Essay about Fifth Amendment and Double Jeopardy - 1601 Words

Fifth Amendment and Double Jeopardy Double jeopardy is the prosecution of a person for an offense for which he or she has already been prosecuted. The double jeopardy clause, which is in the Fifth Amendment of the United States Constitution, was designed to protect an individual from being subject to trials and possible convictions more then once for an alleged offense. The idea was not to give the State too much over the individual, this way no individual will be subject to embarrassment, expense, and ordeal against being tried for an alleged offense more then once. It also reduces the possibility of someone innocent being found guilty. The double jeopardy clause of the Fifth Amendment embodies three protections to criminal†¦show more content†¦Second degree murder, as defined in District Code, is killing of another with predetermined malice and is punishable by imprisonment for a term of years or for life. The jury found Green guilty of arson and of second degree murder. Green was sentenced to one to t hree years imprisonment for arson and five to twenty years imprisonment for murder in the second degree. Green appealed his conviction of second degree murder. At the retrial, Green was tried again for first degree murder under the indictment. At the beginning of the trial, he raised the defense of former jeopardy, but the court overruled his plea. He was found guilty and was sentenced to a mandatory death sentence. At this trial, Green was tried again for first degree murder even though the original jury had found him guilty of second degree murder. The second trial for first degree murder placed Green in jeopardy twice for the same offense in violation of the Constitutions Fifth Amendment Double Jeopardy Clause. After the original trial, it was unquestionable that Green could not have been tried again for first degree murder for the death resulting from the fire. A plea of former jeopardy should have been accepted by the trial judge of the second trial period. The Government argued that Green waived his right of former jeopardy by making a successful appeal. TheShow MoreRelatedDouble Jeopardy837 Words   |  4 PagesMinifield April 25, 2011 Seminar Criminal Law and Procedure CJ 501 Double Jeopardy Double Jeopardy is a clause within the Fifth Amendment of the United States Constitution that prohibits an individual from being tried twice for the same criminal offense. If a person murders an individual, he or she can not be convicted twice of murder for the same offense. According the United States Constitution of the America, Amendment V (1791) clearly states â€Å"No person shall be held to answer for aRead MoreThe Fifth Amendment : The Fourth Amendment1681 Words   |  7 PagesFifth Amendment The Fifth Amendment (Amendment V) which is followed by the United States Constitution belongs to the part of the Bill of Rights and will protect each and every individual from being compelled to witnesses against themselves in all sorts of criminal cases. Pleading the Fifth is a sort of informal term used generally for invoking the right which allows the witnesses to decline the chance of answering the questions which may lead the answers that might incriminate them, and basicallyRead MoreEssay on Double Jeopardy - the 5th Amendment1179 Words   |  5 PagesConstitutional Law Unit 8: Double Jeopardy Jesely Rojas July 13th, 2010 â€Å"The 5th Amendment is an old friend and a good friend, one of the great landmarks in mens struggle to be free of tyranny, to be decent and civilized.† William O. Douglas Prepare a paper analyzing why, under certain circumstances, two state trials in two different states for the murder of the same person will not violate the Double Jeopardy Clause of the U.S. Constitution.   Also, analyze why, under certain circumstancesRead MorePros And Cons Of The Fifth Amendment1366 Words   |  6 PagesAmendment The Fifth Amendment (Amendment V) which is followed by the United States Constitution belongs to the part of the Bill of Rights and will protect each and every individual from being compelled to witnesses against themselves in all sorts of criminal cases. Pleading the Fifth is a sort of informal term used generally for invoking the right which allows the witnesses to decline the chance of answering the questions which may lead the answers that might incriminate them, and basically itRead MoreCriminology : Crime And Deviance1705 Words   |  7 PagesKelsie Rumsey Brian Wolf Sociology 260: Crime and Deviance May 7, 2017 Double Jeopardy The criminal justice system isn’t perfect, much like any largescale system it has its flaws. Sadly, some of the criminal justice system flaws are bigger than others and the smaller ones don’t get any attention from the public and go unresolved. That is not to say that all the problems with the criminal justice system shouldn’t be dealt with, but some of the problems aren’t even being considered. A problem thatRead MoreBusiness Law Essay908 Words   |  4 Pagesthe capsules were recovered by the police with the use of the stomach police. What constitutional issues will be raised by her attorneys? Explain. The fourth amendment protects citizens from illegal search and seizure. Her attorney would probably argue that the police officer had violated her right that is protected by the fourth amendment. A search warrant is only granted with in an event where there is a probable cause. The warrants have to be granted by a judge. The exclusionary rule whichRead MoreEssay On The Fifth Amendment1307 Words   |  6 Pageswhat the Fifth Amendment provides citizens and its use of it in the 2012 Meningitis Outbreak? Fifth Amendment The Fifth Amendment in US constitution was proposed by Congressman James Madison on June 8, 1789 and was passed on September 25, 1789. It was later ratified by Congress on December 15, 1791 as â€Å"Bill of Rights†. It provides a number of rights which are relevant to both Civil and Criminal legal proceedings. In Criminal cases, it provides a right to Grand Jury. It forbids â€Å"double jeopardy† andRead MoreFifth Amendment Privilege : Taking The Fifth1657 Words   |  7 PagesThe Fifth Amendment Privilege: taking the Fifth The Fifth Amendment is located within the constitution of the United States of America. It consists of five well know clauses. Amendment V states: â€Å"No person shall be held to answer for a capital or otherwise infamous crime, unless on a presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the Militia, when in actual service in time of War or public danger; nor shall any person be subject for the sameRead MoreThe Importance Of Government Transparency And Accountability1628 Words   |  7 Pagesis important to note the importance of government transparency and accountability throughout this paper. Under the fourth amendment there are three provisions that needs to be discussed. Two of these provisions: No improper searches and seizures, and Evidence obtained by illegal search not admissible during trial. In 1990, the Supreme Court summarized the Fourth Amendment brilliantly and succinctly: â€Å" A search compromises the indiv idual interest in privacy; a seizure deprives the individual ofRead MoreWhat is the Bill of Rights?1440 Words   |  6 PagesAmerican citizens. All ten Amendments in the Bill of rights are significant for protecting the right of the citizens but Amendment One the freedom of speech, religion, press, and petition, the Fourth Amendment gives the protection of unreasonable search and seizure without a search warrant, and Fifth protects the accused by protecting them from self incrimination, double jeopardy, and from depriving their life, liberty, or property without due process of law. The First Amendment gives citizens many freedoms

The Legacy Of The Band By Paul Reed Smith Guitar Hall Of Fame

On July 20th, 1947 a man was born that would single handedly change American Popular music with the strum of his Paul Reed Smith guitar. To this day, at age 67 he is still credited with being the first to create music in which â€Å"uniquely blends Latin-infused rock, jazz, blues, salsa and African rhythms.† (Biography, 1) With a net worth of over 40 million dollars he can be described with many professional titles including singer, songwriter, but most widely known as a guitarist for his band Santana. Santana, described as a Latin Rock band was formed in 1966 in San Francisco, California. The band s success would be obvious to music lovers all throughout America after their psychedelic performance of â€Å"Soul Sacrifice† at the 1969 Woodstock in†¦show more content†¦The musical talent was embedded into Mr. Santana from a very young age. He was born in Autlà ¡n de Navarro, Mexico, in 1947 to Jose Santana and Josefina Barrangan. His musical ability stemmed fro m his overwhelming exposure to mariachi, also known as folk music from Mexico. Because of his father, whom happened to be a professional violinist, he had the violin mastered by age five and by the age of eight, fully embraced the guitar. As he would continue gaining skills, his family would continue moving from place to place to find work for his father. In one location known as Tijuana, Santana used inspirations such as B.B. King, Ray Charles, and Little Richard while playing American rock and roll with a blues flare for local strip clubs. Finally, the move to San Francisco brought work to not only his father but teenage Carlos. Great opportunities sprung up in San Francisco for the ambitious teen. As his musical ability flourished he was quick to become recognised by colleges such as California State University and Humboldt State University but as most musicians do, he opted out of college to focus on his music. With the inspiration of finally being able to witness his idol, B. B King, Carlos Santana decided to work jobs bussing in restaurants, save of every penny, and spark the journey to becoming a full time musician. Interestingly enough, his debut moment was brought upon this world completely by accident. â€Å"Santana was a frequent spectator at Bill Graham s Fillmore

The Mosquito Coast Essay Thesis Example For Students

The Mosquito Coast Essay Thesis The Mosquito CoastThe Mosquito Coast depicts the story of an unstable, antisocialindividual whose unsubstantiable paranoia causes him to dramatically alter thecourses of his and other peoples lives. The mans continual fear of a nuclearinvasion by an irate, immoral country eventually this man to move himself andhis family to a remote jungle area of Honduras where he planned to establish autopian society of his own design. Some themes that are conveyed through thisstory are the ability of split-second decisions to dramatically alter anybodyslife, and the inability of certain individuals to be able to mentally handle thestressful life of western civilization. Allie Foxx highly opposed the style of life which had developed in theUnited States. He believed religions to be useless, and our government to becorrupted, continually drawing the unwanted attention of other countries tactilemissiles. He saw t.v. and mainstream life as a form of mental poison. Hestrictly raised his children to incorporate the same mental attitude which heheld. He saw himself as the last real man alive. The combination of all thesedelusions eventually prompted him to relocate himself and his family to adifferent country altogether, where he whatever lifestyle he so desired. Charley is the thirteen year old son of Allie. He is naive to thepractices of modern society because of his fathers continual and insistedsheltering from the evils of everyday life. He is very impressionable and seeshis father as the most brilliant man on earth. Jerry is the ten year old younger brother of Charley. He enjoysbettering his brother, and cutting him down. He puts on a guise of valiantbravery, yet inside he is merely a frightened child. Although he immenselyrespects his brother he is unable to relate these emotions for he views them asfeminine. The story begins on a farm in Massachusetts, but quickly shifts to theprimitive, remote jungles of Honduras. It all takes place during the earlynineteen-eighties. The setting corresponds well with the time period and themain character. This period showed many leaps in technological advancement,which Allie refused to be a part of. He instead chose to live a simple,sheltered life. And the remotes of Honduras was essential in attaining thistype of lifestyle. The dialogue of the natives in the story combined with the effects ofthe harsh jungle environment make the author sound as if he knows much of thestyle of life which is typical to the poverty stricken natives of South America. He also seemed fascinated by the effects that unforgiving nature can have on agroup of people. This story does an effective job of immediately fascinating you with theunusual attitude of Allie Foxx, and from that point it never lets your attentionwaver. It also is effective at stimulating emotions as you read. It shows youunusual situations and encourages you to think of how you would handle such asituation. The story also helps you understand why some people think the waythey do, although it seems so unrealistic and idiotic to you or I.

Remembering The Dead Essay Sample free essay sample

The Sorrow of War is a fresh by North Vietnamese soldier Bao Ninh which narrates the Vietnamese side of the Vietnam War and eventually work stoppages an anti war note in the heads of the readers. This fresh voices the agonies of the Vietnamese side and portrays the dismaying conditions during the struggle. Bao Ninh brings out his ain war experiences through the chief character of the novel. Kein who was the lone subsister of 10 old ages of war. Family life. proper entombment and regard for the dead and retrieving the dead are of import virtuousnesss in Vietnamese lives. The novel begins portraying Kien to be a member of a deliverance squad looking for people â€Å"Missing in Action† in the jungles. The fresh describes the inhuman treatments of war through 10 twelvemonth memories of Kien. The novel besides brings out the uncertainness in war and emphasizes on the loss of individuality and ego regard. We will write a custom essay sample on Remembering The Dead Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page During the war the dead were non decently honored and the ceremonials were non performed. Those disregarded psyches seemed to stalk the â€Å"Jungle of Shouting Souls† . It would be appropriate to cite Ninh. â€Å"Still. it seemed the bare. warped. and lacerate psyches had continued to garner. breathing a malodor that penetrated the imagination† ( Ninh ) . A soldier named Quang was earnestly injured and committed a self-destruction utilizing a grenade. Nine old ages subsequently Kien’s MIA squad heard sounds Quang’s laughter. Kien learnt that the liquors of the wounded were ungratified and so he and his squad built an communion table to honour the dead. The writer through Kien besides remembers and awards another deceased soldier Tung. After the war he makes it a pattern to retrieve the dead and prays in secret before the communion table he and his squad had built. The cardinal subject of â€Å"The Sorrow of War† . memory and honouring the dead besides portions its roots with the article â€Å"Forking Waies: How Shall we Mourn the Dead? † by Thu Huong Nguyen-Vo. This article is centered on retrieving the forgotten. Here Nguyen-Vo declares mourning as a agency to allow the dead live in us and talk in us. She provides assorted agencies of mourning and retrieving the â€Å"once survived† . This recollection helps us to warrant our narratives about the dead and opens the door to our present and future. The Sorrow of War is a powerful anti-war novel which brings about the way to self-fulfillment along with the truth that the psyche yearns for recognition and that war is nonmeaningful and its sorrow is borne by both the sides. Mention: Bao Ninh â€Å"The Sorrow of War† Riverhead Books 1996.

Development in Saudi Arabia essays

Development in Saudi Arabia essays The economies of many underdeveloped or developing countries are limited in their capacity to achieve more for citizens because capital is a significant issue-without foreign investment, most countries that fall into that category have significant problems in stimulating their economies because funds are not available for business development, infrastructure and social programs that are necessary to improve the quality of life for citizens. In looking at these issues, one might compare certain regions experiencing problems relative to economic growth. Central and Latin America, for example, have made significant strides in recent years in terms of addressing social and political unrest, with most installing democratic forms of government and beginning to address economic and social issues. Most of the countries are hampered in this process because the economic development that will lead to the provision of social reforms has been difficult because of the countries overall wealth. In comparison, many Gulf countries are wealthy but not necessarily any better off in terms of development. In both cases, national wealth tends to be concentrated among five percent or less of the countrys population and in the case of Gulf countries, in the hands of the royal family. The Arab Human Development Report 2002 provides insight into the question of whether wealthy Gulf States are developed as well as information that is specific to the current situation in Saudi Arabia, one of the more westernized countries in that region. These issues are particularly critical as the economic and social conditions in Gulf states are determined to be a significant cause of a rise in terrorism in general and precipitated the attacks on the World Trade Centers and the Pentagon in particular. In order to better understand the situation in Saudi Arabia, it is valuable to look at the environment in the Gulf states in general. Like many of the Cent...

How to Use a Scientific Calculator

How to Use a Scientific Calculator You might know all the formulas for math and science problems, but if you dont know how to use your scientific calculator, youll never get the correct answer. Heres a quick review of how to recognize a scientific calculator, what the keys mean, and how to enter data correctly. What Is a Scientific Calculator? First, you need to know how a scientific calculator is different from other calculators. There are three main types of calculators: basic, business, and scientific. You cant work chemistry, physics, engineering, or trigonometry problems on a basic or business calculator because they dont have functions youll need to use. Scientific calculators include exponents, log, natural log (ln), trig functions, and memory. These functions are vital when youre working with scientific notation or any formula with a geometry component. Basic calculators can do addition, subtraction, multiplication, and division. Business calculators include buttons for interest rates. They typically ignore the order of operations. Scientific Calculator Functions The buttons may be labeled differently depending on the manufacturer, but here is a list of common functions and what they mean: Operation Mathematical Function + plus or addition - minus or subtraction Note: On a scientific calculator there is a different button to make a positive number into a negative number, usually marked (-) or NEG (negation) * times, or multiply by / or à · divided by, over, division by ^ raised to the power of yx or xy y raised to the power x or x raised to the y Sqrt or √ square root ex exponent, raise e to the power x LN natural logarithm, take the log of SIN sine function SIN-1 inverse sine function, arcsine COS cosine function COS-1 inverse cosine function, arccosine TAN tangent function TAN-1 inverse tangent function or arctangent ( ) parentheses, instructs calculator to do this operation first Store (STO) place a number in memory for later use Recall recover the number from memory for immediate use How to Use a Scientific Calculator The obvious way to learn to use the calculator is to read the manual. If you got a calculator that didnt come with a manual, you can usually search for the model online and download a copy. Otherwise, you need to do a bit of experimentation or youll enter in the right numbers and still get the wrong answer. The reason this happens is that different calculators process order of operations differently. For example, if your calculation  is: 3 5 * 4 You know, according to the order of operations, the 5 and the 4 should be multiplied by each other before adding the 3. Your calculator may or may not know this. If you press 3 5 x 4, some calculators will give you the answer 32 and others will give you 23 (which is correct). Find out what your calculator does. If you see an issue with the order of operations, you can either enter 5 x 4 3 (to get the multiplication out of the way) or use parentheses 3 (5 x 4). Which Keys to Press and When to Press Them Here are some example calculations and how to determine the correct way to enter them. Whenever you borrow someones calculator, get into the habit of performing these simple tests to make sure youre using it correctly. Square Root: Find the square root of 4. You know the answer is 2 (right?). On your calculator, find out whether you need to enter 4 and then press the SQRT key or whether you hit the SQRT key and then enter 4.  Taking the Power: The key may be marked xy or yx. You need to find out whether the first number you enter is the x or the y. Test this by entering 2, power key, 3. If the answer was 8, then you took 23, but if you got 9, the calculator gave you 32.10x: Again, test to see whether you press the 10x button and then enter your x or whether you enter the x value and then press the button. This is critical for science problems, where youll live in the land of scientific notation!Trig Functions: When youre working with angles, keep in mind many calculators let you select whether to express the answer in degrees or radians. Then, you need to determine whether you enter the angle (check the units) and then sin, cos, tan, etc., or whether you press the sin, cos, etc., button and then enter the number. How do you test this: Remember the sine of a 30-degree angle is 0.5. Enter 30 and then SIN and see if you get 0.5. No? Try SIN and then 30. If you get 0.5 using one of these methods, then you know which works. However, if you get -0.988 then your calculator is set to radian mode. To change to degrees, look for a MODE key. There is often an indicator of units written right up with the numerals to let you know what youre getting.

Floating point IEEE754 Coursework Example | Topics and Well Written Essays - 750 words

Floating point IEEE754 - Coursework Example This means that it can â€Å"float†. The point in which the radical point is located is indicated in the internal representation. There are various types of floating representation but the most common one is that of IEEE754. In a real computer, the representation of floating point numbers is through the Institute of Electrical and Electronic Engineers 754 (IEEE – 754) floating point number format. The features of this number format are that it uses 32 bits (single precision), the number y is represented as ?x(1.a1a2†¦..a23).2e, where y represents the number, whether positive or negative, ai is the mantissa entries and can only go up to 23, that is, i=1†¦.23. e is the exponent. There is a need to note the 1 that is given before the decimal (radix) point. This point represents the sign of the number that is being represented. 0 is a representation of a positive number while 1 is a representation of the negative number. The next eight bits forms the exponents. In this representation, there is no separate bit in the representation. The sign of the actual exponent is normally taken care of by adding 127 to actual exponent. An example is if the real number value is 6, then there will be an addition of 127, making it 133, that is 127 + 6. The reason as to why 127 is added is because in eight bit number representation, the maximum number that can be represented is (11111111)2 which is 255. Half of 255 is 127. This means that negative exponents of 127 can be represented and at the same time positive exponents of 127 can be represented. With this representation, the exponent will be represented as -127=128. The computer can also represent the numbers using another method other than the one stated in the paragraph above. In this regard, the computer can use eight bits for the exponent, reserving 1 bit for the sign of the exponent. In this case, the largest bit used for representation would be 127. By biasing the representation of the exponent the i nstances of getting a negative zero is avoided and also a positive zero. The effects of both are the same. The actual range of exponent in IEEE format is not 0 to 255 but 0 to 254. In this case then, the exponent has a range of -126127. In this case, -127 and 128 are used for other purposes. If e=128 and al the values of the mantissa are zeros, then the number is +- ?. The infinity bit is governed by the number before it. If e=128 and all the entries of the mantissa are not zeros, it will mean that the real number that is being represented is not a number (NaN). Because of the number that is at the lead in the floating number representation, the zero value cannot be precisely presented. This is the reason as to why the number zero is represented using -127 and all the entries of the mantissa are zero. The next bits, 23 in number, are used to represent the mantissa (Brewe 73) Representing double-precision numbers (64-bit) In double precision format, real numbers are represented in 64 bits. In this format, the computer uses the 1st bit as a sign bit. The next 11 bits are used to represent the exponent. The rest of the bits, which are 52 are used to represent the mantissa (Brewe 74). The process of converting a decimal number to IEEE754 format will undergo some steps. The first step is to check the sign of the number. If it is negative, then the sign will

Research suggests that those organisations downsizing can reduce the Essay

Research suggests that those organisations downsizing can reduce the likelihood of psychological contract violation by ensuring - Essay Example Cooper, Pandey and Campbell, (2012) asserts that today downsizing of employees is perceived to be part of most companies working life. This is as a result of cost cutting and the need to become accustomed to the current changing demands in the market. Most organizations have continually faced steep fall in their revenues and even sales considering the rate and intensity of economic crisis that started in 2007. Hence, most companies had to downsize their employees as one of the ways to reduce on cost. On the other hand, companies conduct downsizing as a component of a wide workforce strategy intended to support business overall plan. Layoff is perceived as being one of the tools utilized to improve the performance of an organization. As for those in the managerial positions, they perceive this as being an opportunity to improve company’s alertness both in the short term and long-term. This is possible only through designed and targeted coaching, and transformation. This essayâ €™s first paragraph consists of psychological contract definitions. The focus here will also be and the impact on individual’s behavior in the organization. The second paragraph focuses on the expectations and perception of both the employer and the employee. In addition to this, it also consists of employee attitude. The third paragraph focuses on a situation where employees are forced leave the organization due to job loss. Employment relationship comprises of various beliefs between an employer and an employee. It mainly concern what the two parties expect from each other. This is also known as psychological contract. Psychological contract is mainly termed as being an agreement that is informal and is between an employee and an employer. The expectation and beliefs involved are not written and are mainly held by both the employee and the employer. Psychological contract exists in all the categories of employment that include; full time, part time, contract work and ev en temporary. It presents proper framework that helps in appreciating and supervising the behavior of an employee. According to Petersitzke (2009), psychological contract is a deal that is open-ended and consists of expectations of an individual and an organization. The expectation consists of what both parties will have to give and what they get in return from the relationship. Over time various expectations arises as the views develop regarding employers dedication. Psychological contract has its foundation on trust and thoughtfulness and varies among the employees. It is based on social exchange theory. This theory clearly highlights that the basis of individual relationships are on the assessment of individual cost benefit and review of other options. In psychological contract, the costs mainly involve time and effort. The benefits on the other hand are; financial achievement, social class and other benefits emotionally that include; job contentment or sense of reason. Cost bene fit analysis result is evaluated with possible alternatives that include one’s accessibility to other available jobs and obstacles to departing from the present job. Hence, the agreement between the two parties focuses on various aspects both social and emotional. The perception of an employee towards employer’s observance of psychological contract greatly influences work and plan to stay in a given organization. Fair treatment of employees and appreciating their work boosts productivity and continuity in a given company. This is

Infancy and Early Childhood Paper Essay Example for Free

Infancy and Early Childhood Paper Essay I believe Piagets theory of cognitive development best explains the cognitive development both in infancy and early childhood. His theory is explained by a theory of cognitive organization called schemes. Schemes are the actions or mental representations that organize knowledge (Santrock, 2008, p. 94). According to his theory, schemes change with age; in other words, they are action-based (motor patterns) at first and then gradually change to a mental (thinking) level. There are several key terms that explain Piagets process of developmental change; those include adaptation, assimilation, accommodation, organization, and equilibration. Sensorimotor stage is the first of the Piagets theory of cognitive development. It lasts from birth to the about 2 years of age, where awareness of the world is limited to what can be known through sensory awareness and motor acts. Furthermore, Piaget divided the sensorimotor stage into six sub-stages: 1) simple reflexes; (2) first habits and primary circular reactions; (3) secondary circular reactions; (4) coordination of secondary circular reactions; (5) tertiary circular reactions, novelty, and curiosity; and (6) internalization of schemes (Santrock, 2008, p. 96). †¢Reflexive Schemes: this is present in newborns. Initially, the infants actions are coordinated through reflexive behaviors, such as rooting and sucking. But gradually the infant produces behaviors that resemble reflexes in the absence of the usual stimulus for the reflex (Santrock, 2008). †¢Primary circular reactions: it develops between 1 and 4 months of age. In this stage, infants begin to adapt their reflexes to their environment; simple motor habits are centered around own body (Caulfield, 2001)†¢Secondary circular reactions: it develops between 4 and 8 months of age. The focus of infants exploration shits to external events. Infants develop awareness that objects continue to exist even when not in sight at about 8 months of age (Caulfield, 2001)†¢Coordination of secondary circular reactions: develops between 8 and 12 months of age. Infants begin to demonstrate intentional behavior and anticipate events; they coordinate separate actions to achieve desired goals (Caulfield, 2001). †¢Tertiary circular reactions: develops between 12 and 18 months of age. Infants reach an advanced level of proficiency; they begin to explore properties of objects through novel actions (Caulfield, 2001). †¢Internalization of schemes: develops between 18 and 24 months of age. Their ability to represent the external world internally begins to develop, also called as symbolic representation. Also, deferred imitation, the ability to retain and copy a representation of an observed behavior, begins to develop (Caulfield, 2001). I also believe Piagets theory best explains the cognitive development in early childhood as well. His Preoperational period, the second stage of Piagets theory of cognitive development lasts from approximately 2 to 7 years of age. In this age, children begin to represent the world with words, images, and drawings. Not only that, they begin to form stable concepts and embark on reasoning (Santrock, 2008, p. 145). Also, egocentricism (inability to distinguish between ones own perspective and someone elses perspective) and magical beliefs also begin to play a role in childs cognitive development. There are different sub-stages of the preoperational stage. Symbolic function sub-stage is the first sub-stage of the pre-operational thought. In this stage, the child has the capability to mentally represent an object that is not physically present. This stage occurs between the ages of 2 and 4 years of age. The Intuitive Thought Sub-stage, the second sub-stage of preoperational thought that generally occurs between 4 and 7 years of age. In this stage, children are tempted to ask many questions. In other words, one of the most prominent words for the children around this age is why. There are many similarities and differences between the Piagets theory of cognitive development that explains infancy and early childhood. Similarities †¢Both the selected theories that I believe best describes cognitive development in infancy and early childhood come from Piaget. †¢Both theories have stages (Sensorimotor and preoperational) and are further divided into sub-stages. †¢Both theories rely on the assumption that infants and children actively construct an understanding of the world. †¢Both theories give a time frame of when the stages and the sub- stages occur†¢Both theories have limitations. Differences †¢Sensorimotor stage deals with infants from birth to 2 years of age and Preoperational stage deals with early childhood that generally occurs between the ages of 2 and 7. †¢Sensorimotor is the stage one of the Piagets theory of cognitive development; whereas preoperational period is stage two of his theory. †¢The limitation of the sensorimotor stages rests on the accuracy of the timing of the events that Piaget mentioned; whereas the limitation of the Pre-operational thought rests on the concepts such as centration and conservation. Therefore, in this paper, I have considered Piagets theory to explain cognitive development in both infancy and early childhood. I have also considered the similarities and differences between the two theories. References Caulfield, R. A. (2001). Infants and toddlers. Upper Saddle River, NJ: Prentice HallSantrock, J. W. (2008). Essentials of life-span development. NY: McGraw-Hill.

Things Fall Apart - Oronoko :: Essays Papers

Things Fall Apartoronoko He had learn?d to take Tobaco; and when he was assured he should dye, he desir?d they give him a pipe in his mouth, ready lighted, which they did; and the executioner came, and first cut off his members and threw them into the fire; after that, with an ill favoured knife, they cut his ears and his nose, and burn?d them; he still smoak?d on, as if nothing had touched him; then they hacked off one of his arms, and still he bore up, and held his pipe; but at the cutting of his other arm, his head sunk, and his pipe drop?d; and he gave up the ghost, without a groan, or a reproach. My mother and sister were by him all the while, but not suffer?d to save him; so rude and wild were the Rabble, and so inhumane were the justices, who stood by to see the execution, who after paid dearly for their Insolence. They cut Caesar in Quarters, and sent them to several of the chief plantations: One Quarter was sent to Colonel Martin, who refused it; and swore he had rather see the quarters of Banister, and the Governor himself, than those of Caesar, on his Plantations; and that he cou?d govern the Negroes without terrifying and grieving that them with the frightful spectacle of a mangl?d King.? (p. 99-100) This is the second to last paragraph in the book, where Oroonoko is being decapitated. The executioner, Oroonoko and all the towns? people, who were looking on, were involved. The child of someone who was watching on was telling the story of Oroonoko?s death. The characters involved do not really agree with eachother. Some were in favor of the death of Oroonoko and some were greatly opposed. Most of the white people that were looking on, supported the decision that Oroonoko should die. We are hearing from the narrator at this time and I don?t think they are very skeptical at all. The way the story is told gives Oroonoko much bravery and compassion. There are no similes or metaphors in this particular passage. The only words that are repeated are the names of Caesar and plantations. This may suggest that this is an important person and an important place. The only historical events that I can think of would be Jesus or Napoleon. Both of these two figures, not relating to eachother, made such a bold statement for their day. Things Fall Apart - Oronoko :: Essays Papers Things Fall Apartoronoko He had learn?d to take Tobaco; and when he was assured he should dye, he desir?d they give him a pipe in his mouth, ready lighted, which they did; and the executioner came, and first cut off his members and threw them into the fire; after that, with an ill favoured knife, they cut his ears and his nose, and burn?d them; he still smoak?d on, as if nothing had touched him; then they hacked off one of his arms, and still he bore up, and held his pipe; but at the cutting of his other arm, his head sunk, and his pipe drop?d; and he gave up the ghost, without a groan, or a reproach. My mother and sister were by him all the while, but not suffer?d to save him; so rude and wild were the Rabble, and so inhumane were the justices, who stood by to see the execution, who after paid dearly for their Insolence. They cut Caesar in Quarters, and sent them to several of the chief plantations: One Quarter was sent to Colonel Martin, who refused it; and swore he had rather see the quarters of Banister, and the Governor himself, than those of Caesar, on his Plantations; and that he cou?d govern the Negroes without terrifying and grieving that them with the frightful spectacle of a mangl?d King.? (p. 99-100) This is the second to last paragraph in the book, where Oroonoko is being decapitated. The executioner, Oroonoko and all the towns? people, who were looking on, were involved. The child of someone who was watching on was telling the story of Oroonoko?s death. The characters involved do not really agree with eachother. Some were in favor of the death of Oroonoko and some were greatly opposed. Most of the white people that were looking on, supported the decision that Oroonoko should die. We are hearing from the narrator at this time and I don?t think they are very skeptical at all. The way the story is told gives Oroonoko much bravery and compassion. There are no similes or metaphors in this particular passage. The only words that are repeated are the names of Caesar and plantations. This may suggest that this is an important person and an important place. The only historical events that I can think of would be Jesus or Napoleon. Both of these two figures, not relating to eachother, made such a bold statement for their day.

Poliomyelitis Paper Essay

Poliomyelitis is a viral disease that mainly affects the young children, it is highly infectious that caused by three types of poliovirus which targets the nervous system of the person, it may result to be   abortive poliomyelitis, non- paralytic and paralytic poliomyelitis. There are many   initial symptoms of polio fever (up to 103 °F or 39.5 °C), less of appetite, vomiting, constipation and pain in the limbs. We can diagnose this by having complete physical examination; having a complete test of throat, urine, lumbar puncture or spinal tap. Medical history of a child who does not have his/her polio vaccine or not complete polio vaccines series is also one of the caused of this infection.   The treatment for this is determined by your physician base on your age, tolerant for specific medications, procedures or therapies. Although we have come to prevent this disease not to infect young ones by having a complete vaccines which have two versions Inactivated Polio Vaccine (IPV) and Oral Polio Vaccine (OPV) and the best way for this is to have good hygiene and clean surroundings but for   those who had already been infected will have no cure, the supportive means of treatment is the only way to help them to ease some pains like analgesics, a bed rest to reduce fever, a good balance diet, hot compress for the pain of your muscles, if the patient is paralytic poliomyelitis it requires a hospitalization.   In early days infectious disease like this maybe a threat to our society but its a good thing to know that now we have the treatments and the best of this is that to follow the first step of cure which is prevention. References World Health Organization (2007). Poliomyelitis. Retrieved December 10, 2007 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.who.int/topics/poliomyelitis/en/.   University Health Care (2003). Poliomyelitis.   Retrieved December 10, 2007 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://healthcare.utah.edu/healthinfo/adult/infectious/polio.htm

Discrimination Worksheet Essay

†¢ What is discrimination? How is discrimination different from prejudice and stereotyping? Discrimination is unfair treatment to different categories of people based on many things including race, religion, culture, orientation, and so on. Prejudice is, in my terms, judging someone without actually knowing anything about them. Stereotyping is very similar to prejudice but it is widely known groups that people are placed in like jock or nerd. Discrimination is different because you are acting on the hatred you have for people instead of just thinking about it. For example, it is the difference between thinking about killing someone and actually doing it. Discrimination is probably the most hurtful because you are being open about it to someone instead of thinking it to yourself. †¢ What are the causes of discrimination? Many things can cause discrimination. The main thing, I would say, is it is a learned behavior. This means these people who discriminate were probably raised to feel this way towards a certain group of people. What you learn growing up can stay with you for the rest of your life. Here you are a defenseless child who knows nothing but are told to hate a certain group of people, you are going to listen because you were raised to. Then, when you’re older, you will automatically discriminate against this group because you were told to. There is discrimination against people of other races because they have a different skin color which makes them â€Å"different.† There is discrimination against gay people because we don’t understand why they â€Å"choose† to be that way. These are just a couple examples of what causes discrimination. †¢ How is discrimination faced by one identity group (race, ethnicity, religious beliefs, gender, sexual orientation, age, or disability) the same as discrimination faced by another? How are they different? I think discrimination is faced by all groups the same in one way, they are all getting treated unfairly because of their race, ethnicity, religion, etc. I don’t think there is a single person in life, even a white male, who has not experienced some form of discrimination in their lifetime. However, other than that one fact, I think everyone faces discrimination differently. People of different races deal with being called a lot of names. Also, people with different religions get made fun of for what they believe. Women receive a lot of negativity when they try to move up in a company because â€Å"the man† is supposed to. Gay men and women are frequently told they are going to Hell and God doesn’t approve. The funny this is, most gay people I know believe in God and go to church regularly! Discrimination is faced by many different groups in very different ways.

Punctuation Errors When Posing a Question

Punctuation Errors When Posing a Question Punctuation Errors When Posing a Question Punctuation Errors When Posing a Question By Mark Nichol When writers pose a question, or call attention to one, they sometimes impose unnecessary punctuation in the framing sentence. Here are a few examples of extraneous punctuation in such sentences. 1. â€Å"To pass a necessity test usually means a negative response to the question: ‘Can the same result be obtained by other means?’† A colon is correctly used only when it follows a complete thought; it serves as a traffic sign noting that what follows is a definition, expansion, or explanation. The question in question is none of these it’s just a question, and to precede it with a colon (or a comma) implies that it’s the only existing question. Delete colons in such constructions: â€Å"To pass a necessity test usually means a negative response to the question ‘Can the same result be obtained by other means?’† (And because the quotation is not attributed no one is credited with a â€Å"Smith said† type of attribution the comma that normally follows such a phrase is not necessary before the quotation here.) 2. â€Å"There remains the question: where, if at all, should we draw the line?† This sentence suffers from the same problem as the previous one. The question is not styled to suggest that it was actually uttered or can be uttered, although that is possible; it’s an unspoken expression of a problem to solve and can therefore be incorporated directly into the framing sentence: â€Å"There remains the question of where, if at all, we should draw the line.† 3. â€Å"The question was how to translate and standardize these successful processes across a company that had several new divisions, a diverse global spread, and disparate technical platforms?† This sentence is correctly rendered in terms of the incorporation recommended for the previous example, but one problem remains no question is literally posed in the sentence, the syntax of which is declarative so interrogative punctuation is not appropriate: â€Å"The challenge was to translate and standardize these successful processes across a company that had several new divisions, a diverse global spread, and disparate technical platforms.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:5 Uses of InfinitivesAwoken or Awakened?15 Names and Descriptions of Effects

Tips for Teachers to Avoid Compromising Situations

Tips for Teachers to Avoid Compromising Situations Educators are often looked upon to be moral leaders for a community. They have such a profound impact on and contact with youth that they are often held to higher moral standards than the average person. They are expected to avoid compromising situations. Whether you agree or disagree with this sentiment, it is still a reality and one that should be taken into consideration for anyone thinking about becoming a teacher. It seems like you cannot open a newspaper or watch the news without seeing another educator that failed to avoid a compromising situation. These situations do not typically occur on whimsy, but instead, develop over a period of time. They almost always begin because the educator lacked good judgment and put themselves in a compromising situation. The situation continues and progresses for many different reasons. It likely could have been avoided if the educator would have acted rationally and worked to avoid the initial compromising situation. Educators would avoid 99% of these situations if they simply use good common sense. Once they make the initial error in judgment, it is almost impossible to correct the mistake without there being consequences. Educators cannot put themselves in a compromising situation. You must be proactive in avoiding these situations. There are several simple strategies to protect you from losing your career and going through unnecessary personal strife. Avoid Social Media Society is bombarded by social media every single day. Sites such as Facebook and Twitter will not be going away anytime soon. These sites offer all users the unique chance to allow friends and family to stay connected. The majority of students have one or multiple social media accounts, and they are on them all the time. Educators have to be careful when creating and using their own personal social media accounts. The first and most important rule is that students should never be accepted as friends or allowed to follow your personal site. It is a disaster waiting to happen. If for nothing else, students do not need to know all the personal information made readily available when given access to your site. Document/Report Situation if Unavoidable On occasion, there are some situations that cannot be avoided. This is especially true for coaches or coaches who may students waiting to be picked up when they are finished. Eventually, only one could be left. In that case, the coach/tutor could choose to go sit out in the car by themselves while the student waits at the doors inside the building. It would still be advantageous to let the building principal know the next morning and to document the situation, just to cover themselves. Never Be Truly Alone There are times when it may seem necessary to be alone with a student, but there is almost always a way to avoid it. If you need to have a conference with a student, especially with a student of the opposite sex, it is always wise to ask another teacher to sit in on the conference. If no other teacher is available to sit in on the conference, it may be better to postpone it, than to have it. At the very least, you can leave your door open and make sure others in the building are aware of what is going on. Do not put yourself in a situation where it could be a he said/she said type of deal. Never Befriend Students Many first year teachers fall victim to trying to be their students’ friend instead of being a solid, effective teacher. Very little good can come out of being a student’s friend. You are setting yourself up for trouble especially if you teach middle school or high school students. It is far better to be a good, hard nose teacher that most students do not like than it is to be one that is best friends with everyone. Students will take advantage of the latter and it often easily leads to compromising situations at some point. Never Exchange Cell Phone Numbers There are not many solid reasons to have a student’s phone number or for them to have yours. If you have given a student your cell phone number, you are simply asking for trouble. The texting era has led to an increase in compromising situations. Students, who would not dare say anything inappropriate to a teacher’s face, will be bold and brazen through a text. By giving a student your cell phone number, you open the door to those possibilities. If you do receive an inappropriate message, you could ignore it or report it, but why open yourself to that possibility when you can just keep your number private. Never Give Students a Ride Providing a student with a ride puts you in a liable situation. First of all, if you have a wreck and the student is injured or killed, you will be held responsible. That should be enough to deter this practice. People are also easily seen in cars. This can give people a false perspective that can lead to trouble. Let’s say that you innocently give a student whose car broke down a ride home. Someone in the community sees you and begins a rumor saying that you are having an inappropriate relationship with that student. It could ruin your credibility. It simply isn’t worth it, because there were likely other options. Never Respond to Personal Questions Students of all ages will ask personal questions. Set limits immediately when the school year begins and refuse to allow your students or yourself to cross that personal line. This is especially true if you are unmarried. It is no student’s business as to whether or not you have a boyfriend or girlfriend. If they cross the line by asking something too personal, tell them they crossed a line and then immediately report it to an administrator. Students often fish for information and will take things as far as you let them.

Managing organisations and change Essay Example | Topics and Well Written Essays - 2000 words

Managing organisations and change - Essay Example This brings to the fore the importance of managing changes effectively within an organization. The change has to be implemented in such a manner that the complexities and the cost involved with the same get rationalized. For this there is a need of designing an effective workflow process and putting in the best quality practices. Also the framework for the same must be easy to implement.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One of the biggest challenges which are often faced by the organizations desirous of implementing changes in their organization is the resistance which they face from their employees. The employees are emotionally attached with their organization and workplace. Any changes here are definitely going to affect the morale of the employees and hence they resist changes. As the organization itself is made of employees, it is of utmost importance to take the employees in confidence before implementing any major changes in the organization.   The hospital is facing some problems while implementing these changes. These problems are the result of resistance from workers who are not conversant with the new technologies. Resistance to change in this case has occurred because the people are unable to understand why at all any change is taking place in the organization. The employees have also been found reluctant to move out of their comfort zones. They have this fear of future uncertainties, which might develop after the implementation of changes. There is also a feeling among the employees that these changes have been forcibly enforced on them by the management and they are lamenting about the fact that they have no say in such change management issues. Also the timeframe for such changes is kept short by the management.   To deal with this situation and in order to manage the change effectively, the management of the hospital has decided to provide the best environment to its employees. The following guidelines will be under the adoption of the hospital management

Construction Law Assignment Example | Topics and Well Written Essays - 2000 words

Construction Law - Assignment Example This assignment intends to critically discuss the different structure and options in setting up and implementing a contract for construction procurement. The focus of this essay is primarily on one company that is typically decentralized without particularly strict headquarters’ control. This sector is chosen for the particular difficulties any procurement organization would likely face chief among which, is the perennial question about decision making and whether it is done centrally or locally. As an advisor, it is suggested by the researcher to hire three new people immediately. These three people would be an architect, a contractor, and an accountant, their importance, actions and duties is discussed in the assignment. It is concluded that balance sheets are taking a severe toll worldwide and liquidity is ever harder to come by especially since lending had virtually frozen. This combination of reduced liquidity, more difficult lending terms and the deteriorating trading en vironment in the wake of the recession in developed countries and creeping regulatory restrictions is making companies the world over to focus sharply on their procurement functions. While procurement has long been identified as an important contributor to operational performance in construction, it is widely overshadowed by more bottom-line or customer oriented functions like marketing and sales. That is why, with such projects, it is important to have an excellent architect, an excellent contractor, and an excellent accountant.

Media anylsis Essay Example | Topics and Well Written Essays - 1000 words

Media anylsis - Essay Example To drive analysis magazine actually published. Through very careful fact, the form of the deduction of exact data about the assembly for who it is intended. Once you've wise periodical, a thesis and compose 750-word term paper founded on your results. Cosmopolitan entails "having broad worldwide complexity." In supplement, the well liked drink made well renowned by HBO Sex in the City. Each month, distinct hegemonic pieces are offered to the goal assembly of Cosmopolitan as a entails to persuade their yearns to discover about sex, latest tendency and attractiveness, while extending to reinforce automatically diverging notions that women are defectives, and should change yourself to be more gladly acknowledged the men and remainder of society. Cosmopolitan drive all items and advertisements to exact goal markets. Readers of the magazine encompass the first lone, white, peak men of the middle class and women elderly 18 to 70 years. Cosmo encompasses forms of other nationalities, but fo cuses on employers in the Caucasus. There are two kinds of readers who will purchase Cosmopolitan: one that delicacies he like his Bible and one that loves to joke and have joy monthly magazine provides. Each propel kind has distinct goals, anxieties and interests. True to the magazine-lover mindfully read the items from starting to end with the aim of discovering the newest latest tendency tips and attitudes from fervent sex that she "should trial it out tonight!" This is a book reader of his very well liked topics, possibly, "Real Life Reads" and wants "Love and Lust" and had increased this month. The casual book reader, although, did not the identical expectations (Ken 2010). Some of the reasons of a publication can be to encourage a political or lesson reason, to announce, to deal goods, and to entertain. In my attitude, Cosmopolitan, has what it takes to be called one of the large-scale snowboard magazines on the market. It is in converses with riders from all distinct nations, and informative items that notify us "losers" as is "an astonishing way to move." Especially manage not overlook to "buy" photographs, where they brag of their young individual travellers' Red Destruction "(a period utilised to interpret numerous snowboarders travelling the large-scale snow). Interview in this magazine actually stand out. The interviewer does become very individual and it makes the book reader seem as if they were in the room with the man. What actually got to me was a little consideration with Risto Scott. I read the starting of this interview, and was hooked. There were four parts of the column. The first, deserving "Inspiration", created of five parts intermediate enterprises on how to make your first magazine of achievement and how to endure in a world of writing. In the pillar of the next part, "business" and focus solely on announcing and the distinct procedures that can be utilised to get published. In the third part pillar called "technical" and comprises f our short items on distinct procedures of composing that may be helpful to writers of diverse genres. In the last pillar of the part titled "FYI" and was about to compose, and imminent events (Thompson 2007). Selected items from this magazine were

Assessment on Communication Skills in the Area of Speaking and Writing Essay Example for Free

Assessment on Communication Skills in the Area of Speaking and Writing Essay People talk face to face, and they listen to each other. They write emails and reports and read the documents that are sent to them Human beings are communicating. In both decoding and encoding messages, people spend almost 70% of communication time as speakers. (Jaime Gutierrez-Ang 2009). Communication is two way process by which information is exchanged between or among individuals through a common system of symbols, science and behavior (Martinez 1) Being a two way process, communication occurs in a orderly and systematic sequence wherein human beings are able to see and hear what transpires in their environment. As a process, communication is dynamic, adaptive and continuous. Being a survival mechanism, communication helps us develop to be unique persons, relating and cooperating with others. It satisfies our physical, ego, social and practical needs. It is indeed essential in life. (Mely M. Padilla et.al 2003) Speaking and writing are skills that have similarities. Both require the use of language symbols to express needs and feelings, they are both governed by the rules of semantics and syntax. Both are also expected to achieve communicative purpose- a degree of understanding, common knowledge and shared expectations. In speech, we monitor what we say by listening to the revised or connected ideas, while in writing, we monitor what we write by reading and rereading. Furthermore, the speaker and the writer should be able to determine how simple or complex and formal the statements should be. But there are differences in speaking and writing too. Writing differs in speech in several ways. According to Vygotsky ,e.f Hughey 1983, composing a written discourse is a â€Å"separate linguistic function differing from oral speech in both structure and mode of functioning. Even its minimal development requires a high level of abstraction†. Writing is significantly different from speaking because writing requires a more complex and difficult discourse. (Saymo, 2004.) In reflecting upon and surfing out communication skills, then think of communication as ways and means of gathering and relying information, and think of information as what there is to be gathered by any means that is consider the widest range of writing and speaking as you consider your communication skills. In relevance to the Department of College of Education, Communication skills of the students have to be enhanced. The researchers encouraged the department that through Speech Laboratory to measure the speaking skills of the students as well as the writing skills where in the teachers can identify where the strength of the students and of the their weaknesses are in the components communication skills in the area of speaking and writing. It is also an instrument to detect students’ potential in speech so that it can be developed and can be a product of the department in the area of speaking and writing. The researchers look forward for the program that can be developed based on the results of the study. It will be a universal program for the teachers to have the better and effective instructional materials. The researchers foresee the unbiased treatment of the teachers towards the students through the help of universal program. STATEMENT OF THE PROBLEM This study aims to determine the levels of communication skills of BEED Gen.Ed freshmen students of Carlos Hilado Memorial State College for the first semester academic year 2013-2014 as Basis for Program Development. Specifically, it will aim to answer the following specific questions. 1. What are the levels of Communication Skills of BEED Gen. Ed freshmen students in the area of speaking and writing when they are grouped according to: a) School Graduated b) Mental Ability c) Parents’ Educational Attainment 2. What are the difficulties in the components of Communication Skills of BEED Gen. Ed freshmen students when they are grouped according to: a) School Graduated b) Mental Ability c) Parents’ Educational Attainment 3. Is there a significant difference on the level of communication skills in the area of speaking and writing when they are compared according to: a) School Graduated b) Mental Ability c) Parents’ Educational Attainment 4. Based on the results, what program should be developed? HYPOTHESIS There is no significant difference on the level of communication skills of BEED Gen. Ed. freshmen students in the area of speaking and writing when they compared according to where school they graduated, mental ability and what their parents’ educational attainment. THEORETICAL FRAMEWORK Communication is the way to learn the person. If he is to be deprived of the chance to communicate with others, he should have sense of identity. It is through communication that one gets the chance for affirmation of self-concept and sharing of views about a variety of things among others. People relate socially with each other through communication. Personal communication is essential for a person’s well-being. Sufficiency or absence of communication has a bearing on one’s state of physical health. For one, stress is heightened or dissipated depending on communication or lack of it and the nature of its content. So as being a two-way process, communication occurs in an orderly and systematic sequence where in human beings are able to see and hear transpires in their environment (William Schutz). These statements emphasize the importance of communication in different area of human needs. Communication is very essential because human being develops their capability to speak through interaction with others. Especially the children ages 1-5, they are great imitators. They observe the actions of their parents, brother and sister, playmates and others. They tend to discover the words by their own through observation. According to George T. Wilkins Speech is the most important of all means of communication. In the great government politics, and in the expression of our own democratic rights, speech is also most important. Good speech is essential to participate in democracy. As to the students, speech can help express their feelings. It can help through participating in classroom discussions, reciting in classroom activities and reporting assigned tasks. Effectiveness in speaking is a climb to a ladder of seven steps (Eugine E. White and Claire K. Neudelider). The quote stated that the speaker should first analyze and know the audience that will listen. In connection to the communication skills assessment, the students that have difficulties in speaking will assess by the recommendations and develop program that this study aims to achieve. For further information, communication is the KEY which unlocks all the doors to a successful and fulfilling school life experience, to getting cooperation with your students, that allows us to feel understood, for resolving conflicts between teachers and students, to let students know what your needs are and how best to meet those needs, to fewer conflicts in the classroom and in the playground, to building self-confidence and self-esteem, to feeling listened to by your students, mutual respect in the classroom, to less resistance and more cooperation, to everyone feeling safe to be themselves and to have more fun in the classroom. (http://sydney.edu.au/science/uniserve_science/projects/skills/jantrial/communication/communication.htm) . These only prove that communication is really very important in life especially in the teaching and learning process. It is the key to open the teacher and student mind and their capabilities to speak and write well. C

saint Nicolas :: essays research papers

Ceremonial Speech SPS: To praise Saint Nicholas. CIS: We all know who Santa Claus is and Saint Nicholas the man responsible for all the wonderful things we know him for such as: selflessness, unsurpassed generosity, popularity we can all learn and apply his wonderful deeds to our own lives. Introduction: I. I know that all of you have heard of Santa Claus but how many of you actually know the history behind him? Saint Nicholas was the wonderful man that the legend of Santa Claus derived from. II. Saint Nicholas is known by many names such as: Kriss Kringle, Father Christmas, Santa Claus and the patron saint of young people to name a few. III. I would dare to say that most of you in here today do not know the true story behind the legend of Santa Claus but after today you should understand why Saint Nicholas is undoughtably worthy of praise. IV. We all know who Santa Claus is and Saint Nicholas the man responsible for all the wonderful things we know him for such as: selflessness, unsurpassed generosity and popularity we can all learn and apply his wonderful deeds to our own life. {Transition: Now that we know what Saint Nicholas is known as lets look at what made him worthy of praise.} Body I. Saint Nicholas had the most amazing trait of selflessness. A. Saint Nicholas often went out and distributed presents to the poverty stricken people especially children. B. Saint Nicholas wore a disguise so that no one would notice him because he did not want to receive credit for his good deeds. {Transition: In addition too selflessness Saint Nicholas also displayed unbelievable acts of generosity.} II. Saint Nicholas displayed true generosity in the story of the noblemen and his three daughters. A. The noblemen had no money for his daughter’s dowries; and in those days, a daughter with no dowry had little chance of marriage. 1. Saint Nicholas decided to remedy this by throwing a bag of gold through the window. (All About Christmas, pg.26) 2.Saint Nicholas did this again when the second daughter was to be married. (The Christmas Story, pg.43) B. When the third daughter was to be married Saint Nicholas had to crawl up on the roof and throw the gold down the chimney. {Transition: Now let us look at Saint Nicholas’ unique popularity.} III. Saint Nicholas has proven to be one of the most popular and influential people to have ever lived. A. Saint Nicholas was born hundreds and hundreds of years ago but is still popular today.

History of Mauritius

Mauritius was discovered by the Portuguese in 1507 and was later occupied by the Dutch, from 1598 up until 1710. In 1715, it came into the possession of the East India Company and in 1767, that of the King of France, who christened it ‘Ile de France'. Captured by the British in 1810 and then acknowledged by the Treaty of Paris in 1814, the British allowed the French settlers to use their language and their civil code. Many of the settlers remained and made up a group of Franco-Mauritian important property owners and businessmen. The sugar cane cultivations first developed with the African and Malagasy slaves. Following the abolition of slavery in 1835, the important landowners turned their attention to an influx of indentured Indian labourers, a large number of whom settled on the island. The island remained a British colony until its independence on 12th March 1968, under the presidency of Dr Seewoosagur Ramgoolam. The Dutch period~ The Dutch first arrived on the island in 1516, but was unable to colonise it as the slaves that had been brought over from Africa ran away into the mountains upon their arrival. They were the first fugitive slaves in Mauritius. In 1641, the Dutch developed the slave trade, with slaves from Madagascar, in the hope of securing a return on their installation in Mauritius. In spite of this, only a few Malagasy slaves were brought to Mauritius during the Dutch occupation. In 1598, a Dutch squadron landed on the island under the orders of the Admiral Wybrand Van Warwick. It was then that the island was named Mauritius, after the Prince Mauritius Van Nassau of Holland. Instead of expanding the colony, the Dutch contented themselves with devastating the fauna (which led to the extinction of the dodo) and the flora that caused the extinction of ebony wood. However, they introduced sugar cane and imported Java deer. They left the island along with their slaves in 1710, following severe droughts and devastation caused by the cyclones. The French colonisation~ Abandoned by the Dutch, Mauritius became a French colony when, in 1715, Guillaume Dufresne d'Arsel landed on its shores and named it â€Å"Ile de France. † The first pioneers arrived in 1721, when the island was administered by the East India Company (1722 to 1767). This Company was founded by Louis XIV and Colbert to compete with the other European countries. In the hope of earning money, he was granted a trade monopoly cross the Indian Ocean for 50 years. About a hundred slaves from Senegal and Guinea arrived in Ile de France at the beginning of the colonisation period, notably between 1721 and1735. Following the request of Colbert, the kingdom's state adviser, slavery was legalized on the 28th August 1670 in France. In the West Indies, slavery quickly ensured the economic prosperity of its regions. The famous black code was proclaimed in March 1685, under the order of Louis XIV. It was aimed to develop and ease the slavery system and specified the duties of the masters and the slaves. However, the black code, established in all of the West Indies and in French Guinea, was seldom respected by the owners. In 1723, the Mascarene Islands adopted the famous black code and the letters of patent of Louis XIV in the form of an edict. They were recorded in the town of Saint-Paul in Ile Bourbon (Reunion Island) on the 18th September 1724, by the supreme adviser. As of 1725, this led to the arrival of thousands of slaves, mainly from Madagascar and East Africa, to cultivate the coffee and spice plantations. This labour seemed necessary in order to allow the East India Company to pursue the economic expansion of the Indian Ocean.

Learning Plan Essay

The learning plan described in this paper is to have students debate a topic related to the Civil War. The debate topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons?† The main concept of this learning plan is to have students work collaboratively to research facts, and recall and use facts from the Civil War unit to incorporate into their arguments. (It should be noted that the learning plan described in this paper will take several classes to complete, however the learning plan procedures will only address the class where the debate will occur.) It is assumed that debate skills were taught in a previous class. The learning theory certainly incorporates constructivist aspects. They are constructing knowledge rather than absorbing it. This is constructivist approach is illustrated through the collaborative nature of the assignment, as well as through the research that students’ must produce. In terms of the use of technology and media; the students will be instructed to research one source of information, from the internet, related to their argument. They must submit a one-page analysis of the information in which they found along with a references page. This must be submitted to the teacher a week before the scheduled debate. The teacher will assess the content of the paper, but the references page will also be important. Teacher must evaluate the kinds of internet sources that the students have used. The credibility of the internet source, and the strength of student’s research will be analyzed by the teacher. The purpose is to assess student’s traditional literacy and critical analytical skills (assessed when evaluating the content), and information literacy/interpretation skills of online material (assessed by reviewing the reference page). Finally, the teacher will hand back papers to the students, and he/she will instruct each group to use at least two of their group members’ papers into their group’s arguments. Media and technology will also be incorporated with the use of social media. The teacher will tell students that their debates will be recorded and submitted to youtube or a private school website (if issues of privacy are raised). Others will be allowed to view th e video to evaluate the strength of each team’s arguments. Based on the comments of public viewers, a winner will be chosen (by popular vote). This popular vote will be incorporated as a small percentage into the assessment. This is being done as to allow students to  participate in new media opportunities within an educational context. Learning Plan Context Setting The high needs school will be a High School in the Bay Area, either in San Francisco or Oakland. There will be 25-30 students in an individual classroom.  The lesson will take place the week after the Civil War unit is finished. It is anticipated that the unit will last about two weeks, therefore the debate class will occur during the third week. The actual debate class will take up one class period. The content area is US History/Politics. The grade level is Juniors (11th grade). In sum, the curriculum unit is 11th grade, US History/Politics, Civil War unit. Standards According to California standards for literacy in History/Social Studies in 6-12th grades. A student must be able to demonstrate analysis of primary and secondary sources, and connect these insights to the understanding of the whole text. This ability will be addressed and assessed when students must incorporate information learned from the textbook with information gained from the internet, and use both sources of information, into their debate. The student’s ability to undertake this task will be evaluated by the teacher with the submission of student’s sources, and also during the debate. (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.) Also according to California standards, students must be able to evaluate various explanations for events and actions. This standard is illustrated in the nature of the activity. A debate, in itself, evaluates different explanations for one event, which makes it an ideal means of addressing this standard (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.)  Finally, according to California standards, students must be able to evaluate differing points of view on the same historical issue. Once again, this standard is illustrated within the nature of a debate. It is also illustrated when students submit their own analysis of internet research (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.) Learning Objective Students will be able to collaboratively demonstrate their knowledge of Civil War policy, events and information, from the textbook and from online sources, by formulating arguments to be presented within a debate. Learning Theory Applications Constructivism is certainly at play in this lesson plan: The activity allows knowledge to be organized into schemas, concepts, and worldviews. This activity is emphasizing the use of authentic activities by constructing knowledge through interaction with the environments (internet and peers), and applying it to real-life situations (debate). The collaborative component certainly illustrates constuctivism; learners will help each other create conceptual connections. Finally, students are working autonomously with the help of the teacher as facilitator, supporter, and model (Ormrod, 2006). Learning Accommodations: Individualized Education Plan for Special Accomodations: In each team, all students will be assigned a role. For example, â€Å"speaker†, â€Å"writer†, â€Å"time-keeper†. A student’s IEP will be taken into consideration when assigning roles. A student with an IEP, will be assigned a role that best fits their IEP. For example, a student with ADD, may be best suited to be a time-keeper since their attention span is not as focused. They may be anxious to change the pace of the group’s discussions, and therefore they may be eager to keep track of the time. Language Development needs: When assigning the internet-based research; the teacher will give ELL students a website to navigate to, instead of having the students navigate the internet themselves. Teacher will give explicit instructions as to where to look on the website so students do not feel too overwhelmed with the English language. Teacher will ask the students to try to comprehend some of the information, however if this proves too difficult, then the teacher will ask the students to find 15-20 words from the website that the student did not understand. The student will then find the meanings of these words in their own language. They must write at least a paragraph about the Civil War unit incorporating five of the words that they found on the internet. Also,  at least two of these words must be incorporated into the arguments of their team. Gifted and Talented needs: This is a challenging component to consider because a gifted/talented student does not necessarily mean an academic-rigorous student. To really tailor the lesson to address the interests of a gifted/talented student, then the teacher will have to be familiar with the personality of that particular student. However, some situations will be addressed here. First of all, from the research, the lesson itself befits that of a gifted/talented student. Competition, which characterizes a debate, usually suits the nature of gifted/talented students. (http://www.teachersfirst.com/gifted_strategies.cfm) The first situation to consider is a student who is gifted/talented, but not academically rigorous. This student will be given a leadership role within his/her team. He/she may be assigned to organize/manage all the ideas of the students. He/she is the one who will be given the rubric for what the teacher is assessing when observing the team’s discussions and arguments. He/she is the manager, and he/she will be assessed on their ability to keep his/her team on task. In this way, this student isn’t necessarily doing more â€Å"academic† work, but he/she is being challenged in a rather difficult manner. A second situation to consider is to have a gifted/talented student who is academically rigorous. The teacher will give this student a second component to add to his/her research paper. The student must connect textbook material and internet material to the US politics of today. This is increasing the cognitive process from analyze (which all students must do with their research papers) to evaluate (Anderson and Krathwol, 2001). The student can choose to incorporate this extra component into their team’s arguments. Resource Accommodations: Low tech: There are no computers, projector, or internet access in the classroom. If this is the case, teacher may have to allocate time in different lessons to use school facilities where computers are available. Computers must be used so that the teacher can show students the kinds of websites that are credible, as well as to use sites, like youtube, to show students examples of debates. Computer use is necessary so teacher may have to take time before or after school to meet with students (who are willing) to show them the above-mentioned websites. Mid tech: One computer connected  to a projector is available in the classroom. The teacher can use this computer to show examples of credible websites, as well as to show examples of debates online. High tech: Class is equipped with several computers. Teams can go online themselves to view videos of debates and start research for their paper. In this way, the collaborative nature of the lesson will start even earlier (in the pre-plan ning stage). Content-Based Literacy Skills In terms of text-based literacy; students must incorporate information from their textbook into their arguments Critical thinking, reflective thought, and text-supported thinking will be illustrated when students must draw connections between internet-based information and textbook information while doing their analysis/research paper. This connection will be evaluated when student’s cute their sources within their paper. (This explanation will also illustrate students’ information literacy.) New Media Literacy Skills Performance: This skill is illustrated when students view sample debates on the internet and use this as models of performance in their own debates. Collective Intelligence: This skill is done when students are within their respective teams and they must draw upon their own and others ideas, research, and knowledge to formulate strong arguments. Judgement: This skill is illustrated when students must judge which websites and information are to be included in their research/analysis paper. Networking: Once again, this skill is illustrated when students must search, connect, and analyze information on the internet for the purpose of their research/analysis paper (Jenkins, 2001). Learning Material: Textbook: Learners will need textbook so that they can recall information. Paper, pen: Leaners will need so that they can write down information. Rubric: Both the learner and teacher needs. Learners need it so that they are aware of what’s expected of them while working in teams and formulating their arguments. Teacher needs it so that he/she can refer to it when assessing the team’s progress. Notes: Learners will need them as a reference when formulating arguments. Stopwatch/watch: This will be given to the student whose job is timekeeper. Video Camera: Used to record the debate Learning Plan Procedures Phase I: Motivation Activity Teacher will show a short clip of a very powerful, interesting debate. Possibly a presidential debate. The clip will only show the most poignant part (according to the teacher) of the debate. Hopefully the clip will be no longer than 5 minutes long. (if there’s no computer available, then teacher must bring in her/his own computer.) In a class of 30 chair/table. There will be 15 chairs/ tables on each side of the room. They will be facing eachother. Learners will enter the classroom and sit down immediately with their team. The teacher will then show the video as soon as the class is seated and quiet. This activity is being done to motivate, encourage, and remind students of what a good debate looks like so that the output of the students’ debates can match skills such as speaking (clear and concise) and eye-contact of the debaters within the video. Phase II: Input (Teacher Driven) Activity: During this class, the teacher will, serve only as facilitator, therefore not much activity will be driven by the teacher. However, after the video, the teacher will remind students of the rubric that was given to them, and tell students that she/he is only their to assist in the logistics of the debate (time, flow, managing emotions if this becomes a problem). The teacher will also instruct students to take notes on each other’s arguments because this assignment will be important for their homework assignment. She/he will also remind student that they will be recorded. Teacher will tell all students to take out their rubrics. She/He will go over some key point from the rubric as it relates to the debate. The teacher will tell students to make sure that they keep these key points in mind because these points will be assessed during the debate. The teacher will instruct students to have their rubrics out for the entire class so they can monitor their team’s progress by themselves. Teacher will formally go over key questions from the rubric that he/she hopes the teams have incorporated into the nature of the debate (clear speech, eye contact,  concise points, respectful behavior) as well as into the content of the debate. In term of the nature of the debate, questions might look like â€Å"Is my team being quiet/respectful as the other team presents their arguments?†, â€Å"Are my responses to the other’s teams arguments not insulting?† etc. In terms of the content of the debate, questions may look like, â€Å"Did my team incorporate facts from the textbook?†, â€Å"Did my team use at least two credible internet sources within the argument?†, â€Å"Did my team follow special instructions assigned by the teacher (e.g. incorporating ideas from IEP students, ELL student, gifted students)?.† This activity and these questions serve to remind students of the importance of the collaborative nature of the learning objective. They also serve to remind students that they must be able to demonstrate their understanding of the Civil War unit, as well as their understanding of outside sources within the context of an argument. Phase III: Output (Learner Driven) Activity Students will take part in a debate. The topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons?† This activity will illustrate the learning objective in several ways. First, the collaborative nature of the previous classes will finally be demonstrated. Second, the students must illustrate their knowledge of Civil War policies within their arguments. Third, both sides’ arguments must include information from outside sources. The teacher will select one team to present their arguments first. Recording will begin The speaker of that team will stand up and come to the front of the class. They will present their team’s argument. In the argument they must mention the sources in which they got their information. For example, if they got a particular piece of data from the textbook, then they must state â€Å"As is presented in the textbook†¦Ã¢â‚¬ . If they got a particular piece of data from the internet then they must state, â€Å"As is presented on so-called website, or by so-called author†¦Ã¢â‚¬  They must also explicitly state how they used the â€Å"special instructions† from the teacher. For example, â€Å"(ELL’s student’s name) found that ‘compromise’ was not a possible solution of the Civil War.† In this example, it is assumed that compromise was on a list of words that an ELL student did not understand. He/she presented these list of words to  his/her team. The team reviewed the list, and chose to use the word compromise as part of their argument. The student will finish the presentation of his/her argument. The teacher will tell the next team to present its argument. The team will follow the same procedure as above. The teacher will then stop recording of the debate. This debate will naturally lead to questions, comments from both the teacher and the students. Phase IV: Culmination.  The teacher will ask the groups to clear up any misunderstandings or misinformation the teams may have had within their argument. This is to give other team members a chance to speak about the argument, which reinforces the collaborative effort of the lesson. The teacher will also ask students how their team’s or the other team’s information and debate skills differed and how these things were similar to the debate presented in the beginning of the class. As a smaller activity, the teacher will instruct all the students to come up with one question, comment, critique of the other team’s argument. This assignment will illustrate each student’s understanding of the Civil War Unit because it challenges students to relate, connect, or counter-argue their own knowledge of the unit. This question will be submitted to the teacher. Phase V: Exte nsion For homework, students will write a one-page analysis of the opposing teams arguments. The student will address the opposing side’s arguments. He/she will evaluate the argument’s weaknesses, strengths; and why he/she disagreed or agreed with the points that were made. Learning Plan Analysis Formative assessments will include analyzing the collaborative efforts of the team, the behavior of each team during the presentation of the opposing team’s arguments, how well each team member took on their role within their team, and how well the team incorporated textbook information, outside information, and ‘†special instructions† from the teacher into their argument. A summative assessment will include the teacher’s evaluation of the internet analysis/research paper, the one-page analysis of opposing team’s argument, teacher’s evaluations of the strength of the arguments, and finally the â€Å"popular vote† (the results of youtube or school-based website). Weaknesses of this lesson plan include time constraints, and the many assessments involved. It may be difficult to accurately assess how well each team members took on their roles. Some students may still be taking on more work than others. Also, incorporating ELL/IEP students proved to be a difficult task.. Strength of the lesson is it fosters team work, analytical skills, and gives students more power in the direction and implementation of a lesson. The teacher will implement these varied assessments in its first year, and then will evaluate the effectiveness of these assessments for future classes. The learning theories applied in the first phase was Vygotzky’s Cognitive Process. Students are witnessing two adults debating and they are expected to try to learn/imitate the behaviors of those adults. In the second phase, social cognitive theory is at play. The teacher both models desired behaviors/outcomes, as well as emphasizes self-efficacy and self-regulation. In the third phase, constructivism is illustrated. The debate is student-driven because the students are demonstrating their constructed knowledge within the debate. The assessments have a behaviorist component. Negative reinforcement (decrease a behavior) is illustrated when the teacher warns students that if they are not respectful or a team member does not contribute meaningfully, then they may be marked down (Ormrod, 2008). References Anderson, L. W. , & Krathwol, D. R. (2001) . A Taxonomy for Learning, Teaching, and Assessing, 28-31. California Department of Education. (2013) California Common Core State Standards. http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., and Weigel, M. (2006). â€Å"Confronting the Challenges of Participatory Culture: Media Education for the 21st Century.† Chicago, IL: MacArthur Foundation. Ormrod, J. E. (2008). Educational Psychology Developing Learners, 8. 25-36. Teachers First. (2014) http://www.teachersfirst.com/gifted_strategies.cfm