Feminism and Women’s Self Image an Example by

Feminism and Women’s Self Image Womens looks have primarily been influenced by media and the images it projects. From early adolescence, a girl begins placing her value on what is the norm according to peers, television, movies, magazines and billboards. Since its inception, the feminist movement has attempted to counter the negative, false images imprinted upon girls self images. Need essay sample on "Feminism and Womens Self Image" topic? We will write a custom essay sample specifically for you Proceed Students Frequently Tell EssayLab professionals: Who wants to write essay for me? Professional writers propose: Don't Waste Your Time Buy An Essay For College Websites That Hire Writers Essay Paper Writing Service Essay Writing Service The standards of beauty that the media portrays are unrealistic and set young girls up for a negative self image. When a young girl, then later a woman, never feels as if she is good enough, based on media influences, she is left feeling less-than and inferior. As a woman ages she becomes defined as even less desirable. The media rarely portrays a woman over 30 as beautiful, vibrant, sexy or desirable. The ingrained message women (and men) receive is that mature women are not attractive or sexy. This continual bombardment of unachievable standards sets women up for lifetimes of poor self-image. This image, usually contrived from seeing models as idols, is at the root of the problem. The Barnard/Columbia Women's Handbook says, The range of actual body types in the past was no different than today. What has changed is what has been set up as the ideal. Studies have shown that while 25 years ago the average model weighed 8% less than the average American woman, today's model weighs 23% below the national average. The exclusion of so many women from representation is a denial of the wide range of bodies and appearances. Instead of marveling at the assortment of body shapes, we continually compare ourselves with each other. We begin to objectify our own and other women's bodies. So women have ingrained a sense of competition with other women. They also feel innately inferior to the standard. Women have these feelings more strongly than men. In the article, Mirror, Mirror the author explains, Why are women so much more self-critical than men? Because women are judged on their appearance more than men, and standards of female beauty are considerably higher and more inflexible. Women are continually bombarded with images of the 'ideal' face and figure - what Naomi Woolf calls 'The Official Body'. Constant exposure to idealized images of female beauty on TV, magazines and billboards makes exceptional good looks seem normal and anything short of perfection seem abnormal and ugly. It has been estimated that young women now see more images of outstandingly beautiful women in one day than our mothers saw throughout their entire adolescence. Since its inception, feminism has attempted to correct this faulty image. According to www.usinfo.state.gov, feminism is defined as The view, articulated in the 19th century, that women are inherently equal to men and deserve equal rights and opportunities. More recently, a social and political movement that took hold in the United States in the late 1960s, soon spreading globally. Feminism tries to make the media take responsibility for its influence and the images it projects. In a talk given by feminist journalist Rose Simone, she said, A good journalist is aware of the fact that his or her reality is not the only reality. A good journalist should try to reflect the diversity that is out there . . . and the ability to do that involves being able to see and understand that just because you have not experienced something, such as racism, or just because you would personally not perceive the same thing as another person, that doesn't make the other person's set of experiences less real or less worthy of reporting. Other ways feminism attempts to overcome negative beauty/body images are by education and instilling a sense of responsibility. In The Good Body, author Eve Ensler says, The Good Body began with me and my particular obsession with my imperfect stomach. I have charted this self-hatred, recorded it, tried to follow it back to its source. Here, unlike the women in The Vagina Monologues, I am my own victim, my own perpetrator. Of course, the tools of my self victimization have been made readily available. The pattern of the perfect body has been programmed into me since birth. But whatever the cultural influences and pressures, my preoccupation with my flab, my constant dieting, exercising, worrying, is self-imposed. I pick up the magazines. I buy into the ideal. I believe that blond, flat girls have the secret. Although feminism has made great strides since the 1960s, there is still a long way to go in enhancing womens self image. As long as women compare themselves to false images of perfection portrayed by the media, they will be haunted with low self worth and a need to reach an unattainable goal. Sources: Public Face/Private Suffering: the female body (Chapter 3, Reshaping the female body: the dilemma of cosmetic surgery) by Kathy Davis Beauty Secrets (Chapter 3, Dress as Success) The Barnard/Columbia Women's Handbook 1992 (Chapter 3) The Good Body by Eve Ensler

Heart Of Dark Essays - Joseph Conrad, Congo Free State, Free Essays

Heart Of Dark Essays - Joseph Conrad, Congo Free State, Free Essays Heart Of Dark In Joseph Conrad's book Heart of Darkness the Europeans are cut off from civilization, overtaken by greed, exploitation, and material interests from his own kind. Conrad develops themes of personal power, individual responsibility, and social justice. His book has all the trappings of the conventional adventure tale - mystery, exotic setting, escape, suspense, unexpected attack. The book is a record of things seen and done by Conrad while in the Belgian Congo. Conrad uses Marlow, the main character in the book, as a narrator so he himself can enter the story and tell it out of his own philosophical mind. Conrad's voyages to the Atlantic and Pacific, and the coasts of Seas of the East brought contrasts of novelty and exotic discovery. By the time Conrad took his harrowing journey into the Congo in 1890, reality had become unconditional. The African venture figured as his descent into hell. He returned ravaged by the illness and mental disruption which undermined his health for the rem aining years of his life. Marlow's journey into the Congo, like Conrad's journey, was also meaningful. Marlow experienced the violent threat of nature, the insensibility of reality, and the moral darkness. We have noticed that important motives in Heart of Darkness connect the white men with the Africans. Conrad knew that the white men who come to Africa professing to bring progress and light to darkest Africa have themselves been deprived of the sanctions of their European social orders; they also have been alienated from the old tribal ways. Thrown upon their own inner spiritual

Themes Across Literature and Film Research Paper

Themes Across Literature and Film - Research Paper Example The stress associated with this disorder can trigger self-damaging impulses or suicidal, such as random sexual encounters (Baer et al 350), reckless behavior and minor crimes. Most of the people suffering this disorder normally have trouble operating in customary social environments. The women are more prone to this disorder than men. In many occasions, people suffering from borderline personality disorder experience feelings such as boredom, emptiness, feel mistreated and alone. Severe feelings of solitude or isolation are frequently accompanied by frantic struggles in order to avoid loneliness (Baer et al 350). The film Cruel Intentions features Kathryn Merteuil, a fictional character, and she plays as the main villain in this 1999 teen drama film. Actress Sarah Michelle Gellar plays the role of Kathryn Merteuil in this movie. Kathryn Merteuil, is the daughter of Tiffany Merteuil who is a very well respected socialite in New York. She went to school in Manchester Prep, which is a very prominent private school that is located just on the outskirts of the city. She lived with her mother on the Upper East Side. They moved into Valmont’s house immediately her mother was married to him (Porr). As Kathryn grew, she surpassed in a lot of school fields and turned out to be very eloquent and fluent in both Vietnamese and French Languages. She also learnt and became good at playing the Piano and she turned out to be well known and admired all over the school community as an idol and she became an inspiration to almost all the parents, yet she was clandestinely getting addicted to both cocaine and alcohol (Porr). Cassidy, a cousin to Kathryn, is even more devious than she is. Sebastian’s funeral inaugurates the new school year (Porr). As the service progressed, Kathryn makes a speech concerning her unsuccessful trials to get the late Sebastian to change his habits and

Is elitism or pluralism a better explanatory theory of the way Essay - 1

Is elitism or pluralism a better explanatory theory of the way American government and politics really operates Why so - Essay Example In simple words, elite administration is an administration which is based on the vested interests of a specific economic class. Pluralism, on the other hand is based on diversity and acceptance and is stated to be implemented for the common good of the people. With special regards to a modern economic, social and political development, pluralism is considered to be the most effective and cost efficient system. Elitism and pluralism are two separate entities. If you feel the need to differentiate between the two, you would need to study their individual characteristics. (Elitism: The future of american foreign policy: elitism versus pluralism) Although there are various attributes attached to the elite, there is no single definition of the term. Likewise, the term elite can also be used to describe a class or group of people who have the required wealth and the essential social status to influence class determination. Listed below are a few personal attributes which are directly linked to the elitist theory. The pluralism concept is often considered essential for the US set up as it is not individualistic in nature and is governed owing to numerous resources. These resources can enhance the overall power of the politicians by providing opportunities in terms of legal authority, prestige, knowledge, skill and monetary benefits. Henceforth, as compared to elite system, the pluralism theory is ideal for the US set up. (Allaboutreligion) (Bryner) The biggest reason which advocates the concept of pluralism is the ability of the pluralistic society to differentiate between potential and actual power. Actual power is undoubtedly the ability to force an individual through compulsive force whereas potential power is the ability to transform a potential resource into usable power. A perfect example of this concept is the currency bills. If there is no power attached to cash, the bills would continue to remain plain pieces of paper and vice versa. The pluralist

Assignment for my course International Accounting and Consultancy Essay

Assignment for my course International Accounting and Consultancy. Writer MUST be ON TIME. Writer needs to send me somethinganything on the 13thMarch UK tim - Essay Example The IFRS make the entities achieve this purpose by enabling them to provide segment wise information. However the entities do not incur any excessive cost for such reporting; they are able to make only at a little extra cost. IFRS 8 arises from the IASB's comparison of International Accounting Standard 14 (IAS 14) 'Segment Reporting' with the US standard SFAS 131 'Disclosures about segments of an Enterprise and Related Information'. IFRS 8 replaces IAS 14 and aligns Segment reporting with the requirement of SFAS 131. This paper envisages a critical analysis of the impact and usage of the introduction of IFRS 8 and the extent to which this standard aids in achieving the convergence between national accounting standards and IFRS to deliver high-quality solutions. that files, or is in the process of filing, its (consolidated) financial statements with a securities commission or other regulatory organisation for the purpose of issuing any class of instruments in a public market. However, when both separate and consolidated financial statements for the parent are presented in a single financial report, segment information need be presented only on the basis of the consolidated financial statements. (Deloitte Paper) International Accounting Standards Board (IASB) based in London represented and funded by major accounting firms, industrial companies, financial institutions, central banks and other international and professional organizations throughout the world is committed in developing, in the public interest, a single set of high quality global accounting standards that require transparent and comparable information in general purpose financial statements. According to the IASB Paper on IFRS 8 (2006), the prime objective of the IASB is to achieve the convergence of accounting standards in all the countries around the world. With this objective in view, the IASB and the Financial Accounting Standards Board (FASB) in the United States have undertaken a joint short term project with the objective of reducing the difference between the IFRSs and US GAAP that are capable of resolution in a relatively shorter period of time. The other consideration was that the differences to be addressed must be outside the major projects. With a view to adopting high quality financial reporting solutions, both the Boards considered the standards prescribed by them recently and evolved the new standard as the best combination of existing standards. In order to decide on the new IFRS 8 standard the IASB compared the IAS 14 Segment Reporting and SFAS 131 Disclosures about Segments of an Enterprise Related Information. It is worth noting that the IAS 14 was adopted substantially from the earlier standard issued by the International Accounting Standards Committee (IASC) in the year 1997. Hence the main reason for the issue of a revised standard in IFRS 8 is to increase the convergence of different standards as well as to present the best of the standards available in respect of Segment Reporting. 4.0

The Integration Of Faith And Learning Education Essay

The Integration Of Faith And Learning Education Essay The integration of faith and learning (IFL) has been defined as a multifaceted attempt to distinguish the underlying truth about ones academics and Christianity research study by Garzon, Milacci Boothe (A Phenomenology of the Integration of Faith and Learning). Various IFL models have been developed by scholars, in which some have focused on the interdisciplinary engagement between theology and academics, and others on the intrapersonal and interpersonal elements (Research study by Garzon, Milacci Boothe (A Phenomenology of the Integration od Faith and Learning). Research studies in the past on have been conducted with the instructors rather than the students. But current studies have been on the students perceptions of IFL experiences. Students have referred to IFL in various studies in terms of the methods used by the instructor as opposed to the learning of integration by the student. They described IFL as primarily being a teacher activity and not the result of the students behavior (Lawrence, Burton, Nwosu (Refocusing on the Learning). I ask, as Sherr, Huff, Curran did in their research study, What good are our efforts as Christian professors to provide IFL experiences if student do not sense these efforts? And if our efforts to provide IFL experiences are incongruent with the expectations of IFL experiences of students, how can we identify those differences and adapt to provide Christ-centered education? (Research study by Sherr, Huff, Curran (Salient Indicators of Integration). The results from various studies have shown that overall most students desire more real life examples by applying theories to real life situations. They want the opportunity to integrate their faith into their academics through assignments and practicum (Research study by Hall, Ripley, Garzon and Mangis (The Other Side of the Podium). The research conducted by Hall, Ripley, Garzon Mangis have found that students learn integration though relational attachments with mentors who personally model that integration. Students valued the quality of the attempt made by the instructor to integrate over the mere act of integration itself. Though they took note of attempts that were half-hearted, insincere, done out of duty, forced, or of poor quality ( all, Ripley, Garzon and Mangis (The Other Side of the Podium). The participants in this study identified three areas that they perceived facilitated integrative experiences in the classroom. The first was the teaching method the instructor used to integrate. They identified five traits of the professor as being significant in effective integration: self-revealing (evidence of an active, personal relationship with God that was observable by the students), caring, welcoming, dedicated and open-minded (the professor must demonstrate genuine care for the students). The second area was in curriculum. The students perceived successful integration when time was intentionally allotted for prayer and integrative discussions and assignments. Sherr, Huff, Curran found that some students did not perceive prayer as being an important factor (Sherr, Huff, Curran (Salient Indicators of Integration). The third area was in the overall climate of the institution. The students welcomed the opportunity to express their Christianity openly and simultaneously with their academic learning. They expressed their satisfaction in not having to separate the two ( Hall, Ripley, Garzon and Mangis (The Other Side of the Podium). Garzon, Milacci Boothe (A Phenomenology of the Integration od Faith and Learning) research findings suggested that students perceived that integration can only occur within a caring relationship with a mentor (in this case a professor, administrator, etc). The mentor must be an individual who has spiritual depth and is able to integrate it both inside and outside the classroom. This would require the professor to take the time and effort to get know each student personally, placing a strong emphasis on the process of learning as opposed to solely the concept of learning. Garzon, Milacci Boothe (A Phenomenology of the Integration od Faith and Learning). This proposes the importance of the type of professors that are hired with the intention of implementing IFL in the classroom (Research study by Hall, Ripley, Garzon and Mangis (The Other Side of the Podium). Lawrence, Burton, Nwosus research concluded that students perceive IFL in terms of the content of the teachings through the methods used by the professor. Most gave examples in terms of the professors actions rather than the students activity. The methods utilized active learning approaches that gave the student opportunities to mentally manipulate and develop ideas (role play, inquiry training). The top three categories were teaching methodologies (conversations with the professor during class time), making connections (the teacher playing an active role in connecting faith with the area of study),and the atmosphere of the classroom (positive, safe, feels accepted and supported) Lawrence, Burton, Nwosu (Refocusing on the Learning). The research of Sherr, Huff, Curran (Salient Indicators of Integration) pinpointed two main indicators of IFL: faculty relationships with God and students, and faculty competence. In terms of the professors relationship with God, the students needed to indentify the professor as being a genuine Christian with a passion for their relationship to the Lord. They also looked for accountability and commitment to God. In terms of the professors relationship with the students, they believed the instructor should demonstrate a genuine care for every aspect of the students live- physical, emotional and spiritual. This was connected to the amount of genuine time and interaction in and out fo the classroom the professor spent with the student. These were individuals who were concerned about helping the student personally develop (Sherr, Huff, Curran (Salient Indicators of Integration). When it came to the professors competence and curriculum, the students belied the professor not only had to be competent, but also able to implement IFL experiences within the curriculum. They made references to using scripture as a reference, assisting students in applying Christian faith in different settings and the professor sharing their personal faith experiences. The students also mentioned the classroom environment as an indicator of IFL. They indentified a sense of belonging acceptance and commitment within the classroom is important. Prayer in the class was not necessarily agreed on as being an important factor (Sherr, Huff, Curran (Salient Indicators of Integration). Reports have indicated that there is no significant learning difference when students are taught at a distance as opposed to traditional face-to-face instruction, though attrition can be higher and satisfaction lower (2006). A blended training approach using videoconferencing for distance education. AND (Research study by Spector (Time Demands in Online Instruction) AND Research study by Muilenburg Berg (Student Barriers to Onlin Learning). Though some argue that the interaction through traditional instruction has the potential for greater social presence, research has shown that online communication does permit high levels of interpersonal communication, thus social presence Research study by Beuchot Bullen (Integration and Interpersonality). There are significant differences in the way students perceive their online learning experiences (Research study by Muilenburg Berg (Student Barriers to Onlin Learning). Asynchronous instruction is independently experienced by the student and does not require simultaneous participation of the student and instructor. It gives every student an opportunity to respond to a topic and encourages more in-depth discussions. It is a more inclusive type of interaction. It limitations include feelings of isolation from students, lack of quick feedback, and not enough time for discussions to mature. This method requires more time to manage and provides less social interaction than synchronous instruction.(Research study by Johnson (Synchronous and Asynchronous CMC) 2006, TechTrends. Synchronous instruction requires simultaneous involvement between the professor and the student. This method allows multiple users to communicate in real time. Limitations include getting the students online at the same time and moderating conversations with larger groups. They are more difficult implement than asynchronous, though it generates a greater sense of presence and spontaneity. Chats and chat rooms can be utilized with this method (Research study by Johnson (Synchronous and Asynchronous CMC) 2006, TechTrends. Research study by Johnson showed that students did not report a clear preference for synchronous or asynchronous instruction. 43% of the variance in perceived learning rested in the difference of the students perception of learning. Both forms have advantages and both contribute to student cognitive and affective outcomes. Though the students characteristics seemed to affect asynchronous online behavior and discussion. Perhaps the two methods can be blended in a systematic and object manner in order to maximize the students learning experience (Research study by Johnson (Synchronous and Asynchronous CMC) 2006, TechTrends. There are significant differences in the way students perceive their online experiences during learning (Research study by Muilenburg Berg (Student Barriers to Online Learning). Results by Johnson have shown that there is no evidence of instructional superiority between the two methods- student achievement was equivalent. Although synchronous is often assumes to be more interactive- students perceptions of such may differ. The reported advantages/disadvantages of both methods may reflect the students personal preference due to characteristics. Students who prefer synchronous over asynchronous text-based computer mediated communication (CMC) may be more social than students who express the reverse preference. Students who expressed the perception that they learned the case studies best when using synchronous chat were at a learning disadvantage when using that CMC mode (Research study Johnson (20008- The Relative Learning Benefits of synchronous and asynchronous). Ng Murphy reported that Some students in their study took an active role(ex: initiating discussion topics and responding to prior contributions), and their involvement did not rely on tutors inputs . Ng Murphy (Evaluating Interactivity and Learning) . This suggests that another factor, like personality, was the cause for such participation. Having two-way audio and video, enabling the students and teachers to see as well as hear each other in real time, is better than those in courses where communication is only one-way. This may increase the sense of social presence, increasing course satisfaction. Blending asynchronous and synchronous methods may eliminate attrition and isolation problems that affect distance education learners (2006). A blended training approach using videoconferencing for distance education Research by Muilenburg Berg (Student Barriers to Onlin Learning) found eight barriers to online learning perceived by students: administrative/instructor issues, social interactions, academic skills, technical skills, learner motivation, time and support for studies, cost and access to the internet, and technical problems. The most critical barriers were social interaction, administrative/instructor issues, learner motivation, and time/support for studies. A lack of social interaction was most severe barrier perceived by students. Findings show that social interaction is strongly related to the effectiveness of learning and course enjoyment. (Research study by Muilenburg Berg (Student Barriers to Onlin Learning). Research study by Beuchot Bullen (Integration and Interpersonality) suggests that interactivity comes about through inner process variables, for example, the interpersonal content of messages. This suggests that online interaction participation may be determined by the type and degree of a students socio-affective content in postings, therefore implying that online instruction should focus more on the development of the socio-emotional climate of virtual communities. It has been shown (Rafaeli and Sudweeks, 1998) that overall, interactive messages are likely to contain self-disclosure, indicating that interactivity may bring about a sense of involvement and belonging. This may be done through allotting additional time for interpersonal connections between students and between the student and professor. One suggestion would be to ensure that students make meaningful interpersonal connections before they engage in cognitive tasks (Beuchot Bullen (Integration and Interpersonality). Online teachers invest significantly more time than traditional face-to-face instructors. Online teachers at various universities believe that preparing and teaching online courses places more stress on the instructors. Research study by Spector (Time Demands in Online Instruction). Research by Dennen indicated that instructors balanced their own need to manage time with the affirming students through regular feedback, but the task was very overwhelming Dennen (From Message Posting to Learning). Based on research results, professors teach online courses out of personal interest, mainly for flexibility. Research study by Spector (Time Demands in Online Instruction). Again rises the importance of carefully selecting professors for clear goals of integration.(Research study by Hall, Ripley, Garzon and Mangis (The Other Side of the Podium).   Course designers and instructors in distant education need to have and understanding on how students interact and how groups develop in computer mediated environments. Research study by Beuchot Bullen (Integration and Interpersonality) Online instruction needs to create and interactive environment for students and teachers through CMC. The Challenge is to balance independent study and bringing each student into contact with others, which is essential in forming any community (interaction/interactivity) (Ng Murphy (Evaluating Interactivity and Learning. Dialogue consists of at least two discussants who communicate in repose to each other. Research conducted by Denned noted that composing and posting messages did not necessarily result in dialogue. Students were going through the motions of dialogue but all aspects were not present.Dennen (From Message Posting to Learning). Conversational treatment by the instructor generated higher quality student contributions, Dennen (From Message Posting to Learning). It has been suggested that moments of conversation within the forum need to be carefully designed themselves- the strategies need to support students construction of meaning. It may not just matter how much instructors post messages that affects class dialogue, but also how why compose those messages. Distant learning activities must be relevant and goal based in order to attract student participation. The learning objective and relevance should be made clear to the students. Socialization can also incite participation. The discussion prompts that where effective in prompting student dialogue had clear guidelines and gave each student the opportunity to have a unique response. The instructor feedback also motivated students to participate more. Dennen (From Message Posting to Learning) The Research study by Ng Murphy (Evaluating Interactivity and Learning) results were that the number of genuinely interactive messages were limited. There was little evidence of the students participating collectively and building upon each others contribution. The learners DID NOT use forum to share experience or self-reflections. Though evidence of cognitive skills in their responses was evident, higher-order reasoning skills- such as critical thinking and problem resolution- were not demonstrated. (Ng Murphy (Evaluating Interactivity and Learning) Research Proposal Research Rational Research studies have given us an idea of some of the primary indicators of IFL experiences perceived by students: relational attachments with mentors Ripley, Garzon and Mangis (The Other Side of the Podium).; Teaching methods with an instructor who is self-revealing, caring, welcoming, dedicated and open-minded ( Hall, Ripley, Garzon and Mangis (The Other Side of the Podium); within a caring relationship with a mentor Garzon, Milacci Boothe (A Phenomenology of the Integration od Faith and Learning); faculty relationships with God and students, and faculty competence Sherr, Huff, Curran (Salient Indicators of Integration). Research has also shown that there is no difference in online and traditional face-to -face learning, as well as no significant different between synchronous and asynchronous teaching methods. This study asks the question, What are distant learners perceptions of efficient faculty efforts in facilitating IFL experiences using current and intentionally increased and focused IFL goals, and current and various CMC (Computer Mediated Communication) methods? Purpose of Research The purpose of this study is to assess whether the same indicators of IFL experiences are perceived by distant learners as traditional, face-to-face learners. If not, what are some of the different indicators? Although studies have proven no significant difference in asynchronous and synchronous methods in learning, we will assess whether or not there are differences when it comes to the students perceptions of IFL experiences. Also, we will increase the focus and goals of IFL experiences, making them intentional and known to the students and assess if there is any differences between intentionally increased and focused methods of IFL goals and the current ones the institution uses. The theoretical implication will be to compare the institutions current IFL goals and methods with the same goals but using primarily asynchronous methods, synchronous methods, and finally a balanced blend of both methods. Then increase the IFL goals and compare them to the same increased goals but using primarily asynchronous methods, and then synchronous methods. The results from the current goals will be compared to the intentionally increased and focused goals. Method Participants The study will be conducted over the course of one complete year, consisting of a 4 consecutive semesters (beginning with a summer semester and the following fall, spring, and summer semesters).Undergraduates and graduate students from three Christian higher education institutions will be surveyed. The institutions will be from different regions of the US, as well as from difference Christian denominations. There will be 8 professors used (2 female undergraduate professors, 2 male undergraduate professors, 2 female graduate professors, and 2 male graduate professors) to implement the current IFL goals and the intentionally increased and focused goals. There will be 8 courses (4 undergraduate and 4 graduate) randomly chosen from 4 various schools of study (education, arts and science, business, religion, etc.) each institution offers. Materials A survey questionnaire will be given to each student to fill out during the last week of the course. It will consist of open-end questions. This method of data collection will be identical between each institution and will be collected over the course of four consecutive semesters. Design Qualitative data will be obtained by having each participant fill out a survey questionnaire. The survey will consist of open-ended questions. in order to give each student an opportunity to give their perception and initiate candid responses. Procedures This experiment would be conducted in 2 parts: Study A and Study B. Study A will be conducted in three Christian institutions, assessing eight courses: four (2 undergraduate and 2 graduate) analyzing current IFL goals and various CMC teaching methods and four (2 undergraduate and 2 graduate) analyzing intentionally increased and focused IFL goals and various CMC teaching methods. Study A Analyze the current IFL goals using the institutions current methods in a Summer Semester, 20YY. Study will have no control over this particular instructor (male or female). Analyze the current IFL goals using mainly asynchronous CMC methods in the Fall Semester, 20YY. Study will have control over instructor (male or female who will be trained in Asynchronous methods). Analyze the current IFL goals using mainly synchronous methods in the Spring Semester, 20ZZ. Study will have control over the instructor (male or female who will be trained in Synchronous methods). Analyze the current IFL goals using a balanced combination of asynchronous and synchronous methods in the Summer Semester, 20ZZ. Study will have control over the instructor (male or female who was trained in a balanced combination of asynchronous and synchronous methods). Study B Analyze intentionally increased and focused IFL goals using current methods simultaneously in study As Summer Semester, 20YY. Study will have no control over this particular instructor (male or female). Analyze intentionally increased and focused IFL goals using mainly asynchronous methods simultaneously in study As Fall Semester, 20YY. Study will have control over instructor (male or female who will be trained in increased IFL goals through asynchronous methods). Analyze intentionally increased and focused IFL goals using mainly synchronous methods simultaneously in study As Spring Semester, 20ZZ, Study will have control over instructor (male or female who will be trained in increased IFL goals through synchronous methods). Analyze intentionally increased and focused IFL goals through a balanced blend of asynchronous and synchronous methods simultaneously in study As Summer Semester, 20ZZ. Study will have control over instructor (male or female who was trained in increasing IFL experiences through a balanced combination of synchronous methods. Data Analysis There will be three researchers. Two of the three researchers will: STUDY A: Analyze and Compare current IFL methods against each group that received treatment; Analyze and Compare each treated group against each other; Come together and resolve any discrepancies. STUDY B: Analyze and Compare Increased, focused and intentional IFL goals through current methods against each group that received treatment of increased, focused and intentional IFL goals; Analyze and Compare each Increased, focused and intentional IFL goals that received treatment ; Come together and resolve any discrepancies. The third blind research will analyze and compare each group as mentioned above; join with the other two to resolve any further discrepancies along the way.

Abolish the Death Penalty :: essays research papers

It was November 2 of 1998 and I woke up that morning and to my surprise the television was on. I see my mother sitting there watching CNN and saying how wrong the death penalty was as she was watching John Stevinson be put to death. She said how cruel these people were for doing such a thing. I remember feeling that I didn’t know what was wrong with these people and now I realize how wrong killing really is. For one to commend a crime and loose so much in return proves no point and yet an infantile result to a critical problem one of which is so multifaceted and out thought is just morally and corruptly erroneous. To the surprise of many, the United States government does not only put to death adults but also minors. In the United States at least 160 children have been executed by the death penalty since 1973. Children shouldn’t have the same punishments as an eighteen year old. First off, there is a possibility of rehabilitating minors greater than the adults. Children may still need to be punished, but taking a child’s life for making a wrong, stupid, and a bad decision just isn’t right. Members of the government should consider how they would punish their own child, especially if they were mentally challenged or had some other unique circumstance. Two out of three kids sent to death row are children of a different gender and or race. This is a big example of racism and discrimination. Not only kids are treated this way but also the adults. Out of all the 160 minors, executed, only two were girls, which is another example of discrimination against boy.   Ã‚  Ã‚  Ã‚  Ã‚  Religion is yet another big part when it comes to the death penalty. Many people who believe in it mustn’t know what the Bible says about death and killing. This is murder and the Bible says no to ANY slaughter. In the Bible, the 5th Commandment states that, â€Å"Thou shall not kill.† As a Christian I believe in the 5th Commandment and see that killing doesn’t make better, yet worse. It’s massacre! If one kills another, no matter what reason, nor excuse, you are murdering them by just clearly taking their life. The Bible also has a story on the saying, â€Å"Eye for an eye, tooth for a tooth.

Rizal and the World at the Time

Jose Mercado â€Å"Rizal† lived in a time that had quite the background. Globally, slaves were getting freed, powers were rising, powers were declining. Locally, it was more oppression and religious brainwashing than progression. How could these events influence Rizal? Of course, being an individual of high intellect, how could he not? You have to imagine what Rizal could see and learn around him at that time. He was one of the few who were that of a well-to-do family.This meant that he could attend school and receive education. He read books when he wanted, he learned history and philosophy, and many others that when combined with a brilliant mind, could see things more objectively without being clouded by passion. If he could take an objective stand on situations and yet as reflected in his works, be passionate about them, then that means that his passion is backed up by something objective. The whole world was entering a time that respected the rights of the human being.Sla ves were being freed and because of this, a lot of human rights laws were being made. At the same time, the world’s powers were expanding and decreasing at the same time. Locally, news of oppression spread. These things give you a good idea why Rizal took his stand against the rebellion as he did. The oppression around him was definitely not acceptable in the eyes of Rizal because human rights were being spread around the world by the intellectuals of North America and backed up by the actions of Russia.But Rizal knew that the Philippines definitely cannot hold itself as a country yet. He’s a smart guy and with that he probably looked up the history of war and what was needed to have strength as a country. If one were to look at the circumstances of the country with just the country in your sights, you would have taken the route of a Katipunero and decided to wage war against the oppressors. Rizal didn’t. Why?This is because he had the circumstances of the whole world to back up his ideals. He was influenced by the events globally and not just locally. He was an intellectual who was influenced by the works during and before his time. He thought of the welfare of the country in the long run and not just the shortest way out. It’s too bad he had to die as he did. He definitely would have come up with a revolution that would have put the Philippines in a better state than it is now.

Whats Tested on the SAT Writing Section Grammar and Questions

What's Tested on the SAT Writing Section Grammar and Questions SAT / ACT Prep Online Guides and Tips "Writing, to me, is simply thinking through my fingers." If Isaac Asimov weretalking about the SAT Writing and Language section, he would probably add that he would have to think through his fingers fast. With 35 minutes for 44multiple choice questions, you have to work quickly and efficiently to achieve a high score. Let's go over the Writing and Language section in detail so you know exactly what to expect. Format of the SAT Writing The Writing and Language section is your second section on the SAT. Writing and Language, together with Reading, makes up your verbal score (aka, "Evidence-based Reading and Writing" score). This section is35 minutes long and asks you 44 multiple choice questions. All of the questions are based on passages. In fact, there are four passages followed by 11 questions each. Thepassages are sourced from the areas of Careers, Social Studies, the Humanities, and Science: Careers passages might discuss trends or debates in major professional fields, like medicine, technology, or business. Social studies passages might draw from history, anthropology, psychology, political science, or sociology. Humanities passages could feature an author or explore trends in literature or the arts, includingprose, poetry, art, music, or dance. Science passages will focus on topics in earth science, biology, chemistry, or physics. You won't get any prose; all of the passages will be nonfiction, explanatory, or argument-based. One or more will also be accompanied by a related graphic, like a chart, table, or graph. The thing you need to know about theWriting and Language passages is that they're full of problems. They willbe riddled with errorsin punctuation, word choice, sentence structure, and organization. The multiple choice questions will point to various parts of the passages andask you if and how each partshould be fixed. The Writing and Language section tests your editorial skills. Let's take a closer look at how it does this. Writing and Language: Testing Your Editorial Skills Writing and Language asks you to read error-strewn passages and make them better. First, you have to recognize whether or not there is an error.If there is, then you have to choose the answer that would fix or improve the sentence, paragraph, or passage. To accomplishthis task, you need to understand grammar rules andhow to organizeideasanduse transitional words and phrases. According to College Board, Writing and Language questions test four main skills area: Command of Evidence, Words in Context, Expression of Ideas, Standard English Conventions. A little over half of questions ask about the first three skills areas and have to do with the development and organization of ideas and effective language use. The other half of questions cover Standard English Conventions. These questions ask about sentence structure, usage, and punctuation. They tend to be more detail-oriented questions. Let's take a closer look at each of these skill areas and what they test, along with an official sample question in each. 1. Command of Evidence Command of Evidence questions tend to look at the big picture. They want you to improve the way a passage presents information or imparts meaning. You might need to add a supporting detail, introductory sentence, or conclusion to make a passage more impactful. These questions often ask you to include the reason for making a change (ie, your "evidence").This sample question falls into the Command of Evidence category. It wants you to strengthen a passage and provide your reasoning behind choosing a particular answer. Picking up on context clues is very important! How else are you going to figure out that it was Professor Plum with the candlestick in the billiard room? 2. Words in Context Words in Context are more detail-oriented than Command of Evidence questions, as they point to a particular word. You might need to replace a word that doesn't make sense or choose one that works better in itsparticular context. None of the words will be particularly advanced, but they might be ones that are easily confused (e.g. the words "outperform, outweigh, and outdo") or that take on different meanings depending on context. As with many Writing questions, Words in Context questions will have the option of "No Change."Before thinking about how to replace the word, you have to decide whether or not there's a problem in the first place. Here's a typical example of a Words in Context question in SAT Writing and Language. 3. Expression of Ideas As their category indicates, Expression of Ideas questions ask you to think about how ideas are expressed. You might rearrange the order of sentences to improve flow or strengthen an argument. You might also choose to delete a sentence completely. These are "big picture" questions that ask you to make revisions that would make the passage more impactful. The following is an example of an Expression of Ideas question on the SAT. 4. Standard English Conventions Almost half of the SAT Writing questions fall into this Standard English Conventions category. Here's where your understanding of grammar and punctuation rules comes into play. These questions ask you to fix errors in sentences and clauses. You might edit for errors in verb tense, subject-verb agreement, pronoun use,parallel construction, commas, or apostrophes. The following example, for instance, asks you to distinguish between "there" and "their" and to make sure the phrase under considerationhas propersubject-verb agreement. The second question testscomma rules. In addition to these four major skill areas in Writing and Language, Command of Evidence, Words in Context, Expression of Ideas, and Standard English Conventions, you'll also encounter another question type that calls for its own special prep. About 2% to 4% of questions will be about data interpretation. On the redesigned SAT, data is all around you. Extra Question Type: Data Interpretation As you read above, one or more of the passages in Writing and Language will be accompanied by a graphic, like a chart, table, graph, or some other visual that communicates data. The graphic will be related to the passage in some way, but it might be described incorrectly. Questions couldask you to revisean incorrect representation of the data or to add a sentence based on data to strengthen an argument. Here's an example of a data interpretation question on Writing and Language. The data interpretation questions are the only ones of the Writing section where you might have to flip between pages to read the question and then consult the graph. As you can see in the samples, all of the other questions should line up directly with the part(s) of the passage to which they refer. Now that you have a sense of the skills and question types on this section, read on for some key study tips to prepare for SAT Writing and Language. Get out your red pen. College Board has just given you the job ofEditor-in-Chief. How toStudy for SAT Writing and Language The SAT Writing and Language section asks you to be an editor. It presents you with flawed passages, and your job is to make them better. You might improve a word, fix a punctuation mistake, rearrange ideas, or add sentences to improve flow. While some of your editorial skills are the cumulative result of years of reading and reading, how can you take specific steps to prepare yourself for the SAT Writing section? Read on for sixstudy tips to help you achieve your target scores. 1. Study Grammar Rules Almost half of the questions on the Writing section ask you to fix an error in grammar, usage, or punctuation. While grammar rules aren't the only part of your SAT Writing prep, they are a big part. To prepare, you should make sure you understand the most commonly tested grammar rules, like subject-verb agreement, parallel structure, and simplifying wordiness. By knowing the rule, you can pick up on what a question is asking you. Then you can confidently locatethe right answer, rather than simply relying on what sounds or looks right. Get a firm grasp of grammar and usage rules so you can master these question types on SAT Writing. 2. Study Punctuation Rules The old SAT didn't ask about punctuation, but the redesigned test does. You may need to fix a comma, apostrophe, semicolon, colon, or period, perhaps combining phrases into one sentence or separating a run-on into two sentences. Make sure to review the most commonly tested punctuationrulesand then test your understanding with official practice questions. Pair each rule with relevant practice questions to reinforce the concept. Then take practice tests where the questions are all mixed up in random order to make sure you can recall the relevant punctuation rule when you get tested on it. These questions are tricky if you don't know, for example, the right way to use a semicolon. If you do, though, then they're a piece of cake. 3. Read Essays and Newspaper Articles As you read above, all of the passages on the Writing section ask about nonfiction, explanatory, or argument-based texts. If you've spent English classes only reading literature, likeThe Great Gatsby and The Crucible, then you might need extra practice with non-prose texts. Somegreat sources forpractice are nonfiction essays and newspaper articles. Read with an analytical eye, perhaps circling transitional words and taking notes on the margins about how ideas are organized or how an author builds an argument. Deconstruct the text in front of you just as an editor would. If a passage strikes you as particularly strong, try to pick apart why it's so strong. If it fails to impress, note what you would change to make it more impactful. Developing your editorial eye is key for doing well on the SAT Writing and Language section, where your primary task is to edit and revise pieces of writing. Look alive! You need to stay alert tomake it through the long winter of SAT prep. 4. Pay Attention to Feedback on Your Writing Do any of your teachers give you editorial feedback on your writing? If so, don't just go straight to the grade and ignore the marks and comments. The marks and comments are key to developing an understanding of edits and revisions. Study them closely, and ask questions if you don't understand any. Similarly, you might go out of your way to ask your English teacher, for example, to give you feedback on a piece of writing. Or you could become aneditor yourself and trade comments with a peer. If you get feedback on your papers, pay close attention - it will help you become a better writer, which will, in turn, help you do better on the Writing section of the SAT! 5. Study Multiple-Meaning Words Some of the questions in SAT Writing fall into the Words in Context category. None of the highlighted terms are particularly obscure or advanced. Instead, they're relatively common words that may change meaning depending on context. Studying mid-level, multiple-meaning words will help you for both the Writing and Reading sections of the SAT. Beyond studying word lists, pay attention to how certain words shift depending on how they're being used. This understanding, along with the ability to pick up on context clues, will help you masterWords in Context questions. 6. Practice Interpretating Data from Graphics Finally, you'll get a few questions asking you to interpret data from graphics. These questions require an understanding of the graphic, plus they might ask you to go one step further to fix a mistake or insert a description into the passage. You can hone this skill in your Science and History classes, with SAT practice questions, and even with ACT Science questions (though, of course, not all the Writing data interpretation questions will necessarily be related to Science). Make sure that you can grasp a variety of charts and graphs, like pie charts, line graphs, scatterplots, bar graphs, and tables. While data interpretation may not be the first thing that comes to mind when you think about a writing test, it needs to be part of your prep for SAT Writing and Language. By honing your editorial and data interpretation skills, along with learning exactly what's tested on this second section of the SAT, you'll be one step closer to your goals. In closing, let's review the key points that you need to know about the Writing and Language section of the SAT. SAT Writing and Language: Key Points SAT Writing is your second section on the SAT, and all the questions are multiple choice and passage-based. This section asks you to be an editor and to fix errors in grammar, punctuation, and organization. Your job, simply put, is to make a flawed piece of writing better. To prepare for this section, you should study rules of grammar, usage, and punctuation. Beyond these rules, you should read and write widely, keeping a critical eye on structure and flow, to hone your editorial skills. You might also practice peer editing with a friend, as well as pay close attention to any feedback you get on your own writing from teachers. The Writing and Language section makes up half your verbal score, while the first section of the SAT, Reading, makes up the other half. By learning all about the skills tested, question types, and study strategies, you're well on your way to achieving your target verbal scores. What's Next? Is writing your strong subject, and you want the SAT score to prove it? This perfect scorer gives you 11 strategies forgetting a perfect score. Feeling unsure about data interpretation questions? This guide tells you how to analyze graphics on the Writing and Reading sections of the SAT. Official SAT practice tests are the gold standard for high quality practice questions. Download 8 free printable official SAT tests here. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Police Performance Term Paper

Police Performance Term Paper Police Performance Term Paper Police Performance Term PaperIf you need to write police performance term paper, you will find this article useful. Firstly, there is a good sample term paper on police performance. You may use this sample to write your own term paper, to get ideas for writing, or to focus your research topic. Secondly, you may also try our custom term paper help and get original term paper on police performance written from scratch! Our term paper writers are experienced and educated; they can write an impressive term paper for you! When you buy a term paper at our site, you get original term paper with no plagiarism! Term papers and report we write are of high academic quality and earn the best grades for our clients!Police Performance Term Paper SamplePerhaps the most pronounced myth surrounding the Angels and their operations is that of a subway system that is crime-ridden, dangerous, and out of control. Declaring their own version of the right of popular sovereignty in the interest of selfpr eservation, the Guardian Angels, like virtually every active citizen action organization before them, have organized to take action to protect themselves and others. However, this crime problem, which gives the organization its legitimacy, does not appear to exist. While their critics have been quick to attack the Angels for exaggerating crime problems for their own benefit, clearly the responsibility for this myth should be more broadly shared. Not only the Angels, but the media and many of New York's public officials should be included as well. The result of this myth is important not only to the transit police and the health of the New York City transit system, but to the Guardian Angels as they attempt to maintain their growth and organizational evolution. A second, related issue involves the image of fearful New Yorkers frustrated by poor police coverage and performance, willing to embrace almost any alternative. Although the results of this research do show that nearly one-hal f of all passengers interviewed rate the job the transit police are doing at protecting riders as either not too good or not good at all, the most commonly mentioned criterion in this evaluation was not danger but expected result. Those respondents who thought the police would recover property stolen from them were more likely to rate police performance more favorably. Those who thought items stolen would not be recovered saw the police in a more negative light. Concerning the availability of police on the subways, over 86 percent of passengers reported that when riding on the system they usually, or at least sometimes, saw officers on patrol. From these results, it is certainly difficult to substantiate the existence of a widespread belief in the breakdown of either law or order on the subways. Despite the lack of major dissatisfactions with the police, the overwhelming majority of passengers interviewed reported that they approved of the Guardian Angels. Many of these riders' appr oval was not without reservations, however. These passengers often advised that they approved of the concept of citizens helping each other and, while they knew little about the Angels'methods, they were assuming that the organization deserved their support. While this is clearly a positive finding for the Angels, it is not an unqualified endorsement for them or similar citizen-action groups. To the extent that these organizations deviate from this general concept of citizen help, it is likely that their levels of public support will diminish.

Law of Health Essay Example | Topics and Well Written Essays - 2000 words

Law of Health - Essay Example It is the duty of health care providers to give information to their patients when obtaining consent and also warn them of any possible risks that are likely to be encountered during the treatment or medical procedure. But on the other hand, the quantity of information to disclose, and the truthfulness of that information is also a factor to consider as much as a health care provider is required to give out information to patients. The statement under scrutiny in this paper can be dissected in a myriad of ways. It is imperative to point out that in relation to the law in England and Wales; it is the duty of health care providers to care for their patients. This was clearly stated by the House of Lords by Lord Diplock in the Sidaway v Bethlem Royal Hospital case of 1985. According to Lord Diplock, â€Å"A single comprehensive duty covering all the ways in which you are called on to exercise skill and judgment in the improvement of the physical and mental condition of the patient. â€Å"(Sidaway v Bethlem Royal Hospital 1985)’. The law in England and Wales also clearly stipulates that it is the duty of the health care provider, while caring for a patient, to clearly advice a patient and disclose all pertinent information that will permit the patient to come up with good decisions based on the nature of care being given (Hills v Potter 1983). However, the law is not quite clear on the distinction that sh ould exist between therapeutic and non-therapeutic contexts. Most of the famous cases that are related to the topic in question reveal just how difficult it is for one to know just how much information to reveal to a patient. This difficulty arises from the fact that it is not very clear whether very inquisitive and curious patients should be told more than needs to be told. Another issue that causes this difficulty lies in the fact that the law is not comprehensible on whether the health care provider has the discretion to distort or withhold information.  

Why do some international joint ventures succeed whereas others fail Essay

Why do some international joint ventures succeed whereas others fail - Essay Example Hence owners can disagree on the international venture’s goals making the performance of the venture more difficult to define and measure than performance of conventional organizations. Therefore, dissolution of international joint ventures (IJVs) signals not only the failure of the joint venture but also a realization of agreed goals by involved partners. Various scholars draw upon various contextual and internal factors organised in various theoretical perspectives to explain instability and failure of international joint ventures. First, the study considers benefits of conceptualising IJVs as cooperative or expedient collaboration and secondly draws on the distinctions to examine differences between instability and failure theories through structural and processual lenses. International joint ventures as cooperation experience instability from factors that erode trust, commitment, forbearance and other similar partnership qualities. For instance, a venture that lacks compli mentary with the partner is bound to be unstable; moreover, the same applies to ventures associated with significant partner differences regarding values, identities, goals, interests and practices (Salk and Shenkar, 2001). The perspective of selecting the wrong partner reduces the possibility of developing trust, which compromises cooperation making the venture vulnerable to instability. Another view conceptualises IJV as transitional organization, whose initial structure and internal dynamism create inevitable tendency to instability, which results in dissolution (Peng and Shenkar, 2002). The approach presumes that partners engage in IJVs with expedient motives seeing the partnership as a short-term instrument for serving their competitive self-interests by exploiting other partners’ weaknesses or gaining at the expense of other partners. Within this view, one variant stresses structural factors to explain imminent instability of IJVs and the other theorises instability and failure as products of internal political processes. Early influential approaches emphasise the need for parent partner to establish appropriate governance structures because when expedience prevails, IJV pose great risks to the parents like the loss of technical or strategic capabilities to opportunistic behaviour (Noe, Rebello, and Shrikhande, 2002). Most scholars are persuaded that that dominant equity control by one parent likely leads to venture success since benefits are associated with the unitary control framework (Hauswald and Hege, 2003). Similar to equity shares, which have gained dominant management control associated with the success of IJV, equal division of management control is associated with inter-parental disputes, instability and failure. Hence, structures suggest IJV’s destiny avails itself in control structures established in the original bargain. However, another complementary perspective argues that venture instability is a process dev eloped by paren ts in the lifetime of the IJV. As competition for competence, the IJV process involves multiple ‘micro bargains’ between parents as each seek to acquire the strength to exploit weaknesses of the other, the processual approach accentuate the significance of bargaining power as each manoeuvre within the IJV structure to augment its control and attain its ends (Hamel, 1991; Inkpen and Beamish, 1997). Acquisition of knowhow appears to the central aspect in joint ventures, besides joint ventures seem to be temporary in nature since there is no competition where optimal contracts are used. Moreover, duration of joint ventures relies on the