Media Studies

April 5, 2013Unit 3 †Lesson 14 †Key Question #30Keitlin Okell In today’s society the media can depict diverse â€Å"groups† in specific manners towards society. One of these gatherings are young people; the real factors that are depicted inside this particular gathering can be misjudged or exact contingent upon what is â€Å"seen† and â€Å"not seen†, values are likewise developed inside the media around us as youngsters not esteeming what was esteemed in the past generations.Finally with the various media encompassing everyone’s lives, the business factors do impact the media with the â€Å"teenager† subject with giving adolescents an awful picture here and there yet anyway the business components can give a constructive look on adolescents. In the event that individuals were solicited what their first musings from when they heard the word â€Å"teenager†, the primary contemplations that ring a bell will presumably stun you, with it being; negative, wild, reckless, eternal, rough, beasts, and so forth. These kind of considerations that are built about youngsters originate from the media and what is â€Å"seen† and â€Å"not seen†.What is found in the media the â€Å"glamorous† ways of life of adolescents that go out to drink, party, misuse liquor and medications, manage viciousness, and other wrong activities; every one of these activities are appeared inside films, TV appears (reality or not), paper and even music. A model is the film â€Å"Mean Girls†, this film is about adages, and how the secondary school life â€Å"is†, with the falsehoods, sex, drinking, and not indicating the positives of being an adolescent and the challenges that each young person experiences. The media doesn’t show the critical step of being an adolescent, for example, being tormented, tests, stress and insecurities.Also what isn't appeared inside the media about youngsters is that th ey do think about legislative issues, society’s issues, the earth, chipping in, their school work and other positive exercises. Practical astute, the media over misrepresents the subject of being a youngster in light of the fact that the media blossoms with outrages regardless of whether that incorporates over responding the â€Å"life of a teenager†; this is to get the crowds response, mindfulness and diversion at the same time. The qualities that are spoken to about youngsters are correct but on the other hand are wrong.The negative qualities that are spoken to for adolescents is that they don’t care about â€Å"anything†, self-control, poise isn't as significant as it was previously. Young ladies appear to be known to have the estimations of â€Å"teenage pregnancy†, while different adolescents have benefits of smoking weed, drinking, making some great memories instead of having decent training, a future and virtues that will be expected to regu lar day to day existence. Then again the constructive qualities that are appeared about youngsters are their families, instruction, regarding ourselves including our bodies, and a few people may think this is terrible yet it could be something to be thankful for, technology.Technology is developing each day and influencing everybody’s lives somehow so the conclusion that the adolescent qualities innovation all relies upon the person’s contemplations. The social results of media depicting young people as such is that youngsters get a terrible â€Å"image† and when somebody sees an adolescent now a days they will think they are looking for trouble, having no expectation for the people in the future including us and the age after us. Adolescents have this â€Å"bad image† of being unreliable, untrusted, and simply undervalued negatively affects somebody and they can carry on and do the activities everyone anticipates that them should do.Also what could happe n is that with such an exclusive standard for someone it can simply be a lot for that one individual and that is the place more issues can show up. Other social outcomes that the media can add to is when on the TV, young people see these VIPs eat so a lot however yet have those â€Å"perfect† bodies that everyone appear to need, having plugs with models that look perfect when as a general rule they don’t resemble that obviously the media doesn’t tell the crowd that.The last conversation I need to discuss is the business factors that impact the media; the media for the most part shows a Caucasian appealing individual who is exceptionally certain and it is by all accounts that this â€Å"person† is in each TV appear, business, film, and so on. The plugs that are appeared in today’s society shift various targets in the crowd in what they need to sell or advance, it tends to be from another cell phone (new innovation) to a crusade about halting harassi ng. The media is impacting the business factors by demonstrating the crowd of what â€Å"teenagers want† and what â€Å"teenagers need† as in help having a voice in harassing for example.The ads can either show a positive look on adolescents or a negative look, typically the media has a tad bit of both and that can impact a youngster either positively or terrible. For instance you see ads that set attention to driving under the influence or messaging and driving giving youngsters another standpoint of what might occur in the event that they do these activities which for this situation will leave a positive effect on adolescents in settling on the correct decision. Business components can impact youngsters, yet at long last everything relies upon the eenager and their contemplations and qualities. At long last, media influences adolescents as it additionally depicts a decent and terrible picture regardless of whether it’s practical or not. The media has different sides of this, the â€Å"seen† and the â€Å"not seen† real factors of young people, the qualities can be portrayed by the crowd if the youngsters esteems are valid or not. The social outcomes can change yet can be intense with the media encompassing everyone consistently and with the business factors that are likewise affected by the media the youngster theme can either be taken a gander at in a positive manner or negative. Media Studies April 5, 2013Unit 3 †Lesson 14 †Key Question #30Keitlin Okell In today’s society the media can depict distinctive â€Å"groups† in specific manners towards society. One of these gatherings are youngsters; the real factors that are depicted inside this particular gathering can be exceptionally misjudged or exact contingent upon what is â€Å"seen† and â€Å"not seen†, values are additionally built inside the media around us as adolescents not esteeming what was esteemed in the past generations.Finally with the various media encompassing everyone’s lives, the business factors do impact the media with the â€Å"teenager† theme with giving teens a terrible picture once in a while yet anyway the business elements can give a positive look on youngsters. On the off chance that individuals were solicited what their first musings from when they heard the word â€Å"teenager†, the principal considerations that strike a chord will most likely stun you, with it being; negative, wild, untrustworthy, undying, vicious, beasts, and so forth. These kind of musings that are developed about young people originate from the media and what is â€Å"seen† and â€Å"not seen†.What is found in the media the â€Å"glamorous† ways of life of youngsters that go out to drink, party, misuse liquor and medications, manage savagery, and other improper activities; every one of these activities are appeared inside motion pictures, TV appears (reality or not), paper and even music. A model is the film â€Å"Mean Girls†, this film is about platitudes, and how the secondary school life â€Å"is†, with the untruths, sex, drinking, and not indicating the positives of being a young person and the challenges that each adolescent experiences. The media doesn’t show the critical step of being an adolescent, for example, being tormented, tests, stress and insecurities.Also what isn't appeared inside the m edia about young people is that they do think about legislative issues, society’s issues, nature, chipping in, their school work and other constructive exercises. Sensible savvy, the media over misrepresents the subject of being a young person in light of the fact that the media blossoms with embarrassments regardless of whether that incorporates over responding the â€Å"life of a teenager†; this is to get the crowds response, mindfulness and diversion at the same time. The qualities that are spoken to about young people are correct but at the same time are wrong.The contrary qualities that are spoken to for adolescents is that they don’t care about â€Å"anything†, self-control, discretion isn't as significant as it was previously. Adolescent young ladies appear to be known to have the estimations of â€Å"teenage pregnancy†, while different youngsters have benefits of smoking weed, drinking, making some great memories as opposed to having decent instruction, a future and virtues that will be expected to regular day to day existence. Then again the constructive qualities that are appeared about youngsters are their families, training, regarding ourselves including our bodies, and a few people may think this is awful however it could be something to be thankful for, technology.Technology is developing each day and influencing everybody’s lives somehow so the feeling that the adolescent qualities innovation all relies upon the person’s contemplations. The social outcomes of media depicting young people as such is that youngsters get a terrible â€Å"image† and when somebody sees an adolescent now a days they will think they are planning something naughty, having no expectation for the people in the future including us and the age after us. Youngsters have this â€Å"bad image† of being flighty, untrusted, and simply overlooked negatively affects somebody and they can carry on and do the activities everyone anticipates that them should do.Also what could happen is that with such an exclusive requirement for someone it can simply be a lot for that one individual and that is the place more issues can show up. Other social results that the media

The Light Of Sight :: essays research papers

MeisterTask Listed as a 2017 Best App for Teaching Learning - Focus

MeisterTask Listed as a 2017 Best App for Teaching Learning - Focus We’re super chuffed to share that MeisterTask has been listed as a 2017 Best App for Teaching Learning! Now in its fifth yet, the list of best apps is announced by the American Association of School Librarians (AASL). Through the awards, the AASL pledge to recommend “the best of the best” technology resources for school librarians and teachers. The AASL Committee shared why MeisterTask had made the cut: “MeisterTask is a user-friendly, visual project/task management and collaboration tool, allowing students and teachers to create Project (Kanban) Boards for group tasks. Upon creating a Project, group members can see the tasks that are in progress, as well as those that have been completed. Group members can assign tasks to other members of their group, get notifications as tasks are completed or changed, and/or use widgets such as due tasks or my tasks to see a list of active tasks. For schools using Chromebooks, students and teachers can also use the Chrome extension to easily access their Dashboards. If a school has purchased the mind mapping tool, MindMeister, maps can be exported directly into MeisterTask to create a connected project with task synchronization. MeisterTask is a wonderful, intuitive tool to help streamline collaborative projects, keeping groups organized and on task. Any group project would benefit from this tool. However, specific possible uses in a school library context would be for group inquiry-based research projects, action or social justice projects, or collaborative unit planning among faculty.” Big thanks to the AASL and our users! The list was announced at the American Library Association’s annual conference in Chicago on Saturday 24th June. MeisterTask was announced as a top app for Organization and Management, alongside our friends at IFTTT, Google  Keep  and  Quizizz. “The apps recognized as Best Apps for Teaching Learning are of exceptional value to inquiry-based teaching and learning, as embodied in AASL’s “Standards for the 21st-Century Learner.” Recognized apps foster the qualities of innovation, creativity, active participation, and collaboration and are user-friendly to encourage a community of learners to explore and discover,” the ASSL announced in their press release. At MeisterLabs, we’re all about helping teams to collaborate, creatively and innovatively. As a result, we’re delighted to hear that we’re helping school staff and students to do more of this! Wed like to say a huge thanks to the AASL for including MeisterTask on the list and to any users who nominated MeisterTask  ?? We offer a 50% discount for education users on our MeisterTask Pro plan. To find out more, please contact  [emailprotected]. You might also enjoy reading: 5 Ways to Apply Project Management Methods in Your School Collaboration made simple Discover MeisterTask Its free! Discover MeisterTask

Classification Essay Students - 682 Words

Being a student in today’s society holds an immense amount of pressure to do one thing: graduate. Thirteen years of school prepare students for the next major steps of their lives. Every student faces many struggles and frustrations before graduation day arrives. One may be able to surmise a few details about a student before they put pencil to paper or even speak. One can also make assumptions about a student based on his or her seating position. Motivation, determination, and concentration will establish a student’s amount of success. The three categories of high school students are underachievers, average students, and overachievers. The first category of students is the underachievers, or the back row. These students lack the†¦show more content†¦Choosing not to make any extra effort, they receive average grades and maintain average attendance. They may not stand out in class, but their work is always completed. These students view extra credit opportunities as a waste of time. These mediocre scholars are also the ones who believe that Wikipedia is among the greatest inventions of all time, while turnitin.com is not. Students who contain these characteristics make up the most common category. The final group of students are the overachievers. They sit prim and proper in the front row raising their eager hands. These workaholics are the ones whom teachers adore and whom fellow students despise. They often exceed the expectations of any teachers. They constantly work hard and are active in class. They take notes verbatim of what the teacher says, excel in group discussions, and much to the demise of the other students, raise the academic bar to an unattainable level. Although they are not often the greatest athletes, or the best at communicating with the opposite gender, they separate themselves with their cerebral work ethic. These scholars find reading entertaining, and would much rather solve a Rubik’s cube than run a mile. One of them will be inevitably become Valedictorian, and will give a speech at the podium come graduation day. When analyzing these students, one could be looking at future doctors, engineers, and various activists.Show MoreRelatedEssay On Clas sification Of Students1095 Words   |  5 Pagesits the students. Scholars really dont ordinarily have full-time jobs or persons to support older people do. Theres even a various couple of goals intended for teenagers and also adults. Since teenagers keep growing old, professors are definitely more eager to merely acknowledge reasons and also inadequate work, yet professors within grown-up coaching products are usually much less likely to consider reasons and may believe an improved period faithfulness and performance from other students. AmericanRead MoreEssay on Classification of Gifted and Talented Students3644 Words   |  15 PagesClassification of Gifted and Talented Students Many people have varying views on what classifies a student as gifted and talented. According to the Office of Gifted and Talented, six qualities determine giftedness. These qualities are intellectual ability as well as talent, scoring in the 97th percentile and above on aptitude tests, creative thinking, leadership ability, talents in the fine arts, and psychomotor abilities. Using the definition supplied by Bruce User, â€Å"a school system couldRead MoreHow to Write Good Essey1042 Words   |  5 Pages | |COURSE OUTLINE | |ESSAY WRITING | | Read MoreThe Map of Art History Uses Order and Classification by Listing of Fields, Library System, and Plotting in Space and Time1053 Words   |  5 PagesThe Map of Art History essay is about how art history uses disciplines in societies to represents itself through order and classification. From many observations and theories it considers three subject: first is the listing of fields in art history, second is the library system is for categorizing art books, and third is the plotting of space and time in art history from survey texts. Also in the discussion the writer talks about the geography of art history such as where does the idea appear fromRead MoreEssay on Hearts R Us Preferred Stock Classification Solution1402 Words   |  6 PagesRead and Download PDF File Hearts R Us Preferred Stock Classification Solution HEARTS R US PREFERRED STOCK CLASSIFICATION SOLUTION Download: HEARTS R US PREFERRED STOCK CLASSIFICATION SOLUTION PDF There are many free Hearts R Us Preferred Stock Classification Solution that are continually composed and archived in our online collection. If you want Hearts R Us Preferred Stock Classification Solution that will please your research paper requires, then you put on not should to worry about that toRead MoreRhetorical Analysis Of Alexander Pope s An Essay1310 Words   |  6 PagesAn essay is, generally, a piece of writing that gives the author s own argument — but the definition is vague, overlapping with those of an article, a pamphlet, and a short story. Essays have traditionally been sub-classified as formal and informal. Formal essays are characterized by serious purpose, dignity, logical organization, length, whereas the informal essay is characterized by the personal element (self-revelation, individual tastes and experiences, confidential manner), humor, gracefulRead MoreReading The Book Real Essays With Readings 4th Edition By Susan Anker1741 Words   |  7 PagesThis semester our class is reading the book titled, Real Essays with Readings 4th Edition by Susan Anker. This book will help college students with writing for Success in College, Work, and Everyday Life. I do highly recommend this school book for other College or High School studen ts that would like help with writing or reading. It will help many students in which case they cannot read or write well. The book can be found in your local bookstore or even at your town library. The first part of theRead MoreEssays994 Words   |  4 Pagesfive-paragraph essay Main article: Five paragraph essay Some students first exposure to the genre is the five paragraph essay, a highly structured form requiring an introduction presenting the thesis statement; three body paragraphs, each of which presents an idea to support the thesis together with supporting evidence and quotations; and a conclusion, which restates the thesis and summarizes the supporting points. The use of this format is controversial. Proponents argue that it teaches students how toRead MoreDirectives And Regulations Are Forms Of Secondary Eu Legislation1262 Words   |  6 Pagespressing social need or to pursue a legitimate aim. Some human rights must be qualified to provide flexibility in the law to deal with unique situations. (OU, 2017b, 2.1). 2a) †¢ Introduction - Importance of the court system and the different classifications. †¢ Paragraph 1 – U6 – 7.1/U10 – 3.2 - Definition of courts of first instance and examples. - Magistrates Courts/Judges †¢ Paragraph 2 – U10 – 2.3 - County Courts †¢ Paragraph 3 – U6 – 7.1 - Appellate Courts - Supreme Court †¢ Paragraph 4 –U10 –Read MorePurpose Of Me Writing This Portfolio979 Words   |  4 Pagestypes of essays the first one is going to be a timed essay the one I am going to put in of the timed essay is going to be my classification timed essay I did this semester. So you can see the growth I made this semester and the difference in my writing when it comes to a timed essay and a regular essay. The second essay I am going to put it in is a teacher edited essay and the name of that essay is called â€Å" What A True Friend Means To Me.† The last essay I am going to put in my essay is a student edit

Death of a Salesman versus The Cats Table Essay example

Both works â€Å"The Cats Table† and Death of a Salesman demonstrate that everything is not always as it seems. This idea is presented through the use of setting, point of view and symbols. There is always more to things than what meets the eye and everything is not always as it seems. Setting plays such a large role in initiating the story and setting the feeling, the entire story revolves around setting. Where the story is told from can change the story entirely, someone may over exaggerate, or even under exaggerate what occurs throughout the story. Symbols really help the audience to better understand the story, uprooting deeper meaning or plainly helping get a point across to us, the readers. All of these attributes will help to prove that†¦show more content†¦In Death of a Salesman the story is not told from a narrative point of view, there is no narrator whatsoever. But if a narrative role did occur from Willy Loman the story would have changed completely. Inst ead of Willy appearing to be a tragic hero, he would be taken as a narcissistic fool. WILLY: [with pity and resolve]: â€Å"I’ll see him in the morning; I’ll have a nice talk with him. I’ll get him a job selling. He could be big in no time. My God! Remember how they used to follow him around in high school? When he smiled at one of them their faces lit up. When he walked down the street†¦Ã¢â‚¬  [He loses himself in reminiscences.] (Act 1) Willy is unrealistic and cocky; therefore he cannot provide a true representation of the play. â€Å"The Cats Table† the narrator is a young boy named Michael, who is sneaky and devious. The story is told from his point of view, capturing the reader’s attention because of course the child interprets everything to be captivating and thrilling. [INSERT QUOTE] If the story had been told from an outsider’s point of view, it would not have been so dynamic and interesting. One of many important literary de vices is symbols, which bring deeper meaning to otherwise unimportant items. In Arthur Miller’s Death of a Salesman, we see very distinct symbols which help us better understand the points Miller is trying to get across. One of the many important symbols

Evidence Based Claim Essay Free Essays

Elizabeth Moschella King and Obama make arguments against and for violence respectively; however; King’s rhetoric utilizes emotion and values, or pathos, to advance his idea of a †genuine civilization,† while Obama uses logic and realism to advance his idea of facing the â€Å"world as it is. † Though King and Obama are accepting the Nobel Peace Prize for different reasons, we find that they connect through their words in a way that makes them seem as though they aren’t decades apart. Each acknowledges that the world as it is, the good and the bad alike, needs to change. We will write a custom essay sample on Evidence Based Claim Essay or any similar topic only for you Order Now King accepted his award for all of the nonviolent movements he has caused for the equality of blacks, yet he acknowledges that not all nonviolent movements end in nonviolence. Fighting for what is right can often lead to â€Å"wounded justice, lying prostrate on the blood-flowing streets† (line 48). King even realizes that â€Å"one day mankind will bow before the altars of God and be crowned triumphant over war and bloodshed† (lines 53-54). It has become clear that King uses his emotion and religious values to get his point across to us; he uses words with such a power that can persuade his listeners to believe anything. He manipulates our minds and speaks with such a certainty that seems to connect with us the same way Obama does using logic and realism. Obama accepted his award for his extraordinary efforts to strengthen international diplomacy and cooperation between peoples. This means that he has accepted this prize for his efforts to make peace in a place where it had seemed near impossible. Yet, Obama too addresses that peace cannot come about with only nonviolent actions. The world as it is is full of war and fighting for your beliefs. â€Å"I face the world as it is, and cannot stand idle in the face of threats to the American people† (lines 80-81). It is recognized that â€Å"†¦Evil does exist in the world. A nonviolent movement could not have halted Hitler’s armies. Negotiations cannot convince al Qaeda’s leaders to lay down their arms. To say that force is sometimes necessary is not a call to cynicism – it is a recognition of history; the imperfections of man and the limits of reason† (lines 81-85). Obama is using his way of logos when making these fact-based statements; he is using a form of truth and logic to get a listener emotionally connected with the world and realizing all of the horrible events that occur everyday. In this way Obama and King are similar; they both get the audience emotionally attached and moved by the words spoken. Anyone who listens to or reads either one of their acceptance speeches realizes how humble they both are about the prize, and are ashamed they didn’t do more to help the violent world. In a way, King would be proud of how far Obama has gotten in the world. Going from a fight for justice led by King for black rights to Obama, a black, elected as the President of the United States, the world has taken a dramatic turn towards hope and prosperity. How to cite Evidence Based Claim Essay, Essays

Sports And Aggressive Behavior Essays (2654 words) -

Sports And Aggressive Behavior Sport and aggressive behavior, Do sports create aggressive behavior, or simply attract people who are already aggressive? Aggression and sport have gone together as long as sports have been around, be it the players themselves, to the parents, coaches, or spectators, they just seem to be an inseparable part of each other. The term violence is defined as physical assault based on total disregard for the well being of self and others, or the intent to injure another person ( 2. Coakley). Intimidation usually does not cause physical harm, but often is designed to produce psychological consequences, enabling one person to physically over power or dominate another. These statements as defined by the author, Jay J. Coakley, is what people today have made a must part on sport. Pleasure and participation sports absolutely cannot be grouped with power and performance sports when in relation to aggression.Pleasure sports are simply played for pleasure. Score is usually not kept. The athletes participating are usually on occasion doing it for fun and exercise. A majority of athletes who have been playing sports since they were little, have probably been pounded into their heads that to be successful in sport, you need to be aggressive, and at some times, unnecessary. Also that to get what you want, you have to go at it with all force. Not that this is wrong but, this attitude in today's society has been a major problem factor to the athletes when they get older, to get into trouble with the law. Those long-term effects of so called discipline, patterns develops these destructive behaviors. (9. Montague) Although some people are still in belief that aggressive behaviors in all forms, are grounded into instincts, but they also relate these actions to sports. Their parents played, who were known for their aggressive behavior, so the child feels that they have to live up to that expectation.( 6. Storr) Athletes do have to be aggressive to a point, so that the team can form a strategy to win. There is also a limit to aggression when it turns into violence. People might say that it's not aggression or violence, it's just adrenaline pumping. Adrenaline isn't even similar to violence. Aggression, maybe, but nothing that would be harmful to anyone else. This might be a factor to why contact sports are so popular. For example, football, hockey, rugby, wrestling, and boxing. Contrary to predictions of instinct theory, several studies show that contact sports exist and thrive in the same societies that have high rates of aggression and violence. Unfortunately, another belief is that contact sports teach discipline, self-respect, and self-defense. (8. May ) Contact sports aren't a positive way to teach these things. Being physically tough helps, but it also needs to be left on the field when the game is over. This can also lead to the abuse of family, girlfriends, boyfriends, friends, and any other person who gets in their ?way?, because athletes use these sports as a way to get their aggression and angers out. ( 10. Hauser, Powers, Noam ) Oth er's might argue that it's skill, and not in the least way violent. Although we really can't give a straight and to the point answer to the question ?Is aggression an Instinct We can say that in man, as in other animals, there exists a physiological mechanism, when stimulated, it rises both subjective feelings of anger and to physical changes, which relate to fighting. This is easily set off, and like other emotional responses, it is very stereotyped, and instinctive. Just like one person is like a very angry person; they resemble one another at the psychological level. The way in which humans adapt to and control their feelings of rage. ( 5. Toch) The mechanisms in which these body changes, the functions that come about is still completely misunderstood. ( 5. Toch) Experiments from animal's show that it appears that there is a small area from the base of the brain in which the feeling of anger starts. This, from which is sent to the nervous impulses that cause the blood pressure to rise. This area is called the hypothalamus. Its function is to coordinate responses like anger. ( 3

Mujahideen (Definition)

Mujahideen (Definition) Definition: A mujahid is one who strives or struggles on behalf of Islam; mujahideen is the plural of the same word. The word mujahid is an Arabic participle drawn from the same root as the Arabic word jihad, to strive or struggle. The term is most frequently used in reference to the self named Afghan mujahideen, the guerrilla fighters who battled the Soviet army from 1979 – 1989, when the Soviets withdrew in defeat. The Soviets invaded in December, 1979 in order to provide support a recently installed pro-Soviet prime minister, Babrak Karmal. The mujahideen were fighters from the mountainous areas of the largely rural country, and also maintained bases in Pakistan. They were entirely independent of the government. Mujahideen fought under the command of tribal leaders, who also headed Islamist political parties, which ranged from radical to moderate. The mujahideen received arms by way of Pakistan and Iran, both of which share a border. They made use of an arsenal of guerrilla tactics to thwart the Soviets, such as laying ambushes or blowing up gas pipelines between the two countries. They were estimated to be about 90,000 strong in the mid-1980s. The Afghan mujahideen were not seeking to wage an aggressive jihad beyond national boundaries, but were rather fighting a nationalist war against an occupier. The language of Islam helped unify a population that was- and still isotherwise very heterogonous: Afghans have many tribal, ethnic and linguistic differences. After the war ended in 1989, these different factions returned to their previous divisiveness and fought each other, until the Taliban established rule in 1991. These unorganized guerrilla warriors were viewed as outlaws by their Soviet enemy and as freedom fighters by the Reagan Administration in the U.S., which supported the enemy of its enemy, the Soviet Union. Alternate Spellings: mujahedeen, mujahedin

50 Million Years of Whale Evolution

50 Million Years of Whale Evolution The basic theme of whale evolution is the development of large animals from much smaller ancestorsand nowhere is this more evident than in the case of multi-ton sperm and gray whales, whose ultimate forebears were small, dog-sized prehistoric mammals that prowled the riverbeds of central Asia 50 million years ago. Perhaps more intriguingly, whales are also a case study in the gradual evolution of mammals from fully terrestrial to fully marine lifestyles, with corresponding adaptations (elongated bodies, webbed feet, blowholes, etc.) at various key intervals along the way. Until the turn of the 21st century, the ultimate origin of whales was shrouded in mystery, with scarce remains of early species. That all changed with the discovery of a huge trove of fossils in central Asia (specifically, the country of Pakistan), some of which are still being analyzed and described. These fossils, which date from only 15 to 20 million years after the demise of the dinosaurs 65 million years ago, prove that the ultimate ancestors of whales were closely related to artiodactyls, the even-toed, hooved mammals represented today by pigs and sheep. The First Whales - Pakicetus, Ambulocetus, and Rodhocetus In most ways, Pakicetus (Greek for Pakistan whale) was indistinguishable from other small mammals of the early Eocene epoch: about 50 pounds or so, with long, dog-like legs, a long tail, and a narrow snout. Crucially, though, the anatomy of this mammals inner ears closely matches that of modern whales, the main diagnostic feature that places Pakicetus at the root of whale evolution. One of Pakicetus closest relatives was Indohyus (Indian pig), an ancient artiodactyl with some intriguing marine adaptations, such as a thick, hippopotamus-like hide. Ambulocetus, aka the walking whale, flourished a few million years after Pakicetus and already displayed some distinctly whale-like characteristics. Whereas Pakicetus led a mostly terrestrial lifestyle, occasionally dipping into lakes or rivers to find food, Ambulocetus possessed a long, slender, otter-like body, with webbed, padded feet and a narrow, crocodile-like snout. Ambulocetus was much bigger than Pakicetusabout 10 feet long and 500 pounds, much closer to a blue whale than a guppyand probably spent a significant amount of time in the water. Named after the region of Pakistan where its bones were discovered, Rodhocetus shows even more striking adaptations to an aquatic lifestyle. This prehistoric whale was genuinely amphibious, crawling up onto dry land only to forage for food and (possibly) give birth. In evolutionary terms, though, the most telling feature of Rodhocetus was the structure of its hip bones, which werent fused to its backbone and thus provided it greater flexibility when swimming. The Next Whales - Protocetus, Maiacetus, and Zygorhiza The remains of Rodhocetus and its predecessors have been found mostly in central Asia, but the larger prehistoric whales of the late Eocene epoch (which were able to swim faster and farther) have been unearthed in more diverse locations. The deceptively named Protocetus (it wasnt really the first whale) had a long, seal-like body, powerful legs for propelling itself through the water, and nostrils that had already begun to migrate halfway up it foreheada development foreshadowing the blowholes of modern whales. Protocetus shared one important characteristic with two roughly contemporary prehistoric whales, Maiacetus, and Zygorhiza. The front limbs of Zygorhiza were hinged at the elbows, a strong clue that it crawled onto land to give birth, and a specimen of Maiacetus (meaning good mother whale) has been found with a fossilized embryo inside, positioned in the birth canal for terrestrial delivery. Clearly, the prehistoric whales of the Eocene epoch had a lot in common with modern giant tortoises! The Giant Prehistoric Whales By about 35 million years ago, some prehistoric whales had attained gigantic sizes, bigger even than modern blue or sperm whales. The largest genus yet known is Basilosaurus, the bones of which (discovered in the mid-19th century) were once thought to belong to a dinosaurhence its deceptive name, meaning king lizard. Despite its 100-ton size, Basilosaurus possessed a relatively small brain and didnt use echolocation when swimming. Even more important from an evolutionary perspective, Basilosaurus led a fully aquatic lifestyle, birthing as well as swimming and feeding in the ocean. Contemporaries of Basilosaurus were much less fearsome, perhaps because there was only room for one giant mammalian predator in the undersea food chain. Dorudon was once thought to be a baby Basilosaurus; only later was it realized that this small whale (only about 16 feet long and half a ton) merited its own genus. And the much later Aetiocetus (which lived about 25 million years ago), though it weighed only a few tons, shows the first primitive adaptation to plankton feedingsmall plates of baleen alongside its ordinary teeth. No discussion of prehistoric whales would be complete without a mention of a fairly new genus, the aptly named Leviathan, which was announced to the world in the summer of 2010. This 50-foot-long sperm whale weighed only about 25 tons, but it seems to have preyed on its fellow whales along with prehistoric fish and squids, and it may have been preyed on in turn by the largest prehistoric shark of all time, the Basilosaurus-sized Megalodon.

Systems Programming Essay Example | Topics and Well Written Essays - 3000 words

Systems Programming - Essay Example One thing that a any user will notice immediately with Windows 8 is that the ‘boot up’ will be significantly faster - perhaps as much as one-third. This is because the Basic Input-Output System (BIOS) processor start-up code that has been used (in various forms) since the advent of usable IBM-architecture PCs, has been replaced by the Unified Extensible Firmware Interface (UEFI) executable, developed by Intel from 1998 onwards (and made open-source by Intel in 2005), when it became apparent that BIOS would no longer be up to the job. The underlying support for the execution of processes and threads is, according to O’Brien, [Engadget Online Magazine. Windows Phone 8 and Windows 8 share lots of code, NT kernel. Terrence OBrien. Jun 20th, 2012. (Accessed 17th March 2013) (Online). the same as with Windows NT, as this basic architecture has been retained with Windows 8, although it is inferred form a consensus of the available sources that the detailed ‘code’ that implements these functions has been radically changed - whether for the better will have to be seen as Windows 8 beds in. As well as the memory management functionality previously incorporated into previous versions of Windows, and retained in Windows 8, the following new memory management features have been incorporated, both to promote better memory management and to improve information security. The exception Handler has been removed. Apparently, a lot of malware and root kits were using the Exception Handler to get into Windows and damage applications and extract data. The implication is that Microsoft’s developers have introduced an operating system procedure that does the same job as an exception handler, but works on radically different principles. states in his online article that Microsoft has been very ‘cagey’ about the specific security features that have been built into the Windows 8 kernel - which is hardly

Expanding business Essay Example | Topics and Well Written Essays - 500 words

Expanding business - Essay Example Vietnam has a varied climate. In the north, the average temperature is around 27Â ° C and 21 Â °C in the south. Generally, Vietnam has a tropical monsoon climate with average humidity of 84% all year round. Vietnam falls in both tropical and temperate climatic zones that varies climate of Vietnam. On the northern part, Vietnam falls in the temperate climate zone and tropical climate on the Southern part. The north part of the country experience cool and dry weather from November to April and hot and rainy weather from May to October. From July to November, the coastal regions of Vietnam experience typhoons that can have the devastating impact. Randomly, there are also floods and droughts that take place that has an enormous impact on lives and agriculture (VBN Para 8). Vietnam’s natural resources are phosphates, coal, manganese, bauxite, chromate, offshore oil and gas deposits, forests, and hydropower (VBN Para 3). Agricultural resources of Vietnam are Rice, Rubber, Coffee, Cashew nuts, Pepper, Tea, and Fruits and Vegetables. Major industries include coal, tin, chrome, power station, tobacco, tea and cunning factories, pharmaceutical, textile, food processing (VBN Para 4). Vietnam’s main trading partners are Japan, China, the USA, Singapore and Taiwan. The relations between Vietnam and the USA ended up by signing a bilateral trade agreement in December 2001 that increased export to the USA from Vietnam. This trade agreement made the USA the second largest trading partner of Vietnam and increased trade between the two countries by $15.4 billions in 2009. The major export of Vietnam is Crude oil and it is the major crude oil exporter in Asia. Its main countries of export include China, Singapore, Japan, Britain, and the USA (VBN Para 6). Textile and Garment: Vietnam is the world’s 16th biggest garment and textile exporter. It currently accounts for 2.5 % of the world’s total market share and the major importing countries are the USA, EU, and

My Personal And Professional Development Education Essay

My Personal And Professional Development Education Essay In this essay I will critically evaluate my personal and professional development with relation to QTS standards for classroom management. Using current theories and research I will identify problems and put forward possible solutions to improve my future practice. This will be achieved through reflective practice, in which I will keep a journal of my progression and identify key areas for development. Using this record of my developing class management, I will critically evaluate my own progression. If acting is the art of stopping people coughing, teaching is the art of stopping them throwing things around (McManus 1995) During my first placement in school, I was able to experiment with a variety of teaching techniques for all aspects of teaching. Due to the type of school I was placed at, the key factor I had to address was classroom management. The school had extensive problems with pupil behaviour, therefore before any meaningful learning could take place classroom management had to be dealt with. By the end of the placement my tutor gave me some extremely positive comments about my progress in this area and advised that I must continue to focus on classroom management to achieve outstanding lesson observations in the future. She explained that once I no longer had to think about discipline in the classroom and it became more natural, I would then be able to spend more time on other aspects of teaching. The importance of behaviour management to all aspiring teachers has been highlighted by many theorists over the years, effective classroom management is essential to effective teaching (Capel et al , 2005). With this focus in mind I began my second placement with a strong motivation to develop my management techniques using all the resources available. This was an ideal area of development for me to use in my learning journal, where I could record my problems, try out new techniques and critically evaluate my progression. This would then provide me with a wealth of strong evidence to prove I had met the appropriate standards required to achieve Qualified Teaching Status (QTS). These standards, set by the government, cover the range of skills a teacher must have in order to teach satisfactory lessons. Several of these cover classroom management and through this assignment I will be able to asses how successfully I have achieved these standards. Before I can begin to evaluate my practice I first need to set a clear definition of classroom management and what it will encompass. A clear and straightforward definition is given by Wragg (1993) Class management is what teachers do to ensure that children engage in the task in hand, whatever that may be'. Although simplistic this is essentially what all teachers must address every lesson. Before any meaningful teaching can take place, students behaviour in the classroom must be acceptable for all pupils to be able to learn. However, this essential concept then opens up a wide variety of variables which affect a students behaviour in lessons. It is these aspects of behaviour management which I will focus on in my reflective practice. When studying classroom behaviour teachers of often talk about poor or bad behaviour shown by pupils but this can vary depending on the teachers point of view. Bad behaviour is therefore defined by the level of disruption caused to a childs learning. Lawrence (1984) is quoted, à ¢Ã¢â€š ¬Ã‚ ¦disruption amounted to anything which prevented the teacher from achieving worthwhile results with the pupils. Describing disruptive behaviour as, a general refusal to be taught, doing no work or refusal to obey'. Knowing what is bad behaviour then allows the teachers establish techniques to anticipate and reduce its occurrence. All student teachers hoping to develop their class management must accept the responsibility they have for all pupils behaviour. Many teachers are understandably reluctant to acknowledge that the reason for pupils misbehaviour may be found as often in their teaching as in the pupils inability or failure to learn (Charlton David, 1989). Therefore teachers must understand that it is not solely the child or their background that is to blame for misbehaving. The teachers actions and decisions are possibly the most important factor effecting a pupils behaviour in their class. Having this in mind, a trainee teacher should take a greater responsibility of their management techniques and focus on improvements. Effective classroom management is based on these basic principles; expressing authority, conveying enthusiasm, proactivity and preparation. (Bryson 1998). These four principles are the basic structure for establishing classroom management on which teachers can build their practice. However, developing these skills, especially as a student teacher, are notoriously complicated as they are often hard to practice. List of qualities for those working with troublesome children: teachers must be stable, compassionate, sensitive, intelligent, resilient, mature and physically fit. (Houghughi 1978) Behaviour management relies heavily on a teachers personality, mannerisms, acting ability and particulary confidence. Teaching skills are difficult to get a purchase on because they are dynamic rather then mechanistic in character (Eisner 1982). Yet there are many theorists who have developed techniques which can enhance and improve these skills. I will put into practice many of these theories durin g my placement and evaluate them in my reflective log. I will record the success or failure of these strategies and suggest ways in which they have enabled me to meet any QTS standards. In order to achieve this I must first establish an effective way to record and evaluate my classroom management using a reflective practice model. Although we all learn from experience, more and more experience does not guarantee more and more learning. We should not rely solely on our natural process of reflecting on experience, but actively seek ways to ensure that reflection itself become a habit. (Beaty 1997). Thus, to ensure progression is optimal a structured and focused method of reflection must be carried out by learners. During my time in placement B I will keep a journal describing my progress in improving classroom management during half a term. This will focus on one single year 8 class, who I have observed as having many behavioural issues. By recording the problems I faced and the successful and unsuccessful management techniques I used, I will have a detailed account of my teaching development. I will use this journal as a key source when relating classroom management theories to real life practice. This reflective procedure is essential for trainee teachers and is the key focus of this assignment. Dewey (1933) is acknowledged as a major instigator in the twentieth century of the concept of reflection, drawing on the ideas of many classical theologians such as Plato, Aristotle, Confucius and Buddha (Houston, 1988). Since then several models of reflection have been presented in the last thirty years. Gibbs (1988), John (2000), Atkins Murphy (1994) and Kolb (1984) have all produced differing models which offer different methods of reflection. David Kolb (1984) believed that learning occurs in a cycle in which learners engage in and then observe and reflect on experiences. The learner can then integrate reflections into their own theory, allowing them to estimate how to react in the future. This basic outline is a good structure on which to base my journal but a more detailed and specific model for reflection would be of greater use. Gibbss (1988) reflective cycle developed Kolbs theories but adapted them into a more user-friendly model (appendix 1). Gibbs model suggests the learner describes what happens, explains their feelings at the time and then evaluates the positives and negatives of the experience. From this information the practitioner can then analyse the situation and make conclusions about what needs to be changed and what should remain. This allows the learner to set action plans to suggest what could be done in a similar situation in the future. This is a very accessible method for reflection which offers the learners opportunity to reflect on the key aspects of their learning and then use this information to set realistic targets. Christopher Johns (2000) is more critical of Gibbss cycle quoting This might be useful for the novice reflective practitioner but remember, within a reflective perspective such structures are merely devices to help you reflect rather then impose a prescription of what ref lection is. Although I agree with Johns argument I believe I am still a novice reflective practitioner and so feel comfortable adopting Gibbs model. Johns (1994) model for structured reflection (MSR) can be used as a guide for analysis or reflection on an experience and would be useful for more complex decision making and analysis. MSR supports the need for the learner to work with a supervisor throughout their learning experience. He refers to this as guided reflection, and recommends that students use a structured diary. Platzer et al (1997) identify this as a strength of the model, as it is one of the few models of reflection that refers to the development of supervisor based reflections. Rolfe et al (2001) criticises the MSR, as it only responds to a situation, which has been resolved. It does not give enough flexibility for the practitioner to evolve their practice as the situation changes. However I will incorporate the need for a learner to work with a supervisor, such as my subject tutor, into my own reflective practice as it gives me an experienced perspective on my development (see LDJ). I will predominantly use Gibbss reflective cycle when evaluating my progression in classroom management but also incorporate Christopher Johns theory of supervisor supported reflection. I will organise it following Hollys (1989) Log Diary Journal (LDJ) pro forma to structure each entry of my reflections. This will allow me to clearly state my lesson information, objectives, activities and dates in one column labelled Log. The second column, headed Diary, will contain a description of what occurred, my feelings on what had happened and evaluations of this experience, i.e. one half of Gibbs cycle. The final column, labelled Journal, will contain the second half of the cycle, analysing situations, drawing conclusions and setting targets. This section will also contain the comments and suggestions made by my subject tutor and supervisor. This model of reflection should then give me a sufficient amount of information to make significant progress in the classroom. On arrival at Placement B I was given a timetable of the classes I would be teaching, giving me the opportunity to observe each class with their regular teacher over several weeks. Knowing the areas of development I needed to focus on during this placement I was aware that behaviour was going to be a key target. One group I was required to teach were a bottom set year 8 class. From the first lesson I observed with this group it was abundantly clear that the classroom management needed to be addressed. The class contained 18 pupils all with varying Special Educational Needs (SEN). These ranged from severe physical and mental disabilities to strong social, emotional and behavioural difficulties. This large array of barriers to learning meant the teacher had to differentiate each lesson in a very wide ranging way. Attainment levels were set comparatively high compared to children with similar learning difficulties and the class had not met their target grades as a group since joining th e school. However after talking to the head of science the reason for the weak performance seemed to be caused by the poor behaviour shown in the classroom. During three weeks of observing the group classroom behaviour was the worst I have ever seen (LDJ log 1). The majority of students left their seats and often ran around the class arguing or fighting with other pupils. Equipment was continually thrown around the room and work torn up or dropped on the floor and ignored. Many pupils refused to even take their coats off in the classroom. Around 4 or 5 students were behaving very well and concentrated on the work set by the teacher. However the rest were at this point so accustomed to spending each science lesson misbehaving that they did not seam to know that this was not how to behave in a lab. The reason for this poor behaviour was not simply caused by the pupils SEN and disabilities. Since beginning school a year and a half earlier the class have not had the same science teacher for more than a few months. The science department has had a lot of staff absences and so this class has had a lot of supply cover as their main teacher has been absent for 8 months. This lack of consistency has meant pupils have not yet learnt how to behave appropriately in a science lesson. This class therefore gave me the perfect opportunity to log my progression of classroom management in Placement B, with the hope of helping this class to begin some actual science learning. With this in mind I prepared for my first lesson with this group. Classroom management starts well before the students reach the classroom itself, involving careful preparation of both teaching and the room, alongside detailed planning. Dymoke Harrison (2008). After several weeks of observations I felt I was well prepared for my first lesson with 8E4. Yet after the first hours lesson I realised how unprepared I had been (Log 1). Although I had collected all the available data on each pupil and had observed the class with different supply teachers the behaviour was still far below what I had expected. One factor which I believe caused this was the time it took students to set up at the start of the session. Rutter et al (1979) reported that where teachers were waiting for classes and able to supervise their entry there was less school disorder. At the beginning of the first lesson I had trouble with the ICT equipment and so was unable to greet the students as they entered the room. I asked students to line up at the back of the room then sat studen ts in a random order. This did not set the tone of the lesson well as it took far too long to organise and students were bored and easily distracted. The start of a lesson is vital in establishing the pace for the rest of the session but also informs students on what they should expect from the new teacher. Wragg (1984) showed that experienced teachers, when compared with students, were more likely to greet the pupils, occupy a central position in the room, wait for silence before speaking, issue directions authoritatively and use eye contact. Therefore I must always ensure that I have prepared for the start of each lesson and I set the tone I want for the following sessions in terms of behaviour. Marland (1975) points out that a straightforward start to lessons, with something that occupies pupils at their desk, allows the teacher to cope with interruptions and late-comers. I will try wherever possible to prepare fully for lessons and anticipate any behavioural problems in my plann ing to stop any issues arising. We believe that the most effective way to manage behaviour problems is to prevent, or at lease minimise, their occurrence. Successful teachers were noted to be far more adept at preventing them. (Charlton David, 1989) The first activity I had planned with this class was to create a set of simple classroom rules which students will design and follow (LP1).This was based on the work of McManus (1995) One way of proceeding with classes that are already out offhand is to draw up jointly a short list of rules and make up some sort of bargain with the class. Suggesting, It is more effective to express the rules positively, so pupils know what they have to do rather then not do. I had seen this done before and felt is was suitable for this already disruptive class. However when I asked the class to suggest their own classroom rules they gave knowingly silly or inappropriate suggestions. I had anticipated this happening and so had my own pre prepared rules. However when evaluating my lesson I now realise I should not have given in as quickly as I did in providing the class with some rules. If I had pushed students to state their own rules they would have produced a much more powerful management tool. Givi ng the students ownership of rule setting allows the teacher to transfer extra responsibility on those breaking the rules as they had agreed on how they should behave in the class. I will therefore ensure pupils always decide their own classroom regulations, giving myself more ways to manage behaviour. Since the rules were set I have continually been reinforcing them at the beginning of each lesson. Bull and Solity (1987) note the importance of stressing to the class the natural consequences of keeping the rules, making it easier to withdraw the artificial system. This has been an area that my subject tutor suggested I need to improve (Log 1). Now that the classroom rules are known, when they are not followed by students I must show the consequences of pupils misbehaving. I had set out to use the whole school system of 2 warning then a room removal. However in the first few lessons I continued to give out warnings even when students should have been removed to a different class. In future I must be consistent with the schools discipline procedures and show to students I will follow through with my threats. After the unsuccessful first lesson I had decided to set up a reward system for those in the class who do behave well in lessons. This would then act as an incentive for the rest of the group to change their own behaviour for the chance to earn a reward (Log 2). Bull Solity (1987) suggest Token rewards such as points are also useful as immediate rewards because they can be given for different behaviours and are relatively easy to administer at the time they are earned. The raffle ticket system I set up did work very well. Though not successful enough to improve every childs behaviour instantly, a large section of the class were visibly motivated by the reward. I was able to use the incentive of gaining a prize to ensure students sat at their desks and attempted the work set. Over the following lessons I continued the raffle system and it became an increasingly powerful tool for classroom management, especially when students saw others who had behaved well collecting their prizes (Lo g 6). This raffle ticket system has also worked well with slightly older classes I have taught and I will continue to use it in the future. This is a very useful technique for effective behaviour management. In Log 3 I noted that By teaching a more interesting and exciting topic I believe pupils are more likely to be engaged in the lesson and behaviour will improve. My tutor had suggested in the previous lesson that the activities and success criteria set were not suitable for all the students in the class and that this could have been a reason for the poor behaviour. Gannaway (1984) found that pupils were less likely to co-operate in lessons, especially ones judged boring, if there was too much writing. With this in mind I planned lessons that I hoped would be more engaging to the students and therefore reduce behavioural issues. I spoke to the Head of Science in school who gave me permission to try a different subject topic with 8E4, as the planned scheme of work was very abstract and difficult to understand for students of this ability. Log 4 showed that students were interested as soon as they entered the room and did not want to be removed from the lesson. The lesson was maintained in short chunks to keep the pace up and reduce the amount of disruption. By choosing a subject (CSI) that was more exciting and accessible students behaviour did improve. Although this worked well for this class I will not have the luxury of picking my own scheme of work with other groups I teach. I therefore need to find ways of making the more boring and disengaging science topics more interesting for students. Studies have shown that pupils behave better and complete more work in rows. Further, pupils seated in the front and centre of the room are said to be more attentive. (McManus 1995) Log 3 highlighted the need for a more structured seating plan. Rather then using the random collection from the first lesson I sat down and drew up a more considered plan. I put students into groups of 3 or 4 of mixed ability and equal gender. Based on the advice from my tutor this would mean those who struggle academically would be supported by the brighter pupils. Rewards would be awarded to groups, meaning the pupils had to work together and learn how to co-operate. This was a major issue in the class as many of the pupils are violent and hostile towards each other (Log 1,2,3). The new seating arrangements worked a lot better then the previous plan. I had intentionally placed the 3 most disruptive pupils at the front and centre of the room where I could constantly watch their actions. I maintained thes e groups over the next lessons and most groups eventually started to work together cohesively. Even though they still do not work together harmoniously, when compared to the first two lessons the behaviour has vastly improved. After slowly building on the small steps of successful previous lessons Log 5 showed how it can all fall apart again. I attempted a practical experiment with the group which did not go as planned. As soon as the practical began, students began messing around and acting in an unsafe manner. 3 pupils had to be removed and I also ended the practical early for safety reasons. (Log 5) This experience highlighted to me that I need to develop a better awareness of what is occurring in my classrooms. Marland (1975) coined the term lighthouse effect in which successful teachers frequently scan the class and regularly make remarks to show they are missing nothing. I do this too infrequently in my lessons and it is an area that needs to be strengthened as I progress. After the lesson 5 disaster (Log 5) I planned a far more regimented practical for lesson 6 (LP6) based on classroom management theory. Partington and Hinchcliffe (1979) noted that effective classroom managers prepared effectively and extensively; as well as the content they planned for organisational matters such as movement, time and the task of particular jobs. With this in mind I structured the practical activity of lesson 6 extremely tightly. We completed the practical together as a group, doing one little step at a time. This meant all students knew exactly what to do and did not get confused or left behind. We did not move on to the next step until all students were ready. All behavioural issues could be dealt with much easier as students were keen to be involved and work at the same pace as the rest of the group. I was surprised at how well this structured approach worked and it will be the template for all future practicals. At the end of my first half term at Placement B I had a detailed review meeting with my subject tutor. I asked about my progress in terms of classroom management and the areas I need to improve. The main target he suggested was to look at my own body language and research some theories on this subject. Kohl (1986) gave a very fitting description of his teacher training. In one short week I went from informal Herb, with an open collar and sweater, to Mr Kohl with a suit and tie, a very controlled manner and an unnatural, stern look. My students had taught me that I had to establish my authority before I could teach them anything. I need to follow Kohls lead and adapt my presence and demeanour in the classroom. Rather then appearing fragile or weak I need to portray my authority over the students. This can be achieved not only through my voice or my threats but in my gestures, stance and position in the classroom. Goffman (1968) observed that impressions given off, as distinct from tho se deliberately given, are normally taken as a more accurate guide to a persons inner state. I must constantly be aware of the signals I am portraying to the class and try to ensure they are the signs I want to give to the room. Having experimented with several different classroom management techniques I have highlighted those which have improved my own practice and those which have not. Throughout these evaluations I have often felt that many strategies which I have observed or attempted often have the opposite effect. Teachers control strategies can sometimes exacerbate rather than alleviate situations (Cooper 1993). I do not necessarily believe that just because a class is well behaved or quiet that their learning is improved. Docking (1992) builds on this feeling, arguing The word control has mechanistic connotations, implying that teachers order their charges around without respecting their personhood. There is little room for discourse, listening to and trying to understand the voice of the pupil. The best way for pupils to learn is most often when they are arguing or discussing a subject. To an observer this may appear to be bad behaviour and poor classroom management. Yet it is only when students are allowed to apply their knowledge in discussions with others that effective learning can really take place. I therefore need to focus my attention not on ensuing a classroom is silent and all pupils follow my commands but that students are making as much progression as possible. Word Count 4, 323

Kip Kinkel Essay

Kip Kinkel was a high school student at Thurston High who was incarcerated for killing his parents, 5 students, and injuring over 20 other kids at school. Kip had a lot of psychological problems due to the biological and social aspects of his life, that maybe if had been treated properly, would not have made him feel the need to commit the crimes that he did. To begin, Kip Kinkel had many biological problems that may have kick started his problems from a young age. He had dyslexia, so he could not read and write very well. This caused him to fall behind in class and have to be held back a year. Biological psychologists would say that he had this problem due to his brain structure and chemicals and his brain that were dysfunctional and it caused him to have learning problems. He was also too small for his age, this made him get bullied by other boys at school. Psychoanalytic psychologists would say that because he had bed experience as a child, he probably would become bitter and feel like an outcast later in life as well. His mother was older than the recommended age to have babies and still be healthy, biological psychologists would say that this may have caused some abnormalities in his body and brain, such as the small body for his age, and dyslexia. Kip Kinkel had a terrible social life at home and at school. He got bullied in school because of his small body image; according to humanistic psychologists, this would lead him to low self esteem. He also had a lack of friends because growing up, he only had one friend, who was a girl, because he lived in a house that was kind of secluded in the woods, so there weren’t many kids around. He also got held back a year while all of his friends went on to the next grade. This would make him feel lonely and isolated according to the humanistic approach. Kip had a bad relationship with his family as well. He did not live up to his parents standards, and he did not really have anything to bond with his father over, except guns. This probably made him insecure about himself, always trying to be better than he was to please his parents. According to the psychoanalytic theory, security and parental relationships are major influences on personality. Kip also had many psychological issues that may have pushed him over the edge. He was diagnosed with depression, and given Prozac. However, shortly after he was starting to feel okay, the doctors took him off of it. This made him depressed again, but nobody realized it. He was also believed to be a schizophrenic because he would talk about â€Å"the voices in my head†, however he was never diagnosed and never treated for it. The combination of depression and schizophrenia lead him to maladaptive behaviors, according to the cognitive perspective, such as exploding homemade bombs and shooting things to take out his anger and relieve stress. Incarceration may not have been the been conclusion for the crimes that Kip committed. All of the things he did were because of his of his psychological problems that were caused from the social and biological aspects of his life growing up, and that were mistreated. If Kip had been better treated medically, the shootings may have not happened. Kip Kinkel is just the severe victim of his disorders, not just a cold hearted killer.

Online Student Alumni System - 2155 Words

1.0 INTRODUCTION An Online alumni tracking system is an example of web application which is under the information systems. It helps an academic institution in tracking its alumni. Also, it helps the alumni to communicate with the institution through the use of the internet. It also helps the alumni to get updated with the latest news and upcoming events of the institution. This application can easily be accessed through the use of the internet which will be very useful to the alumni because they can keep in touch with the institution even if they do not visit the school. This application can be very useful especially to those alumni who are now living abroad because they can still get connected with their fellowmen and the institution.†¦show more content†¦Home Home is the main page of the website. It consists of login, register, sitemap and the latest news and events. About us This contains all the information about the school alumni association. These are the history, board of director, mission, vision and the contact us. Announcements This contains all the announcements, news, upcoming events and activities posted by the alumni and placement officer. Gallery This contains the photos of activities which involve the alumni of the said school. Profile This contains all the information regarding the alumni. It has edit profile, upload picture, change password and send message. Alumni search This is where the alumni can search for their fellow alumni and their current information. 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Redbull ™ As A Firm And Its Energy Drink - 1828 Words

RedBull For this project, I’ve decided to use RedBullâ„ ¢ as a firm and its energy drink, as the product to further explore. RedBullâ„ ¢ energy drink is a product that I use in my daily life (well, once or twice a week, I’ll explain later), but it is also a company that I am obsessed with from a business model and marketing standpoint. Background Founded in the early 1980’s, by Dietrich Mateshchitz. In 1987, on April 1, Red Bull Energy Drink was sold for the very first time in its home market Austria. This was not only the launch of a completely new product; in fact it was the birth of a totally new product category. Today Red Bull is available in more than 167 countries and around 50 billion cans of Red Bull have been consumed so far (REDBULL Website, 2014). RedBullâ„ ¢ makes carbonated energy drinks with the claim that it will provide the consumer with a boost of energy to â€Å"vitalize the mind and body† RedBull’s tagline is â€Å"It gives you Wiiings†. This is a product that in the year 2014 sold over 5.6 Billion cans worldwide, giving people extra energy to get through their day, or to provide individuals with that extra dose of thinking power needed for an exam, or triathlon etc. RedBullâ„ ¢ energy drink ingredients consist of Caffeine, Taurine, B Vitamins, Sucrose Glucose and water , but there are also other flavors now in the pipeline of products. RedBullâ„ ¢ was the answer to those searching for more of a pick-me-up that coffee or cola would provide. RedBullâ„ ¢ product lineShow MoreRelatedRed Bull Case Study3127 Words   |  13 PagesBBCi_Principles of Sales 4/20/2010 RED BULL REPORT Red Bull operates within the energy drink sector of the soft drink market and has been the leading market share holder in this area for the past several years. It was founded by Dietrich Mateschitz, an Austrian who studied world trade and commerce in Vienna. In 1982, Mateschitz came back to Austria from a visit to Thailand with some samples of an energy drink called Krating Daeng (which is Thai for â€Å"Red Bull†). Two years later he founded theRead MoreInternational Marketing4703 Words   |  19 PagesCategorized as an energy drink, Red Bull was initially designed to â€Å"treat jet lag and boost energy for truck drivers† (Hollensen, 2012). In todays era, Red Bull is commonly used as an energy drink; like coffee, and as a mixer in alcoholic drinks, like Red Bull Wings and the Jà ¤gerbomb. This aligns with the companys focus on the younger generations of partygoers and post-secondary students.    Red Bull’s marketing strategy is one of the key factors in their success, they created Mobile Energy Team that consistsRead MoreLucozade Case Study4397 Words   |  18 Pagesstrategy. Lucozade is a brand of a serious of energy and sports drinks. It is now widely known as Lucozade energy, which contains glucose syrup and is produced by GlaxoSmithKline plc in Gloucestershire. It was first manufactured in 1927 by a Newcastle chemist, who experimented for several years to provide a source of energy for those who are sick. It became available throughout UK for use in hospitals. Now it has become the most popular energy drink in both UK and Ireland. Now I am going to demonstrateRead MoreFinancial Constraints of Want Beverages2803 Words   |  12 Pages Promotion 13 Expected Results 13 Appendices 14 Appendix A: 14 Appendix B: 15 Executive Summary Want Beverages is a business owned and operated by Bill and Angela Moffat alongside their Spellbound business, that sells energy drinks to young action sports consumers in Canada. They are faced with the challenge of defining their distribution intensity within their financial constraints, such that their product is convenient and available to their consumers and increases brandRead MoreStrategic Marketing Case 1 Essay2887 Words   |  12 Pagesopportunity for a healthy energizing drink. Although he has started that production and selling of Crescent as a hobby, later on it became a business because of growing local demand. Crescent Pure Case is mainly about acquisition of Crescent by PDB in which market researches and customer surveys are realized in order to identify the best category for Crescent to be successful in United States. 1. Given that Crescent is PDB’s first entry in the US sport and/or energy beverage market, what must PDB doRead MoreRedbull Branding Strategy1207 Words   |  5 Pagesinclude: demographical, socio-economical, psychographic and observable behavior segmentation. Demographic segmentation is market segmentation based on various demographic factors such as age, gender, marital status, social class, etc. It helps the firm to divide the market into several segments or groups, each having a common variable and target each of these groups to enhance its performance; In Psychographic segmentation category, the attitudes and lifestyle of the consumers are considered; Socio-economicalRead MoreDr Pepper Case Study5109 Words   |  21 Pages1.0 Company background 1.1 Overview   From the invention of the first soft drink more than 200 years ago to some of the industrys most beloved beverage brands, Dr Pepper Snapple Group (DPS) has a proud legacy of innovation, bold and distinct flavors, and entrepreneurial spirit. On May 7, 2008, DPS became a stand-alone, publicly-traded company on the New York Stock Exchange as the result of a spin-off by Cadbury, plc which held the Cadbury Schweppes Americas Beverages business group of entitiesRead MoreKjafh2187 Words   |  9 PagesBUSINESS RESEARCH METHODOLOGIES RESEARCH ON SMART MARKETING STRATEGY OF RED BULL AND HOW THE COMPANY MAINTAIN ITS LEADING POSITION IN ENERGY DRINK INDUSTRY TABLE OF CONTENTS I. ABSTRACT 4 II. INTRODUCTION 4 III. BACKGROUND OF RED BULL 5 IV. LITERATURE REVIEW†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦.6-7 V. RESEARCH OBJECTIVES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8 VI. RESEARCH QUESTIONS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8 VII. RESEARCH METHODOLOGY†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9-12 VIII. ETHICAL CONSIDERATION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦13 Read MoreRed Bull Marketing Research5380 Words   |  22 PagesBull and their energy drink Red Bull Energy Drink, in a manner in which the market/industry, environment, competitors, customers, and the brand were all analysed by using secondary research. A SWOT analysis was also conducted. Through this research and analysing, it was found that Red Bull is the dominating leader in the energy drink market and sells the most units of its product worldwide. However the company does have close competitors in Monster Energy Drink and Rock star Energy Drink. Although RedRead MoreRed Bull Maketing Plan1931 Words   |  8 Pagesis an energy drink found by Dietrich Mateschitz in Austria in 1984 and began to sell there in 1987 with special marketing strategy, which opened up a new product category in the world in the meantime. Red Bull now contains four types includin g the original Red Bull energy drink and the other one of sugar-free, the Red Bull energy shot and Red Bull Cola. With increasing demands of Red Bull, it soon expanded to more regions leading to more than 162 nowadays. In Hong Kong, Red Bull energy drink has been