? † Most likely the answer will be no. Those individuals probably were raised in a dual parent environment and don’t even know what it’s like to be raised by a single parent. I would then proceed to tell them that single fathers have the same ability as mothers to raise quality sons or daughters. There truly is no so called â€Å"adv antage† when it comes to parenting.There is a wide range of skills required in raising a child, from codling them as small infants to disciplining them as adolescents. Either parent, mother or father, can posses those skills, who’s to say a mother is better at coddling and a father is better at disciplining. Single parents, whether a mother or a father can have the qualities needed to raise a confident, well-mannered, and respectful child. Neither one has an advantage over the other, they are both equal. If either one is willing to put the effort into being a parent then they should be successful.

Mamie Clark

Running head: MAMIE CLARK 1 Famous Person in Psychology: Mamie Phipps Clark MAMIE CLARK 2 Famous Person in Psychology: Mamie Phipps Clark Mamie Phipps Clark was born in Hot Spring, Arkansas on April 18, 1917 to Dr. Harold and Katie Phipps.Due to her father having a practice in town the family had achieved middle class status and was allowed into many establishments that were normally whites only, which during that time in Arkansas was rarely heard of. Even though few higher educational opportunities were open to black students, after graduating from Langston High School in 1934, Mamie was offered several scholarships and chose to accept one from Howard University. (Cherry,2013) Mamie chose to study at Howard University because it was located in the nation's capital and because of the many accomplished black members of its faculty whom she viewed as role models.She began her studies at Howard as a math major, minoring in physics. There she met her future husband, Kenneth B. Clark, w ho was studying for his master’s in psychology. After not getting much encouragement from her professor’s in mathematics, Kenneth encouraged Mamie to change her major to psychology for employment possibilities and the chance to explore her interest in children. (Cherry, 2013) When completing her master’s degree in 1939, she worked and studied children in an all-black preschool.During that time she met with pyschologists, Ruth and Gene Harley who were studying self-identification in young children and encouraged Mamie to do the same with the children in the preschool. This resulted in her completed thesis â€Å"The Development of Consciousness of Self in Negro Pre-School Children†. (Cherry,2013) MAMIE CLARK 3 Mamie transferred to Columbia University to finish her doctorate degree, where she graduated in 1943 as the second African American to earn a degree (first eing her husband, Kenneth Clark). Then Drs. Mamie and Kenneth Clark used their research with c hildren to show that black children became aware of their racial identity by the age of 3 and by segregating them from white children the children saw their race as negative. This led the Clark’s to present their findings during desegregation trials for the NAACP's case in Brown v. Board of Education, which overturned racial segregation in public schools in 1954. (Mamie Clark, 2013)After several years working in public and private social services being unsatisfied with what she saw, Mamie founded the Northside Center for Child Development, the first center to provide therapy for children in Harlem. At a time when public schools were illegally enrolling many black children into programs for the mentally handicapped, the center conducted its own intelligence tests, fought the schools, and empowered the local population. Realizing that therapy alone could not address the affects of racism on the community, Northside also assisted families with their housing and financial difficu lties.Mamie Clark worked for Northside until retirement in 1980 and died three years later of cancer. (Mamie Clark, 2013) Using the Sociocultural aspect of psychology, it is easily seen that Mamie Clark was influenced by social and cultural she experienced in her life. Growing up in Arkansas during the times where racism were very apparent and segregation was dominant, she was fortunate enough to have been born into a middle class family. Mamie was able to see both sides of the segregation by being allowed into white establishments.This had a significant impact on her way of thinking, she wanted to both races to be seen equally and this eventually led to her involvement in the desegregation of public schools. MAMIE CLARK 4 References Mamie Clark, a Supporter of the Black Child. (2013). Retrieved on January 18, 2013 from http://www. aaregistry. org/historic_events/view/mamie-clark-supporter-black-child Cherry, Kendra. Mamie Phipps Clark Biography. (2013). Retrieved on January 18, 20 13 from

INTRODUCTION Essays (3328 words) - Mercury, Law, Foreign Relations

INTRODUCTION Essays (3328 words) - Mercury, Law, Foreign Relations INTRODUCTION The Minamata Convention on Mercury is named after Minamata, a city in Japan where serious health damage occurred as a result of mercury pollution in the mid-20th Century. Minamata is known worldwide due to Minamata disease, a neurological disorder caused by mercury poisoning. The disease was discovered in 1956. It was caused by the release of methyl mercury in the industrial wastewater from a local chemical factory, which continued from 1932 to 1968. This highly toxic chemical bio-accumulated in shellfish and fish in Minamata Bay and the Shiranui Sea, which when eaten by the local populace resulted in mercury poisoning. The disease caused deaths of humans along with cat, dog, and pig. The animal effects were severe enough in cats that they came to be called "dancing cat fever. The Minamata disease is included in the four Big pollution diseases of Japan. The Minamata Convention The Minamata convention provides controls and reductions across a range of products, processes and industries where mercury is used, released or emitted. These range from medical equipment such as thermometers and energy-saving light bulbs to the mining, cement and coal-fired power sectors. The convention was has been four years in negotiation and will be open for signature at a special meeting in Japan in October. It will take effect once it has been ratified by 50 countries. SCOPE OF THE TREATY: The scope of the new treaty which puts in controls and also reduction measures in respect to mercury is as follows. It has been agreed that production, export and import of a range of (Not all) mercury containing products will be banned by 2020. These products to be banned include: Batteries, except for button cell' batteries used in implantable medical devices Switches and relays Certain types of Compact Fluorescent Lamps (CFLs) Mercury in cold cathode fluorescent lamps and external electrode fluorescent lamps Certain kinds of non-electronic medical devices such as thermometers and blood pressure devices are also included for phase-out by 2020. EXEMPTIONS: The devices which have been given exemptions are some large measuring devices where currently there are no mercury-free alternatives. Vaccines where mercury is used as a preservative have been excluded from the treaty as have products used in religious or traditional activities The dental fillings using mercury amalgam are exempted from the 2020 ban. Countries agree to a phase down of mercury in fillings by promoting alternatives, creating dental programs to minimize the need for fillings or taking other steps Soaps and cosmetics containing more than 1 part per million of mercury will be banned by 2020. Mascara and other eye-area cosmetics are exempt because of concerns that there are no safe substitutes. Religious, traditional activities : Mercury used in religious or traditional ceremonies are exempted from the treaty. Gold mining Mercury is be allowed in artisanal and small-scale gold mining, where it is used to separate gold from rocks and sediment. The treaty encouraged nations to reduce or phase out its use, but no targets or dates are included. Though the recent studies have documented that peopl e in communities near artisanal mining areas in Peru and Brazil are highly exposed to mercury. What are sources of mercury? The most common ore of mercury is Cinnabar or vermilion (HgS). To produce liquid mercury (quicksilver), crushed cinnabar ore is roasted in rotary furnaces. Pure mercury separates from sulfur in this process and easily evaporates. The top sources of anthropogenic emission of mercury include: Coal-fired power plants (largest aggregate source of mercury emissions). This includes power plants fueled with gas where the mercury has not been removed. Gold Production: This is the second largest source of mercury emission. Non-ferrous metal production, typically smelters. Cement production. Waste disposal, including municipal and hazardous waste, crematoria, and sewage sludge incineration. Caustic soda production. Pig iron and steel production. Production of batteries. TOXIC-EFFECTS OF MERCURY The toxic effects of mercury depend on its chemical form and the route of exposure. Methylmercury [CH3Hg] is the most toxic form. It affects the immune system, alters genetic and enzyme systems, and damages the nervous system, including coordination and the senses of touch, taste, and sight. Methyl mercury is particularly damaging to developing embryos, which are five to ten times more sensitive than adults. Exposure to methyl mercury is usually by ingestion, and

Reading Comprehension and Making Predictions

Reading Comprehension and Making Predictions One of the signs a child is having problems with reading comprehension is trouble making predictions. This, according to Dr. Sally Shaywitz in her book, Overcoming Dyslexia: A New and Complete Science-Based Program for Overcoming Reading Problems at Any Level. When a student makes a prediction he or she is making a guess about what is going to happen next in a story or what a character is going to do or think, An effective reader will base their prediction on clues from the story and his or her own experiences. Most typical students naturally make predictions as they read. Students with dyslexia may have trouble with this important skill. Why Students with Dyslexia Have Difficulty Making Predictions We make predictions every day. We watch our family members and based on their actions we can often guess what they are going to do or say next. Even young children make predictions about the world around them. Imagine a young child walking up to a toy store. She sees the sign and even though she cant yet read it, because she has been there before she knows it is a toy store. Immediately, she begins anticipating what is going to happen in the store. She is going to see and touch her favorite toys. She might even get to take one home. Based on her previous knowledge and clues (the sign on the front of the store) she has made predictions about what will happen next. Students with dyslexia may be able to make predictions based on real-life situations but may have problems doing so when reading a story. Because they often struggle with sounding out each word, it is hard to follow the story and therefore cant guess what is going to happen next. They may also have a hard time with sequencing. Predictions are based on what happens next which requires a student to follow a logical sequence of events. If a student with dyslexia has problems sequencing, guessing the next action will be difficult. The Importance of Making Predictions Making predictions is more than just guessing what is going to happen next. Predicting helps students become actively involved in reading and helps to keep their interest level high. Some of the other benefits of teaching students to make predictions are: Helps students to ask questions while they are readingEncourages students to skim or re-read portions of the story to better understand it or to recall facts about the characters or eventsProvides a way for students to monitor their understanding of the material As students learn predictions skills, they will more fully comprehend what they have read and will retain the information for longer periods of time. Strategies for Teaching Making Predictions For younger children, look at the pictures before reading the book, including the front and back covers of the book. Have students make predictions on what they think the book is about. For older students, have them read the chapter titles or the first paragraph of a chapter and then guess what will happen in the chapter. Once students have made predictions, read the story or the chapter and after finishing, review the predictions to see if they were correct. Create a prediction diagram. A prediction diagram has blank spaces to write down the clues or evidence used to make a prediction and a space to write their prediction. Clues can be found in pictures, chapter titles or in the text itself. A prediction diagram helps students organize the information they read in order to make a prediction. Prediction diagrams can be creative, such as a diagram of a rocky path leading to a castle (each rock has a place for a clue) and the prediction is written in the castle or they can be simple, with clues written on one side of a paper and the prediction written on the other. Use magazine ads or pictures in a book and make predictions about people. Students write down what they think the person is going to do, what the person is feeling or what the person is like. They can use clues such as facial expression, clothes, body language, and surroundings. This exercise helps students understand how much information you can obtain from being observant and looking at everything in the picture. Watch a film and stop it part way through. Ask students to make predictions on what will happen next. Students should be able to explain why they made the prediction. For example, I think John is going to fall off his bike because he is carrying a box while he is riding and his bike is wobbling. This exercise helps students to follow the logic of the story to make their predictions rather than just make guesses. Use What would I do? techniques. After reading a portion of a story, stop and ask the students to make predictions not about the character but about themselves. What would they do in this situation? How would they react? This exercise helps students to use previous knowledge to make predictions. References Robb, Laura, Reading Clinic: Use Predictions to Help Kids Think Deeply About Books, Scholastic.com, Date UnknownShaywitz, Sally. Overcoming Dyslexia: A New and Complete Science-Based Program for Overcoming Reading Problems at Any Level. 1st. Vintage, 2005. 246. Print.

PSYCHOLOGY OF RELIGION Essay Example | Topics and Well Written Essays - 1000 words - 1

PSYCHOLOGY OF RELIGION - Essay Example Erikson thinks that Gandhi is helpful in addressing this type of violence. In the 1960s period, social scientists questioned the relevance of studying the effects and consequences of religion on crime. They were of the view that religion, for instance, in the United States of America was not a key source of values, beliefs and other forms of operative norms. Religion forms a part of an individual’s identity. It has many attributes, one of which is religion. It is a representation of the unique culture, religious orientation, experience and gender among other things. Erikson considers identity as a belief in sameness and a progression in the sense of a shared world. His theory of pseudo speciation can be applied to the formation of religious groups. Group conflicts arise from the evolvement of human beings for certain reasons into a complex interaction based on adversarial relationships (Erikson 3). Erikson places importance on man as a social being who must always belong to social groups. It is with this notion that he proposed the existence of massive ritual defenses of communities. Erikson explained the concept of religion in terms of s psychological phenomenon. He explained the religion in Martin Luther’s age in terms of demons, Freudian unconscious and superstitions. He had contempt for the true God. He stated that the belief in demons allowed a persistent removal of an individual’s unconscious thoughts and preconscious impulses involving malice and variance. Therefore, religion is a creation of the unconscious part of human beings. Erikson’s theory explains the formation of religious groups. The grouping instinct arises when there are conditions that discriminate against religious communities in terms of politics and economy. This promotes conflicts along ideological insight especially when the threat perception increases and

Cultural studies Essay Example | Topics and Well Written Essays - 2500 words - 1

Cultural studies - Essay Example Saddam’s death also brought to the fore the long and protracted problem that is the US-Iraq war, now fast losing popularity because of the failure of the Bush administration to locate weapons of mass destruction. These weapons they claimed, are the reason they launched an attack against Saddam a few years ago. But most importantly, the death sentence should provoke reflections on fundamental conceptual differences between peoples. We in the West take human rights for granted; we believe these are cherished ideals to be fought for, as they are the foundation of a robust democracy. On the other hand, in Islamic countries, libertarian values may not be as important. Order and religion is primordial, and individual rights must bend in favor of the stability of the State. We ask, which paradigm is more correct? But perhaps the more crucial question to ask is: who is to say which paradigm is the more correct? In a sense, the quotation â€Å"One man’s terrorist is another man’s freedom fighter† does not necessarily have to refer to a particular man. In its broad sense, it refers to divergent paradigms and disparate value systems, and to take it one step further, the tragedy that is wrought when these systems collide. This paper will discuss the conflict between Western perspective and Eastern perspective with regard to the crucial issue of human rights. Indeed, we have been quick to label those who advocate measures that to our minds are repressive, as dictators or terrorists or right wing conservatives, when in fact, they are merely acting in accordance with the cultural norms of their community. The converse of that, of course, is that far too many leaders justify brazen acts of oppression and injustice as a cultural norm and should thus fall outside the scrutiny of the international community. How indeed does one balance these competing interests? The concept

Strategic Business Plan for Bellway plc Assignment

Strategic Business Plan for Bellway plc - Assignment Example (Preece, 2003) A major part of Bellway Plc's plan of action must include following a strategy based on gaining competitive advantage as well as achieving sustainable entrepreneurial growth. Let us first examine competitive advantage to see how and where it will fit in with the overall growth and expansion of the Bellway Plc in securing buyers from the global market like Asia, US and other countries. This brings us to a discussion on the technicalities of the model proposed by Porter. Porter's Five Forces model provides suggested points under each main heading. When taken into consideration individually, each of these gives rise to the development of a broad and sophisticated analysis of competitive position. This may further be used during the creation of a strategy, plans, or even where making investment decisions about a business or organization is concerned. These five competitive forces determine industry profitability and attractiveness apart from being responsible for shaping the prices that firms can charge, the costs they have to bear, and the required investments to engage in industry level competition. We are concerned with the fact that Porter's essentially ahistorical approach cannot provide a full account of either a nation's competitive advantage and corporate strategies or the growth and development of industrial clusters. For this, let us first understand compet itive advantage. This has special relevance for the Bellway Plc, owing to the following reasons: The company needs to launch a full fledged expansion policy in international markets as well as the public sector in UK. It needs to zero in on out station resources which can be procured on easy and regular terms. There needs to a study of the marketing options in order to gain competitive advantage as there are many players involved here. Its competitors include Barrat Development, Taylor Wimpey and Berkley Group Holdings. Competitive advantage is the response of afirm to the pressing need to organize and perform discrete activities. While these needs may not be perpetually spelt out, it is the responsibility of the planners and executers of policies to foresee such situations when catering for growth and development of the firm n various levels. So this implies that the Bellway Plc needs to employ an individual

Play Based Learning and Teaching

Play Based Learning and Teaching This essay debates play-based and formal approaches to teaching and learning for 4-5 year olds (Foundation Stage children) and for Key Stage 1 pupils. The essay will begin by looking at what is expected of Foundation Stage and Key Stage 1 level pupils, in terms of the desired learning outcomes, as framed by the Foundation Stage Profile assessments and the National Curriculum for Key Stage 1, and the various assessments this embodies. The essay then moves on to look at the factors that are generally agreed to be important in successful learning, and the various models of ‘play-based’ and ‘formal’ learning as applied to these ages of children, within the context of the Foundation Stage Profile assessments and the National Curriculum for Key Stage 1, and the various assessments this embodies. The essay concludes that whatever learning approach is used, other factors (such as age, gender and socioeconomic) are often more important in determining learning outcome s and that, as such, the methods that are employed in teaching children at Foundation Stage and Key Stage 1 are relatively unimportant: what is important is that children are taught, that children’s learning process is enabled through an adequate assessment of children’s abilities and preferred style of learning and that the teaching of children is attempted on as individual a basis as possible, given that children of this age all have individual learning needs, based on their specific developmental stage and other, external, factors that influence how well the child learns and how much motivation the child has to learn. In terms of what should be being taught at the Foundation Stage level, the document Curriculum Guidance for Foundation Stage (see DfEE, 2000) sets out six areas of learning that are intended to form the basis of Foundation Stage learning: communication, literacy and language; knowledge and understanding of the world; personal, social and emotional development; mathematical development; physical development and creative development (QCA, 2008). Each of these six areas of learning has a set of related early learning goals that the teacher should aim for completing, in terms of recording the child’s achievement on their Foundation Stage Profile (DfES, 2007). By Key Stage 1, children should have mastered all of the necessary early learning goals and should, through this, be enabled to begin the learning process that will take them through the programme of study as set out in the National Curriculum for Key Stage 1 right through to their National Curriculum Assessments (see DCSF, 2 007). Thus, from an early age, children have an extremely structured learning pathway, in terms of the learning outcomes that are desired under the current National Curriculum framework for Key Stage 1 children and due to the Foundation Stage Profiles that need to be filled out for every Foundation Stage level child (DfES, 2007). How this learning pathway is delivered to children, and how these learning outcomes are achieved is, however, not so rigid and teachers are free to deliver these learning outcomes in the way in which they see fit, although in most Government-run places of education in the UK, this is usually performed under the framework of dependence on previous models of success (i.e., the long-established routes for achieving learning outcomes in children). The different modes of learning are usually labelled ‘play-based’ and ‘formal’ but this, however, tends to ignore the fact that there are many modes of learning. As Vosniadou (2001) argues, children learn in many different ways, through active learning, social participation, meaningful activities, by relating new information to prior knowledge, through strategic thinking, by engaging in reflective thinking, by restructuring prior knowledge, through understanding, not simply memorisation, and through practice, amongst other methods, all of which are subject to individual developmental differences. Choosing the ‘correct’ method for learning (i.e., the method most likely to achieve the desired learning outcome) is usually a case of matching the method of learning to the individual child in terms of their abilities, thus fostering an atmosphere of motivated learning. This approach can, however, be difficult in classrooms with children of mixed abilities, leading to situations of frustration occurring in the bright children, who do not feel sufficiently challenged, and in the less able children, who feel they cannot cope with the things that are asked of them and is difficult when there are so many assessments to prepare children for. One of the skills, therefore, that a good Foundation Stage or Key Stage 1 teacher needs to possess is the ability to match a child’s ability to the best learning method for them in order to achieve the most efficient mode of learning for each and every child. This can, however, in practice be very difficult, with teachers at these levels being pressed for time and under pressure to deliver certain learning outcomes, with the development of the new Foundation Stage Profiles (see DfES, 2007 and QCA, 2008), for example, which have basically set a curriculum for Foundation Stage children and through the National C urriculum which begins at Key Stage 1 level. Bransford et al. (1999) argue that the design of learning environments, however that learning is presented to children, needs to be based on what needs to be taught, how this needs to be taught and on how the success of the learning approach is to be assessed. As Bransford et al. (1999) argue, different learning goals require different learning approaches, and different learning environments should be developed according to the degree to which these environments need to be learner-centred, knowledge-centred, assessment-centred or community-centred. For learning to be successful, three principles generally need to hold: i) that learning environments encourage children to be active, and thus effective, learners; ii) that learning environments encourage collaboration with other students and iii) that learning environments encourage the use of meaningful tasks and authentic materials (Vosniadou, 2001). Without such a learning environment, under whichever teaching regime (i..e, ‘pla y-based’ or ‘formal’), the child will fail to learn and the teacher will have failed that child (Bransford et al., 1999; Vosniadou, 2001). If the teacher decides to use child-initiated (‘play-based’) learning in the classroom, the three principles should hold. Child-initiated play should enable children to use resources in their correct manner within their correct settings and to behave in appropriate ways according to the particular setting and the role-play contexts that are being encouraged, whilst teaching them about responsibilities such as tidying up after themselves and sharing toys and spaces with other children (Vosniadou, 2001). As such, play-based learning can be a valuable learning tool but a tool that needs to be appropriately supported by teaching staff with adequate resources and support and systems in place for adequately monitoring, observing and recording how the children under their care play, and providing suggestions for modifications to their mode of play if their play is not responsible, for example, or is causing problems for other children under the teachers care (i.e., is accompanied by rowdy behaviour) (Vosniadou, 2001). Similarly, formal learning should be conducted on the basis of fostering the three principles, namely the encouragement of active learning, the encouragement of active sharing amongst children and the encouragement of meaningful tasks through authentic learning materials (see Vosniadou, 2001). In terms of the Foundation Stage Profiles and the National Curriculum Assessments for Key Stage 1 level children, it is perhaps seen as the easier option for teachers to use formal approaches to learning rather than play-based approaches, in terms of directing children’s learning in the ways that will fulfil the requirements of the assessments. Studies have shown that this is perhaps not the best way of fostering an atmosphere of motivation for learning, and such heavy slanting towards testing and fulfilling Curriculum ideals can actually actively de-motivate children, especially children so young as Foundation Stage and Key Stage 1 levels (Strand, 2002). Strand (2002) concluded that continuous assessments of children does little more than de-motivate those children who are not attaining good scores on such tests, does not encourage motivation to do better on subsequent tests, does not increase overall attainment year-on-year and, as such, does little more than put a massive administrative burden on teachers and schools. Whatever the teaching method employed, many research studies have shown that attainment at Key Stage 1 is more dependent on factors other than school organisation and teaching methods, because background factors (such as gender, age, socioeconomic status) lead to variations in individual possibilities for attainment, in terms of expectations and motivations for learning (Sammons et al., 1997). These findings seem to suggest that the actual teaching method is often unimportant in determining learning outcomes as other factors have far more of a hold over a child’s educational achievements than the particular teaching method that is employed in the classroom the child attends. It has long been known, for example, that parental input in to a child’s education can convert in to higher educational achievement, thought to be due to the fact that this encouragement enables and facilitates confidence, which then translates to higher educational achievement (see, for example, Ho over-Dempsey and Sander, 1995 and Christenson and Sheridan, 2001), not only for ‘able’ children but also for those children with special needs, be these gifted children or children with physical or mental disabilities affecting how they are able to learn (see Will, 1986). This essay has debated ‘play-based’ and ‘formal’ approaches to teaching and learning for 4-5 year olds (Foundation Stage children) and for Key Stage 1 pupils. The essay began by looking at what is expected of Foundation Stage and Key Stage 1 level pupils, in terms of the desired learning outcomes, as framed by the Foundation Stage Profile assessments and the National Curriculum for Key Stage 1, and the various assessments this embodies. It was concluded that, from an early age, children have an extremely structured learning pathway but that how this learning is delivered to them is, essentially, up to their teachers. The essay then moved on to look at the factors that are generally agreed to be important in successful learning, defining three principles for successful encouragement of learning and achievement of learning outcomes, namely that i) learning environments should encourage children to be active, and thus effective, learners; ii) that learning environments should encourage collaboration with other students and iii) that learning environments should encourage the use of meaningful tasks and authentic materials (Vosniadou, 2001). If these principles are followed, through whichever approach to teaching (i.e., ‘play-based’ or ‘formal’) and under whatever learning environment, then the child’s learning will be enabled to the maximum. The essay concludes that whatever learning approach is used, other factors (such as age, gender and socioeconomic) are often more important in determining learning outcomes (see Christenson and Sheridan, 2001) and that, as such, the methods that are employed in teaching children at Foundation Stage and Key Stage 1 are relatively unimportant. At these stages, and indeed throughout the child’s education, what is important is that the child’s own learning process is enabled through an adequate assessment of children’s abilities and preferred style of learning and, through this, that the teaching of children is attempted on as individual a basis as possible, tailoring the specific learning needs of the child to the specific learning outcomes that are desired. This is because children of this age all have individual learning needs, and preferred styles of learning, based on their specific developmental stage and other, external, factors that influence how well the chi ld learns and how much motivation the child has to learn (Bransford et al., 1999). A child’s learning should, ideally, be fitted to the style through which the child learns best (be this ‘play-based’ or ‘formal’), to facilitate the child’s learning: in this day and age, however, targets are more important than this fundamental truth, and so this is often not possible in the context of Government-run UK schools, which are more interested in testing than developing teaching plans suited to children’s individual learning needs. In this context, thus, more than ever before, parents have a shared responsibility to enable their child’s education. References Bransford, J.D. et al. (1999). How people learn: brain. Mind, experience and school. National Academic Press. Christenson, S.L. and Sheridan, S.M. (2001). Schools and families: creating essential connections for learning. DCSF (2007). National curriculum assessments at Key Stage 1 in England, 2007. DfEE (2000). Curriculum guidance for the foundation stage. Available from http://www.standards.dcsf.gov.uk/eyfs/resources/downloads/5585_cg_foundation_stage.pdf [Accessed 29th February 2008]. DfES (2007). Foundation stage eProfile. Available from http://schoolsportal.suffolkcc.gov.uk/schools/FSP/FSPUserGuideV25.pdf [Accessed 29th February 2008]. Hoover-Dempsey, K. and Sander, H.M. (1995). Parental involvement in children’s education: why does it make a difference? Teachers College Record 1995. Hutchin, V. (2003). Observing and assessing for the foundation stage profile. Hodder Murray. Kyriacou, C. (1997). Effective teaching in schools. Nelson Thornes Ltd. Vosniadou, S. (2001). How children learn. International Academy of Education. Educational Practice Series, Number 7. QCA (Qualifications and Curriculum Authority) (2008). Foundation stage profile assessment. Available from http://www.qca.org.uk/qca_11958.aspx [Accessed 29th February 2008]. Sammons, P. et al. (1997). Accounting for variations in pupil attainment at the end of Key Stage 1. British Educational Research Journal 23(4), pp.489-511. Strand, S. (2002). Pupil mobility, attainment and progress during Key Stage 1: a study in cautious interpretation. British Educational Research Journal 28(1), pp.63-78. Will, M.C. (1986). Educating children with learning problems: a shared responsibility. Exceptional Children Feb, pp. 411-415. Wood, E. and Atfield, J. (1996). Play, learning and the early childhood. Paul Chapman Publishing.

gatjay F. Scott Fitzgerald’s The Great Gatsby - Lessons from Jay Gatsby :: Great Gatsby Essays

The Great Gatsby: Lessons from Jay   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the Novel The Great Gatsby, not many people really knew the man known as Jay Gatsby.   When he was rich and powerful, he was the man you "want to know."   But when he was dead, life went on without him. It seemed as if nobody cared that he was the man behind the parties and all the good times.   He was dead and nobody mourned.   This shows that the opinion of the great Jay Gatsby changed by the end of the story.   He was an icon of not only every man's image of the American Dream, but he was also apart of Americanism and the American Experience.   He was seen as the richest and luckiest man during his time.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Unlike any of the other characters in the novel, Jay Gatsby does not change during the course of the story.  Ã‚   He as a person might not have changed, but the way that people perceived him certainly became different.   When he was alive and well, he was the perfect idea of the American Dream.   He had more money than he knew what to do with.   He could afford to have oversized parties every weekend.   Jay Gatsby was the person to know when it came to the Eggs.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the beginning, he was only known as Jay Gatz.   He was a poor boy in the army.   He only had his charm to get him by.   This is how he meets Daisy.   She was a very rich girl, from a wealthy family.   They were in love from the beginning.   Unfortunately, Daisy believed that "rich girls don't marry poor boys."   From that moment on, Jay Gatz wanted one thing; to get rich so he could show Daisy that a poor boy could get rich.   This obsession ate up the real man inside.   Jay Gatz became Jay Gatsby.   This new man wanted to become the American Dream at an early age. He did what ever he could to get his money.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One of the more puzzling things about Jay Gatsby is where did he come from and where did he get his money?   Nobody other than Daisy really knows where he came from.   When people were talking at one of Gatsby's first parties, nobody could really say where he was from.

On-Boarding, Socialization, Retention and Down-Sizing Essay

Chern’s has recently hired two new sales associates and have a need for an on-boarding and socialization strategy. Because organizations invest money in hiring new employees, the company has a need to get new hires off to a good start but need help doing so. Because turn-over’s occurs early, organizations can increase their retention rates by helping new hires adjust to their company and jobs. Out-boarding is the process of completing new hires employment paperwork, and providing them with all essential elements for their jobs. Companies also have the need to socialize their employees through planned and unplanned processes, formal and informal activities and experiences through which individuals acquire the attitudes, behavior, and knowledge needed to successfully participate as members in an organization and learn the organizations culture. On-Boarding and Socialization Strategies In order to incorporate Chern’s new hires into its organization several strategic programs, on-boarding and socialization have been recommended. Both of these programs are beneficial for Chern’s and its employees. This recommendation will help Chern’s employee’s transition into the company. The following strategies were recommended for Chern’s new hires; Orientation– will involve employees learning about the company, its culture, values, goals, history, mission statement, business, chain of commend and products. Orientation will encompass the company’s policy and procedures as well as the process of filling out the proper paperwork required to work at Chern’s. Through the orientation process employees will receive the tools they need to perform their duties, such as uniforms if required, keys, identification cards, computers, an e-mail address, business cards, telephone number and a work space (office or cubicle). Orientation will provide employees with their benefits information (booklet), 401 k plan, and IIP and retirement plan. Orientation will also include learning how to use the company’s intranet where they can find information about the company (financial facts), products and number of stores and their locations. The orientation process will allow the new hires to meet their co-workers, supervisors and managers. Through orientation employees can understand their roles, and their expectations. Orientation will accelerate the new hires learning process of Chern’s organization. Socialization—will give the new hires the planned, unplanned, formal, and informal activities and experiences to acquire the behavior, attitude and knowledge needed to participate as a member of the organization and learn the firm’s culture. Socialization programs that are recommended for its new hire’s are: A Staggered Program— This concept allows new hires to encompass information about Chern’s through a staggered approach, learning in increments instead of obtaining information all at once causing an overload. By learning in increments new hires will retain that information. Socialization activities can be performed through steps allowing new hires to interact with co-workers, supervisors, managers, and HR personal who are familiar with the company. Socialization can be in person as well as via online and classroom settings. Individual Programs— gives new hires the flexibility of socializing in a one-on one setting with a mentor or an apprenticeship. By using a mentor or apprenticeship each new hire can learn what is required, their expectations, and job performance rapidly. They experience on the job training through hands on experience and tend to socialize and learn more easily. Formal Socialization Programs—- will give new hires the opportunity to socialize with other entities outside of the company, an example would be a seminar where they can interact with other individuals on a professional level and learn new and innovating techniques, procedures and designed activities and materials. This process increase employees job satisfaction and reduce turnover. This gives new hires a chance to be proactive, ask questions, build relationships with others in the rganization and seek feedback while increasing job satisfaction and commitment. Sequential programs—allow new hires to follows a range of steps such as step 1—learning about the company. Step 2 –learn policy and procedures. Step 3—learn about the job and its requirements and. Step 4 perform well a so on. Each step leads to opportunities and possible promotions. Fixed Socialization Programs gives new hires information about their probationary status (how long) and their p erformance status with their job. Serial Socialization— incorporate new hires with mentors, these mentors guide the new hires through the steps needed to become successful on the job and serve as role models to the new hires. Each new hire will be expected to follow in their mentors footsteps. Investiture Programs—- will give each new hire the chance to reaffirm their confidence in them selves and their job performances. This process allows supervisors, managers and in some cases senior management to evaluate the knowledge, skills, and characteristics of the new hires. Investitures programs also evaluates what new hires can do in terms of helping the company move forward and make money from their new innovating ideals (Phillips & Gully, 2009). By making these recommendation Chern’s will continue to give its customers the service that lies at the heart of the company. Chern’s strategy can empower its new hires to excel in the company, while upholding its reputation for customer service, quality and selection. These recommendations will continue to give Chern’s a core value that is essential to its branding and culture, while contributing to its customers and building a long term relationship through shared value and customer care. Retention Plan A retention plan for Chern’s top performers is to create an environment, work style and management team that promotes, teamwork, cooperation and retention, which leads to successful delivery of products, customer services and values. Ultimately enriching the company, customers and workers. In order to retain its top performers Chern’s can initiate plans to keep top performers happy by offering great rewards that will be hard to resist. Generally the reason people stay with a company is often the same reason they became attractive in the first place. Implementing the following retention plan will keep Chern’s top performers with the company and reduce a need to hire new people. †¢ provide initiatives to establish and maintain the company’s goals. †¢ establish open communication between management, customers and staff. develop a working environment that encourages professional growth. †¢ match employees with challenging assignments that will lead to professional and career growth. †¢ create a climate of respect, fairness and trust with supervisors and customers. †¢ give employees work flexibility so that they can balance their work and life demands. †¢ provide competitive wages and benefits that are fair, introduce fitness and child care centers. †¢ give top performers bonuses when goals are meet, such as monetary, vacations or extra sick days. create a strong corporate culture for employees that they find attractive such as a mission Statement that appeals to customers and workers. This can help retain employees with the same or similar values. †¢ providing employees with support can also help retain employees, by monitoring their work load, managers can determine if they have the necessary tools to perform their jobs. Using these strategies will institute to recruit, retain and develop top performers.

Compare and Contrast the Social Responsibility Theory

COMPARE AND CONTRAST THE AUTHORITARIAN THEORY WITH THE SOCIAL RESPONSIBILITY THEORY OF THE PRESS. The press also known as the fourth estate plays a very critical role in educating, informing, entertaining and bridging the gap between the mass community and the executive, judicial and legislative. Hence what is more essential is its stance on policy and choice of theory, which is a system of law like propositions and set of ideas that guide action or predict a consequence.The purpose of this research is to compare, that is to put side by side and to contrast, and that is state the difference between the Authoritarian theory with the social responsibility theory of the press. There is not much of a hint of comparison between the Authoritarian theory and the social responsibility theory, in that the heart beat of the authoritarian theory is designed to protect the status quo and existing social order mainly biased towards the ruling elite and those that are in authority.The authoritaria n press is under state control and heaps more thrust with the public media while the social responsibility of the press thrives on democracy and principles of public service media which seek to cater for minorities, the so called mass community and ordinary people. Unlike the authoritarian theory of the press, the social responsibility avenue directly gets its funding from the public through licensing and this is true mainly for the electronic media.The authoritarian on one hand regards the role of the press to be that of nation building and propaganda and as a mouth piece for the ones in authority, hence the main source of funding is the ruling elite and the government. Both the authoritarian and social responsibility theory seek to communicate to an audience, communication is absolutely essential to effective leadership and press. The leader must be able to share knowledge and ideas to transmit a sense of urgency and enthusiasm to others. If a leader can’t get a message acr oss clearly and motivate others to act on it, then having a message doesn’t even matter.This is the true hummer and nail of the authoritarian set by political leaders due to the reality that repetition is the rule of long and deep lasting impressions. This is a propagandist mode of communication to drive home a particular message. The state sets up censorship boards and agents to regulate and monitor the operations of the media in the authoritarian theory, issues of censorship and punishment for diversion from rules that are set by political leaders and authorities are central in this theory.It thrives on censorship and repression of freedom of expression as exemplified by the enactment of the draconian laws such as Public Order and Security Act chapter 11:7 (POSA), the Access To Information and Protection of Privacy Act Chapter 10:27 (AIPPA), The Broadcasting Services Act Chapter 12:06 and the Criminal Law (Codification and reform) Act in the nation of Zimbabwe. Basically th ere is no diversity on coverage, which is catering for all tastes and interests. The social responsibility theory of the press however is not rigid and allows for freedom of expression and thus catering for all tastes and interests.The socially responsible press takes something complicated and makes it simple to understand to layman, compared to the authoritarian which propagandises all information and feeds the masses with what the ruling elite desires to propagate that is government policy. I would like to believe that the authoritarian believes audiences are passive partakers of information whereas the social responsibility adheres to the reality that people are active consumers and do have a choice of what media to consume.This is seen with the geographical universality of provision and reception, thus encouraging competition in programs and freedom to broadcasters, more over there is room for feedback and diversity; while the authoritarian to a lesser degree diversifies to push government policy and agenda. The major criticism against the authoritarian theory is that it does not create a viable atmosphere and environment for free expression and diversity which are essential elements for any democratic and free society; hence the principles for the social responsibility theory may differ from country to country.What is important to understand is that the public service concept is opposed to the authoritarian, propagandist mode. Radio dialogue and other community radio initiatives are using legitimate means of giving people a real taste of media diversity and thus getting them involved; They bring members of the community together, record their discussions and distribute this material on CD’s. When people hear themselves they get excited about media issues. Authoritarian control tended to be exercised in arbitrary, erratic ways.Sometimes, considerable freedom might exist to publicize minority viewpoints and culture as long as authorities don't percei ve a direct threat to their power. Unlike social responsibility theory, authoritarian theory doesn't prioritize cultivation of a homogeneous, national culture. It only requires acquiescence (compliance) to governing elite. This perspective also held that ruthless elites could use media as a means of gaining personal political power. These demagogues could manipulate media to transmit propaganda to fuel hatred and fear among a majority, unite them against minorities, e. g. s Hitler used the media to arouse hatred against the Jews. The Social Responsibility Theory of the Press, emphasize the need for an independent press that scrutinizes other social institutions and provides objective, accurate news reports. The most innovative feature of Social Responsibility theory was its call for media to be responsible for fostering productive and creative â€Å"Great Communities†. It said that media should do this by prioritizing cultural pluralism- by becoming the voice of all the peopl e- not just elite groups or groups that had dominated national, regional or local culture in the past.Dennis McQuail in 1987 summarized the basic principles of social responsibility theory as the following: 1. Media should accept and fulfil certain obligations to society. 2. These obligations are mainly to be met by setting high or professional standards of in formativeness, truth, accuracy, objectivity and balance. 3. in accepting and applying these obligations, media should be self-regulating within the framework of law and established institutions. 4. the media should avoid whatever might lead to crime, violence or civil disorder or give offense to minority groups. . the media as a whole should be pluralist and reflect the diversity of their society, giving access to various points of view and to rights of reply. 6. Society and the public have a right to expect high standards of performance and intervention can be justified to secure the public good. 7. Journalists and media prof essionals should be accountable to society as well as to employers and the market. Social Responsibility theory has proved quite durable. Most journalists take seriously the central values of social Responsibility theory such as luralism and cultural diversity; However the state of affairs is not so with the authoritarian theory of the press. Unlike the Authoritarian theory, the social responsibility theory of the press takes hid and pays cognisance to people’s right to true information- the right of people to express themselves freely through the media of communication and the journalistic dedication to objective reality; – this aims to provide public with adequate material to facilitate the formation of an accurate and comprehensive picture of the world.The journalist’s social responsibility is also of the essence, this emphasizes the fact that journalistic information is social good not just a commodity. When it comes to the Journalist’s professional i ntegrity; dealing especially with rights not to work against personal conviction and other matters of personal ethics. The social responsibility theory of the press has respect for such, while the Authoritarian theory has no regard for such values and ethics. Ethics is a practise of moral behaviour by individuals, governments and social institutions.Ethics is more to do with principles concerning the rights and wrong of conduct, principles which have some reason theoretical basis which therefore apply objectively and impartially. Besley & Chadwich 1992 The Social responsibility theory of the press in contrast to the Authoritarian theory has respect for, Public access and participation, this includes the right of rectification and reply, respect for privacy and Human Dignity, respect for the Public interest.This relates to respect for the national community, in democratic institutions and public morals, respect of Universal Values and diversity of cultures. This calls for respect for human rights, social progress, national liberation, peace, democracy, elimination of War and other great evils confronting humanity. This calls for abstention from justifying aggression, arms proliferation, violence, hatred, discrimination, promotion of a New World information and communication order. This is directed especially at the need for decolonization and democratization of information and communication.After all said and done my conviction is that the Authoritarian theory in contrast with Social Responsibility theory does not encourage media practitioners to see themselves as front-line participants in the battle to preserve democracy in a world drifting relentlessly toward tyranny. This gives rise and room to fear amongst media operators and infringes on the right of freedom of expression, the list of people who have been arrested for exercising their right to freedom of expression is long.In December 2008, for example, Jestina Mukoko, Director of the Zimbabwe Peace Proje ct, was abducted and tortured. Members of Woman of Zimbabwe Arise (WOZA) are harassed, intimidated, assaulted and arrested on a regular basis. Okay Machisa, the Executive Director of Zimbabwe Human Rights Association (ZIMRIGHTS) was arrested in March 2010 for organising reflections – an exhibition of pictures of victims of the 2008 political violence. Geoff Nyarota was arrested for exposing some foul play at the Mazda industry formerly Ford motors.