“The impact of visitors is damaging the environment of Epping Forest

â€Å"The impact of visitors is damaging the environment of Epping Forest.† I am going to investigate throughout this coursework, if this hypothesis is true. I will do this by using the three key questions stated below: 1. What are the effects of visitors on Epping Forest? 2. How is the forest being managed, and what are the effects of this management? 3. How successful have the management strategies been in protecting the forest from the impact of visitors? * Epping Forest is on the urban rural fringe of South East of London, in England. There is a main road going through Epping Forest on the A104 and on the m25. You can drive through on the A104 on Wan stead or the m11 from Woodford and you can also catch the train from there. (The map above is taken from the website of Epping Forest (www.eppingforest.co.uk). Before 1878, they used the forest to bury dead people, timber, farming, hunting, visiting and camping. They also used to cut the trees every fifteen years to make them grow bigger and healthier. (Trees are still being cut nowadays) There are two ways of cutting the trees: Copping and Pollarding. Copping The above diagram shows: that the tree was cut from the bottom so that it can provide more stems and so it looks bigger. Pollarding The above diagram shows that the tree was cut from the top, so it can provide more stems and looks much bigger. The day we went was very wet, therefore it was very muddy as well as very cold. The view was beautiful, but the atmosphere felt a bit eerie to me after being told to be careful of falling trees! We were told that the trees were falling because they were getting too old. Fishing, running, bike riding and feeding ducks (a great entertainment for little kids) is what attracts visitors most to Epping Forest. The forest is used for recreation by people walking, admiring the beauty of nature, by going to the pubs, riding horses, having picnics out in the sun and watching the fantastic firework display (in October). On the day we went to the forest, we carried out a number of surveys (the surveys were carried out for us to find out more about Epping Forest). They were: * Conversation and recreation * Management of the Epping Forest * Evaluation of public pressure impact * People and car counts Conservation and recreation survey; It was a bout recording the percentage of the species. We had to record the tallest plant in (cm). We also had to use the Epping Forest's Tramping scale, to score a value between (1-6) for each quadrat. Management of the Epping Forest survey; For the management, we had to record the recreations scores and the environment scores using the numbers (3, 2, 1, 0,-1,-2,-3) for Pillow Mounds and Robin Hood Green. Evaluation of public pressure for impact survey; It was about the feature of trees (how well or bad they looked), we had to circle these numbers (3, 2, 1, 0, -1, -2, -3) if it was positive or negative, we had to use these numbers for Pillow Mounds and Robin Hood Green. People and car counts survey; We had to count how many cars, lorries and vans go into Epping Forest as well as leaving it. Using my own research, I will be able to find out the answers to my 3 key questions. To do that I will be using text books in the school library, central library, the internet and by seeking information from my teacher as well our surveys that we did when we went to Epping Forest Key Question 1 – â€Å"What are the effects of visitors on Epping Forest?† Visitors to Epping Forest Centre 1995. The highest amount of people that visited Epping Forest were 4023 in October 1878, this was because they visited throughout the summer and autumn, people went to pubs, ride horses, had picnics and watch the fantastic fire work display (in October). The least amount of visitors that visited Epping Forest were 739 people in December because, it was winter. The view was beautiful but the atmosphere was very cold. The effects of visitors on Epping Forrest Variety of Vegetation cover. (Quadrat survey) The divided bar graphs show that Robin Hood Green has a greater variety of vegetation cover than Pillow Mounds. Pillow Mounds however has fine grass and more bare ground, than Robin Hood Green. This could be the reason for the vegetation differences. At Robin Hood Green there is less fine grass (49%) and more broad leaf grass (24%). The remaining area has bracken (1%), mass (6%), leaf litter (4%) bare ground (16%) and young tree (1%). There is a lot fine grass at Pillow Mounds, because it is more resistant to tramping. Broad leaf grass dies more easily with tramping, but it is allowed to flourish at Robin Hood Green where less people go. Public pressure evaluation survey Robin Hood Green Pillow Mounds The two bar graphs show that in both Robin Hood Green and Pillow Mounds natural features look beautiful. In Robin Hood Green there is not a lot of surface erosion, this is because there are few litter bins. The air pollution is clean. There is a lot of traffic. It is not noisy because, there are a few people. Also a lot of developments are taking place. In Pillow Mound there is erosion. The air pollution is clean, not a lot of traffic and there is also a huge amount of noise and people around. Few developments are also taking place. Tallest plants Robin Hood Green Pillow Mounds I had found out the two tallest plants in Robin Hood Green and Pillow Mounds while I was doing my variety of vegetation cover one of them was 20cm and the other one 30 cm. Key question2- â€Å"How is the forest being managed and what are the effects of this management?† It is important to manage the Epping Forest by the wooden pillars that are put up on the road side. This is very good because it will stop the cars from riding on the vegetation and damage the forest. In Robin Hood Green and Pillow Mounds there are bridle ways and hard surface paths, which is also very good so we do not damage the forest by walking on its vegetation. There are signs in Robin Hood Green and Pillow Mounds which shows information about whish direction to take. There are logs topers to stop cyclists because, cyclists damage the vegetation and fritting the horses. The gates that were surrounding the visitor's center were put there to make the visitor's center look beautiful. Robin Hood Green recreation score Pillow Mounds recreation score These two graphs show Robin Hood Green and Pillow Mounds Recreation score of the management. As I can see there are not a lot of people who park their cars on the road or through the forest this is because, there are ditches next to the park so cars can not go through the forest. There is a lot of litter bins in Pillow Mounds but there are a few in Robin Hood Green this is because they want to decorate the forest with less bins â€Å"I find that less litter bins are not good for the environment, because litter bins can get full easily and if someone wants to throw rubbish in it will fall on the ground; creating more rubbish.† There are by-law signs, so people know what is going on in the forest. There are horse riders in Pillow Mounds and Robin Hood Green which also damages the forest. That is because the horses walk into vegetation and also make erosion. The fences were put in Robin Hood Green and Pillow mounds because it would help the cattles to survive. The tea huts in Robin Hood Green and Pillow Mounds are coloured green. This has a very good effect on the visitors, by making them feel that even if they go and have a cup of tea, they are still in the forest. It looks very good; as if the tea huts are trees or plants that were not known before just because of its colours. There is an information center, where visitors can ask and find out any help which they might need. Footpaths are there so we can walk on them instead of tramping on the vegetation. There are also toilets to execrate waste because if we use the forest as toilets, by then the forest will be damaged. Robin Hood Green Environment score Pillow Mounds Environment score These two graphs show Robin Hood Green and Pillow Mound environment score of the management. As I can see most of the people park their cars on the road. There are ditches next to the car park so that the cars can go through the forest. There are litter bins to put litter in. People can find by-law signs, if they want to know what is going on in the forest. Horse riders step on vegetation and damage the forest. Fencing next to car park are there to stop cars going on the grass and through the forest. The tea huts are in Robin Hood Green and Pillow Mounds so people can have tea. The information center is in the Epping Forest for visitors to get information about the forest. Footpaths are there so we can walk on them. There are toilets so we can execrate waste. Key question3:How successful have the management strategies been in protecting the forest from the impact of visitors? The best examples of the environment that had worked best were; * Ditches next to the park because, it will stop the cars going through the forest and damage the vegetation. * The forest information center is for visitors who want to know more information about the Epping Forest. * Tea huts are for people who want to drink tea, and have some free time. * Footpaths are there so we can walk on them instead of tramping on the vegetation. The area of the forest that has been damaged is Pillow Mounds which I think was done on purpose so more people are attracted to Robin Hood Green. The way I found out this was because I did a soil compaction and the results were that Pillow Mounds is more damaged than Robin Hood Green Soil compaction Robin Hood Green Pillow Mounds I had to do soil compaction in Robin Hood green and Pillow mounds. The diagram above shows the heist soil compaction in Robin Hood Green and Pillow Mounds in centimeters. Conclusion The Hypothesis was the impact of visitors which damages the environment of Epping Forest. 1. What are the effects of visitors on Epping Forest? The effects of visitors is damaging the environment 2. How is the forest being managed, and what are the effects of this management? The forest is being managed by running pubs and running tea huts, so that more money is provided. 3. How successful have the management strategies been in protecting the forest from the impact of visitors? They have been very successful. Agree or disagree? I do fully agree with the hypothesis, the impact of visitors on Epping Forest does damage the environment, in many numbers of ways (which I have included in my answers for the key questions which I have used). The forest is now being well managed, so the environment of Epping Forest is under safe hands. Evaluation My first survey was about Public pressure impact we had to use a worksheet and a pen. The equipment that we used were a quadrat 2*30tape. My second survey was the management of Epping Forest; we used a work sheet and a pen, which we used to fill our options in. My third survey public pressure impact, we used the work sheet and the pen, and we had to fill in our opinions. It was raining our worksheet got wet, so we had to hide it from the rain. My results might differ from those results which are obtained at a different time of the day, or at a different time of the year; this is because different people are found at different times. We can try and make the results as fair as possible, by going to Epping Forest once a week or once a month, our overall average results differ from our own results because using a quadrat makes it slightly different. For example; I might put the quadrat slightly in a different place or in a different way. To get a clear idea about the forest, we can stay there for more time and find out more research about the forest or we can ask many people who work there or visits. The part where my work went very well in was the public pressure impact survey and management of Epping Forest because we had to use our own opinions. I will make the forest better if I had more time and more people helping me, by building hotels out of wood which is from the Epping forest trees, so the colour of the hotel is suited to the forest, this might have a great effect on the visitors; because they would feel as if they are in a very different place where everything looks a lot alike. Key question3:How successful have the management strategies been in protecting the forest from the impact of visitors? The best examples of the environment that had worked best were; * Ditches next to the park because, it will stop the cars going through the forest and damage the vegetation. * The forest information center is for visitors who want to know more information about the Epping Forest. * Tea huts are for people who want to drink tea, and have some free time. * Footpaths are there so we can walk on them instead of tramping on the vegetation. The area of the forest that has been damaged is Pillow Mounds which I think was done on purpose so more people are attracted to Robin Hood Green. The way I found out this was because I did a soil compaction and the results were that Pillow Mounds is more damaged than Robin Hood Green. Soil compaction Robin Hood Green Pillow Mounds I had to do soil compaction in Robin Hood green and Pillow mounds. The diagram above shows the heist soil compaction in Robin Hood Green and Pillow Mounds in centimeters. Conclusion The Hypothesis was: †The impact of visitors is damaging the environment of Epping Forest.† 4. What are the effects of visitors on Epping Forest? The effects of visitors is damaging the environment 5. How is the forest being managed, and what are the effects of this management? The forest is being managed by running pubs and running tea huts, so that more money is provided. 6. How successful have the management strategies been in protecting the forest from the impact of visitors? They have been very successful. A lot of developments took place. Agree or disagree? I do fully agree with the hypothesis, the impact of visitors on Epping Forest does damage the environment, in many numbers of ways (which I have included in my answers for the key questions which I have used). The forest is now being well managed, so the environment of Epping Forest is under safe hands. Evaluation My first survey was about Public pressure impact we had to use a worksheet and a pen. The equipment that we used were a quadrat 2*30tape. My second survey was the management of Epping Forest; we used a work sheet and a pen, which we used to fill our options in. My third survey public pressure impact, we used the work sheet and the pen, and we had to fill in our opinions. It was raining our worksheet got wet, so we had to hide it from the rain. My results might differ from those results which are obtained at a different time of the day, or at a different time of the year; this is because different people are found at different times. We can try and make the results as fair as possible, by going to Epping Forest once a week or once a month, our overall average results differ from our own results because using a quadrat makes it slightly different. For example; I might put the quadrat slightly in a different place or in a different way. To get a clear idea about the forest, we can stay there for more time and find out more research about the forest or we can ask many people who work there or visits. We can also just observe the people there; where they put the rubbish, where they walk and all sorts of questions. The part where my work went very well in was the public pressure impact survey and management of Epping Forest because we had to use our own opinions. I will make the forest better if I had more time and more people helping me, by building hotels out of wood which is from the Epping forest trees, so the colour of the hotel is suited to the forest, this might have a great effect on the visitors; because they would feel as if they are in a very different place where everything looks a lot alike.

Journey to Self-Awareness

Tiffany Rayside September 27, 2012 Dr. Lynne DeCicco, Eng. 112 Journey to Self-Awareness The term, â€Å"coming of age† signifies a growth in a person’s identity. It is a confusing phase in which one is on the cusp of adulthood and will experience pivotal moments that will shape character and lead to some sort of self-realization. Such moments may result in a loss of innocence, the destruction of hopes and dreams, the sense of imprisonment, and perhaps lessons learned. Two literary works that illustrate such concepts are Amy Tan’s â€Å"Two Kinds† and James Joyce’s â€Å"Araby. Both pieces are narrated by the main characters, as adults, reflecting upon and portraying a better understanding of their childhood experiences. Although the affairs and outcomes recounted in each differ greatly, â€Å"Two Kinds† and â€Å"Araby† embody the foolishness commonly displayed during adolescence, as well the maturity and insight the characters gain as the stories evolve. In Joyce’s â€Å"Araby,† the un-named main character is a thirteen year old boy living in a depressed society, worn-down and devoured by â€Å"†¦drunken men and bargaining women†¦Ã¢â‚¬ (Joyce 92).The boy brightens his days marveling over his best friend Mangan’s sister. The boy’s obsession becomes eerily clear as his daily ritual is revealed: When she came out on the doorstep my heart leaped. I ran into the hall, seized my books and followed her. I kept her brown figure always in my eye and, when we came near the point in which our ways diverged, I quickened my pace and passed her. This happened morning after morning. I had never spoken to her, except for a few casual words, and yet her name was like a summons to all my foolish blood. Her image accompanied me even in places the most hostile to romance (92). Rayside More often than not, the first step of the coming of age process is the loss of innocence, which is most co mmonly a result of disappointment. As the first true interaction occurs between the boy and Mangan’s sister, the preface for disappointment is shaped. The boy finds himself in the position to impress his fantasy girl when she asks if he will be attending the bazaar at Araby. Upon conveying her longing to attend the splendid event, the young lad seizes the moment and offers to bring her a present from the bazaar, a silent gesture of his love for her.The following days proved tedious as he is consumed with his trip to Araby. Finally, the sacred day arrives and, although he felt he took every precaution to ensure his success, his trip is delayed due to his uncle’s late return home. The narrator realizes that his uncle has forgotten his plans due to intoxication, â€Å"I heard him talking to himself and heard the hallstand rocking when it had received the weight of his overcoat. I could interpret these signs† (Joyce, P93). The reader is immediately presented with th e boy’s awareness of the harsh realities in his world and the discouragement that follows.The boy is of the age where one begins to acknowledge, but not quite understand, adult behavior. Likewise, Amy Tan explores the loss of innocence as an aftermath of childhood disappointment in â€Å"Two Kinds. † Tan portrays herself as a young, first-generation AmericanChinese girl, struggling with the seemingly unrealistic expectations of her mother. Amy, who, in the story is referred to by her Chinese name, Ni-Kan, is on a quest, imposed upon her by her mother, to discover her talent so she may become a child prodigy, comparable to Shirley Temple.After countless ‘talent tests’ given to her by her mother, Ni-Kan begins to accept the notion that she may not have a distinct talent, that she may never be a prodigy: â€Å"But sometimes the prodigy in me became impatient† (Tan 384). With this revelation came a sense of failure and 2 Rayside disappointment in hersel f, in contrast to the narration of â€Å"Araby. † Ni-Kan confesses: â€Å"And after seeing my mother’s disappointed face once again, something inside of me began to die† (Tan 384). This admission results in a change in outlook that marks the beginning of Ni-Kan’s transition into adulthood, a self-realization.Her innocent belief in her mother’s prodigy theories and eagerness to achieve such perfection has come to a halt. In this moment, Ni-Kan decides to be the person she now believes she was meant to be, and not the obedient prodigy her mother and everyone else expected her to be, however it is clear to the reader that she has not yet attained the maturity to make such resolutions. The journey through the character’s development continues as Joyce and Tan introduce the destruction of childhood dreams. As a child, one tends to believe that anything is possible because he or she is blind to possible hindrances.When obstacles present themselves , a person may suffer a disheartening loss of faith or hope, which ultimately chips away at the belief that one’s dreams will come true. Joyce delivered an unspoiled example of this evolution through the narration of â€Å"Araby,† which is consumed with daydreams about â€Å"a romantic quest to purchase the gift for Mangan’s sister† (Fargnoli and Gillespie 2). Disenchantment struck upon the boy’s late arrival to the Bazaar, finding the exhibit nearly empty and the attendants not interested in his patronage.In that instance, the boy appreciates that his romantic fantasy was not worth all of his troubles, which indicates a significant emotional growth of the character. Fargnoli and Gillespie also note: â€Å"†¦and Araby’s tawdry wares unacceptable for the portentous mission that he has undertaken† (2), further conceding to the discontent the boy felt as he identifies the items available for purchase substandard and unsuitable for h is purpose. 3 Rayside Disparate to the boy in â€Å"Araby,† the character in Tan’s â€Å"Two Kinds† served as the catalyst that led to the ruin of her dreams through her resistance to learning how to play the piano.When the time came for her to perform at the recital, she began to believe that she was going to play well, despite her lack of practicing. She childishly imagined the reaction of her family and audience, â€Å"It was as if I knew, without a doubt, that the prodigy side of me really did exist† (Tan 388). Tan went on to describe how she, â€Å"envisioned people jumping to their feet and Ed Sullivan rushing up to introduce me to everyone on TV† (388). Ni-Kan was admittedly surprised when she heard herself playing all of the wrong notes, and shamed of the embarrassment her parents must have felt as she played so poorly.While the boy in â€Å"Araby† was disillusioned by forces beyond his control, Ni-Kan’s experience could have been avoided had she taken her lessons seriously. Also dissimilar to â€Å"Araby,† Tan explores the issues on a deeper level by relating NiKan’s reaction to her recital to that of her mother. Ni-Kan ‘s childhood dream of pleasing her mother by finding her inner prodigy would not come to fruition on that day, but the true destruction was that of her mother’s dream for her daughter to be a success: â€Å"But my mother’s expression was what devastated me: a quiet, blank look that said she had lost everything.I felt the same way, and it seemed as if everybody were now coming up, like gawkers at the scene of an accident, to see what parts were actually missing† (Tan 389). It is clear that Ni-Kan’s mother was terribly embarrassed and frustrated by the ordeal, especially since she boasted about her gifted daughter to the other parents regularly, posing the idea that the mother learned a valuable lesson on that day. 4 Rayside Moreover, a sense of imprisonment, bitterness, and resentment is felt by the characters in â€Å"Araby† and â€Å"Two Kinds. The presence of captivity is tremendous in Joyce’s depiction of the world surrounding the boy as he speaks of the mood in the house and the unpleasantness in the air which, in itself, spawns a feeling of hopelessness. However, these feelings are not internalized until later in the story, when the reader is presented with the groundwork for disaster: â€Å"As he was in the hall I could not go into the front parlour and lie at the window. I left the house in bad humour and walked slowly towards the school.The air was pitilessly raw and already my heart misgave me† (Joyce 93). The boy already senses his upcoming failure, and that sense is only heightened by a feeling of entrapment once he returns home that evening to find his uncle has not yet arrived, â€Å"I sat staring at the clock for some time and, when its ticking began to irritate me, I left the room † (93). The growing torture the boy is experiencing is clearly indicated as he recalls having to endure unbearable gossip which only seems to make the wait even longer, â€Å"I had to endure the gossip at the tea-table.The meal was prolonged beyond an hour and still my uncle did not come† (93). Once the uncle does arrive home, the boy barely greets him and immediately asks for money to go to the Bazaar, refusing to smile when the uncle refers to how late in the evening it was, which points out his antipathy towards the delay in his plans. The boy’s showing of resentment is mild, yet resounding. Alternatively, Ni-Kan’s caging and animosity in â€Å"Two Kinds† are exhibited as bold outcries.While her surroundings appear to have more pleasantries than the boy’s in â€Å"Araby,† Ni-Kan is held captive by the traditions and expectations of her mother and heritage, and her torment is evident throughout: â€Å"I hated the tests, the raised h opes and failed expectations† (Tan 384). It is at this point when Ni-Kan makes the decision to be her own type of prodigy, one that 5 Rayside was â€Å"angry and powerful† (384), with thoughts filled with lots of won’ts. â€Å"I won’t let her change me, I promised myself. I won’t be what I’m not† (384).Clearly, Ni-Kan was going to do everything in her power to end her mother’s quest for perfection, to â€Å"put a stop to her foolish pride† (387), but soon finds that her mother’s determination was stronger than she imagined and her bitterness and resentment turns to pure anger and vengefulness: â€Å"Then I wish I weren’t your daughter. I wish you weren’t my mother! † (389). Ni-Kan, encouraged, by her mother’s growing anger, only becomes more verbal and cruel: â€Å"And that’s when I remembered the babies she had lost in China, the ones we never talked about. Then I wish I’ d never been born! I wish I were dead like them† (390).Ni-Kan’s animosity towards becoming a prodigy blinded her from the reality of the pain she caused her mother: â€Å"It was as if I said the magic words, Alakazam† (390). In Ni-Kan’s child eyes, she won the battle of wills, but has yet to recognize all that was lost due to her harsh testimonials. Undoubtedly, the characters â€Å"Araby† and â€Å"Two Kinds† learned important life lessons, however varied in acceptance. It appears that the boy in â€Å"Araby† learned his lessons immediately after his trials. He quickly understands that he, alone, idealized his world, and reality could be cruel and hard to bear if unprepared.It is palpable that from this day forth, he will see things from a much more pragmatic perspective and will be better prepared to manage the pitfalls. While Joyce implies that the boy instantly surrenders and accepts this lesson as a part of life, Tan’s char acter does not acknowledge her life lessons until much later, as an adult. Ni-Kan continues her stubborn rebellion throughout her adolescent years and it isn’t until the passing of her mother that she finally realizes the underlying truth of her mother’s constant pursuit of 6 Rayside perfection.It took Ni-Kan more than half of her life to concede that her mother truly saw a prodigy, and she alone stood in the way of her own success. In a nutshell, â€Å"Araby† and â€Å"Two Kinds† highlight how important the seemingly insignificant events that occur during adolescence are to the development of oneself. James Joyce and Amy Tan explore the changes in perspective gained as each protagonist matures into a more enlightened adult. Innocence is lost and displeasures of reality become evident early in life. It is the time when one comprehends that he or she faces substantial pain and emptiness in the future.The irony is that the coming of age never ends; people c ontinue to â€Å"grow up† far beyond the stage of adulthood. 7 Rayside Works Cited Joyce, James, â€Å"Araby† (91-95). Abacarian, Richard and Marvin Klotz. Eds. Liturature: The Human Experience. Shorter 9th ed. Boston: Bedford. 2007. Print. Tan, Amy, â€Å"Two Kinds† (383 – 391) Abacarian, Richard and Marvin Klotz. Eds. Liturature: The Human Experience. Shorter 9th ed. Boston: Bedford. 2007. Print. Fargnoli, A. Nicholas and Michael Patrick Gillespie â€Å"Araby. † Critical Companion to James Joyce: A Literary Reference to His Life and Work, Critical Companion. New York: Facts On File, Inc. , 2006. 8

The Foreign Intelligence Surveillance Act Essay

The Foreign Intelligence Surveillance Act - Essay Example means on the soil of the United States of America. The collection of information was initially from ‘foreign powers’ and ‘agents of foreign powers’ and the jurisdiction of the law extended to American Citizens and permanent residents of the United States suspected of violating US law or engaging in activities like espionage against the US government. (Jaeger, 2003) Foreign Intelligence information, in context of the FISA means and entails information necessary to protect the United States against potential or actual attack and/or sabotage or acts of international terrorism. Under FISA was also established the United States Foreign Intelligence Surveillance Court, a special U.S. Federal court that holds nonpublic hearings in order to issue search warrants under FISA. Proceedings before the FISC are  ex parte, implying that the government is the only part present. However, in the year 2001, an important Amendment was made to the Act under the USA PATRIOT Act in order to encompass terrorist groups who don’t work on behalf of any foreign Governments and are essentially, Non-State actors engaging in activities, the likes of espionage on foreign soil. (Del, 2010) Let us delve into the ordinary article III warrant that is issued for the American nationals residing in the United States of America. There are certain steps and procedures that need to be followed in order for this warrant to be effectively executed without any illegal mishaps. First the police officer and the municipal judge need to be sure that there has been a certain violation of the law only after which the municipal judge can take out a search warrant to investigate the probable crime scene. For the execution of the warrant, nuanced details need to be taken care of such as any property that is seized should be taken in exchange for a receipt made in the name of the owner. Timeline is an important factor as the warrants issued need to be executed in the ten days afte r the issue is made. (Del, 2010) The primary difference between warrants issued under article III and under FISA is the probable cause requirement. As compared to an ordinary warrant which entails for an agent seeking it to prove past or present criminal activity and potential threat in the future, the warrants under FISA are issued when it is proven that the target is an agent of a foreign power or engaged in international terrorism. Thus we need to understand the fact that the probable cause requirement mentioned in the Foreign Intelligence Surveillance Act corresponds to the agent just having to be proved to be a foreigner who is engaged in agent related activities. Once this is proven the agent can then be put on surveillance in order to gauge as much information as possible which would be of use or no use to the United States of America. Keeping this in mind and contrasting it with the article III warrant we see that in order to for this warrant to be issued, a long administrat ive process in undertaken so that first it is ascertained that for what

Friedman and Hayek's neo-liberal political economy Research Paper

Friedman and Hayek's neo-liberal political economy - Research Paper Example If the delivery of mail is a technical monopoly, no one else will be able to succeed in competition with the government. If it is not, there is no reason why the government should be engaged in it. The only way to find out is to leave other people free to enter. (Friedman 1982, p. 29) He therefore disapproves of the idea of the government monopolizing many fields where the private sectors would be able to participate in. Where there is an involvement by the government, because it is necessary, then it should be a legal monopoly, whereby the private sector is prohibited by the law to participate. Hayek Friedrich von Hayek and The neo-liberal political theory Hayek, while continuing with Adam Smith’s liberal traditions, comes to define the concept of minimal state. The most vital contributions include the radical opposition to social justice system which in his opinion disguises the defending of the middle class’ corporate interest. It promotes the complete removal of eco nomic and public social intervention. The idea of the minimal state was just a means of breaking away from middle class’ power which was known to be controlling the democratic processes with an intention of using the public treasury to redistribute wealth. Hayek’s views on neo-political economy as presented in the constitution of liberty (Hayek 1960) and advocates for elimination of ruling, privatization, elimination of housing, fighting of unemployment through the limitation of the number of programs, , reduction of the total social security expenditures, subsidies and rent control and lastly to remove the power of the trade unions. Redistribution cannot be ensured by the state to serve social justice system. Its function is to provide the legal means that... This paper illustrates both Hayek and Milton Friedman defend neo-liberal economy on grounds that it is rational and an inherently free way that people may relate to one another, by removing undue obstacles that the state often imposes on the exchange of goods and services. Neoliberal political economic theory therefore goes beyond identification of the market as a mere place for production of goods and services but as a place that is tangential top the interaction of people. This conception of market economy issues being closely intertwined with socio-moral issues and social relations have equally been raised by the classical liberal theorist. Robins, for instance, stresses the value of inherent morality that underlies ensuring free exchange in the market. He asserts that the ultimate value of liberal political economy is liberty, and not just the market or private ownership. Liberty is very important to the society, in order that every member of the society may be in a position to o ptimize his or her social contribution. When the government gets too much into controlling the private individuals, their optimal contributions will be greatly minimized by the systematic obstacles that the state put in place, such as limitation as to quotas, quantity of exports, price fixing and so on. Such erosion of liberty in the manner an individual deals with one’s products in the market would be a great disincentive to the spirit of enthusiasm, which sustains production.

Wave power renewable energy Essay Example | Topics and Well Written Essays - 1000 words

Wave power renewable energy - Essay Example In the similar manner, wind energy converts the wind to energy. On the other hand, non renewable energy resources utilize fossil fuel resources like coal, petroleum oil and natural gas to produce energy. Non renewable energy resources produce immense amount of green house emissions. Non renewable energy resources are going to end one day but renewable energy resources are not going t end till the end of the earth. The prices of oil and gas are rising day by day and renewable energy resources are free for all. Wave energy is also a renewable form of energy has several advantages over on renewable energy resources. Wave energy converts the hydrodynamic energy of the waves to a usable energy form (mostly electricity). Waves are formed due to the impact of the high winds on the surface of oceans. When a wave id formed an immense amount of water is forced to displace. The displacement of the water can be changes to energy. Wave energy is a renewable form of energy as it produces no green house gas emission and requires no fuel to generate energy (Henderson, 2006, p.271). Several methods are utilized to convert the wave energy to electricity. One method of the wave energy conversion is to utilize the high surge of air blasting through an enclosed air trapping body. The high surge of air rotates the air turbine with an immense power. The turbine is directly connected to an alternator r generator that converts the mechanical energy to electrical energy (Australian Ethical, 2014). Other methods include the hydraulic pressure generation, hydroelectric turbine generation and linear generator. The power generation method utilizing the hydraulics captures the wave energy by using the submerged wave columns. When a wave comes, water is hydraulically pressured by the water columns to move the turbine blades directly from the high pressurized water or utilized to be filled in a reservoir. The water from

Technology--the solution to prevent terrorism in the US food system Coursework

Technology--the solution to prevent terrorism in the US food system - Coursework Example Thermal Imaging is a non-contact, non-invasive kind of technique to detect food contaminations or modifications. It converts the invisible radiation emitted by a body or object into temperature data. This helps detect a specific kind of contamination in the food. Thermal Imaging can best be used for detecting foreign bodies and pathogenic objects in food material. This paper will also examine the recent technological advances in global food security that include Duponts BAX detection system and RiboPrinter system as these technologies can help in meeting the challenges posed by possible food terrorism in nation’s food delivery system. DuPonts RiboPrinter system is also not only user friendly but detect the biological contamination with accuracy because it analyses genetic information for identifying the specific strain. The paper concludes with recommendations based on current objectives to thwart risks posed by terrorists in food systems so that major losses and damages can be averted. In the world of globalization, food outsourcing and food movement is a common phenomenon depending upon its cost economics and supply abundance. However, at the same time, this raises the risk of food terrorism by introducing harmful pathogens or chemicals. Terrorist groups or individuals are inventing newer and newer ways and means, without limiting themselves to any specific geographical region, to achieve their ulterior motives. What happened on 9/11 was not anticipated by the US government and people in their dreams. Taking heed from the ominous incident of 9/11, it is prudent to assume that terrorists can go to any extent to spread terrorism by getting access to food supply and incorporating biological or chemical agents and jeopardize the existence of large populations. In the new millennia, food supply has been recognized as a major risk area of mass destruction – much bigger in proportion than what has

Dress Code in School Research Paper Example | Topics and Well Written Essays - 1000 words

Dress Code in School - Research Paper Example in Kraft, 2003). Are you a liberal? Are you a conservative? Whatever be your political leaning, or personal belief, I am sure every one of you will agree with me that school safety is of paramount importance to society. The provision of a safe study environment takes precedence over self-expression. In these days of unequivocal liberalism, when the least hint of curtailment of individual rights is immediately condemned as authoritarianism, I defiantly stand here before you in support of a uniform dress code in schools. I am aware that many of you will equate a uniform dress code with the stifling of creativity and the freedom to self-expression. But this is a very simplistic way of looking at the issue. The school is the primary and most crucial factor in the educational process of an individual. It is here that the moral foundation and intellectual capabilities of the child are built up. Schools must be differentiated from society at large, and special rules applied here. In this co ntext, it is crucial that the school environment is totally focused on learning, and all extraneous factors are eliminated. ... This factor is of great significance in keeping students under secure supervision. Conversely, uniforms make is easy to identify any trespassers on school property. This is a very effective safeguard against the entry of anti-social elements into the school campus and the disruption of discipline. School uniforms eliminate the possibility of ignorant students inadvertently wearing gang colors, or other gang related items of clothing, and being exposed to attacks by opposite gangs as a result of this. The use of gang attire is completely eliminated on campus. The uniform does away with badges of gang identity, such as aggressively painted jackets, bandannas, or chunky jewelry. Expensive and fashionable clothes are often the cause of inciting less privileged children to resort to theft and violence. In the same way, emphasis on fashionable dressing may lead to competition among students and result in violence. School uniforms as unequivocally â€Å"competition reducing† (Kraft, 2003). In some cases, fashion accessories and clothes are used as weapons or as a means to conceal weapons. (Paliokas, n.d.). The use of hooded sweatshirts, as a deliberate way to avoid detection after acts of vandalism in school, is a pointer in this direction. It is clear that school safety justifies the implementation of a uniform dress code. Self-esteem is a major issue for all school-going children. American school reports show that â€Å"students base the worth of peers on the kinds of clothes that are worn but distinctions in worth were not noted when the entire school population was dressed in uniforms† (King, 2002. qtd. in Kraft, 2003). The major link between self-esteem and clothes is the fact that clothes emphatically proclaim income disparities, and become the basis

Human Factors and Team Resource Management Essay

Human Factors and Team Resource Management - Essay Example However, the accident experienced by United Airlines Flight 173 brought the need to change the cockpit culture. The Crew Resource Management was, therefore, introduced as a new way of cockpit management. It was meant to improve the ability of crew members in handling complex flight situations that require emergency response (U.S. Dept. of Transportation, FAA, 2013). Latest findings by â€Å"National Transportation Safety Board† in the commercial aviation sector show that human error attributed to the occurrence of flight accidents rather than mechanical failure. A good example is United Airlines flight 173, which crashed and killed 8 passengers and 2 crew members out of the 189 passengers on board. The rest suffered serious injuries. The accident occurred in December 28, 1978 about 1815 Pacific Standard Time within a populated area of suburban Portland, Oregon (Wiener, 1993). Most of the human errors, during a flight, happen due to poor human resource management. Often, this happens due to poor training, especially, on how to make proper decision in a given flight situation. The â€Å"National Transportation Safety Board† realized that the probable cause of the flight 173 crash was the captain’s failure to monitor aircraft fuel state (National Transportation Safety Board, 1978). Furthermore, he did not respond properly to the low fuel state and advice given to him by fellow crew members. His attention was rather directed towards the malfunction of a landing gear and preparations for a landing emergency. A workshop held in 1979 by â€Å"national aeronautics and space administration† also arrived at the same conclusion made by â€Å"National Transportation Safety Board†. The research presented, placed human error as the major cause of accidents. It was discovered that there was poor communication and lack of leadership, among the crew members, in making proper decisions (U.S. Dept. of Transportation, FAA, 2004). After such loss of life caused by

Heavens Beauty Spa Essay Example | Topics and Well Written Essays - 3500 words

Heavens Beauty Spa - Essay Example This project introduces the Heaven’s Beauty Spa, an establishment which will be providing lavish spa services at practical prices. The company will be located at Hackensack, New Jersey, which has a daily interchange of about 60,000 vehicles. (The Importance of Skin Care, 24 Oct. 2008), ‘While beauty may only be skin deep, people have placed an importance on looking young and healthy. Looking good seems to do wonders for confidence and self-esteem. But as the saying goes, beauty is more than skin deep. Skin is important for so many other reasons. It acts as a barrier between the organs and the outside world.’ Heaven’s Beauty Spa provides a cheaper opportunity for people to have their skins professionally treated. The company will be offering seven (7) types of massages, including the Heaven’s Beauty Spa signature massage, foot and hand paraffin, foot and hand spas, body scrubs, and facial services. The major goal of the establishment and its primary key to capturing the attention of its market-is its quality service at reasonable prices. There are incalculable numbers of spa services around New Jersey. Therefore, it is undeniable that Heaven’s Beauty Spa will be facing numerous competitors. The recognition and intensified examination of its competitors, as well as the needs of the market, however, can assist the Heaven’s Beauty Spa to formulate pricing policies and strategies to maximize its market share. This also tackles the promotional tools which will be utilized by Heaven’s Beauty Spa to communicate to its market. The dealings with fitness centers, sports clubs, and travel agencies are also part of the company plan to perk up the market allocation. The company’s major purpose is to be one of the top leisure establishments in New Jersey. It is set to be able to penetrate the middle class and class A markets. The establishment also aims to focus on providing first-rate services at inexpensive rates.  

Introduction to Special Education Essay Example for Free

Introduction to Special Education Essay * students with exceptionalities exhibit differences in learning and behaviour that significantly affect their educational potential they have exceptional needs that cannot be met by typical approaches to schooling * special education is constructed and delivered to suit the specific strengths and needs of students with exceptionalities The Modern History Of Special Education. * special types of educational services provided as far back as the 18th century * modern era of special education began in the 1960s during the civil rights movement (rejected existing practices of separately educating students who were different) * early forms of special education designed to reduce perceived threats to normal students History Of Special Education (Legislation Affecting Special Education) * some Canadian provinces enacted special education legislation as early as 1969 * 1975 ground breaking legislation in U. S.  Education for All Handicapped Children Act. * least restrictive environment * individualized education program (IEP) * categories of exceptionality * 1978 Javits Gifted Talented Students Act brought number of identifiable categories to eleven * 1990 Individuals with Disabilities Education Act (IDEA) added traumatic brain injury and autism to create the thirteen categories used today * IDEA â€Å"children with disabilities† instead of â€Å"disabled children† The No Child Left Behind Act: signed into law in 2002 * addresses four critical concerns. * accountability of educators for student academic achievement * flexibility of specialized funding implementation to maximize student achievement * option for parents to change child’s school if achievement is not at expected level * use of scientifically proven methods to have all children reading by end of grade three Is NCLB Making a Difference? Criticisms: * students with exceptionalities not exempt from district-wide or state-wide yearly achievement tests (law recently changed – flexibility option) * lack of available funding. * more emphasis placed on math and reading at the expense of other curricular topics To date, NCLB legislation has not significantly affected special education practices in Canada. How Is Special Education In Canada And The United States Similar? * basic practices follow the same conceptual models * major difference is way it is governed * U. S. operates under federally-mandated laws * each Canadian province and territory has own education legislation * most relevant federal law in Canada is Canadian Charter of Rights and Freedoms Prevalence Of Students With Exceptionalities * vast majority of classrooms now include students with exceptionalities * statistics difficult to acquire in Canada * U. S. Department of Education (2002) * 8. 8% of all students have exceptionalities * 85% of these have mild disabilities * twice as many males as females Inclusionary Practices * until the mid 1980s, special education services delivered wholly or partially separated from regular classrooms * all Canadian provinces have currently adopted philosophy of inclusion. * students with exceptionalities are provided with appropriate educational programming in  appropriate environments * regular classroom is first placement option * Inclusionary Practices * inclusion better than integration or mainstreaming because it does not try to â€Å"fix the child† to suit the system * inclusion does not replace the term special education because it does not provide specific definitions for implementation * educators support inclusion but are concerned about its lack of procedures for implementation Non-Categorical Model. * data-based approach to instructional planning * does not rely on specific labels * proponents feel that labels frequently stigmatize, isolate, and stereotype individuals with exceptionalities * more concerned with functional educational services than outcomes of assessments Categorical Model * students’ needs and abilities are defined and then identified, classified, and categorized * most widely used and accepted approach. * allows educators to design effective educational interventions without over-generalizing the characteristics of specific categories to any one child * textbook emphasizes categorical model * teachers need to know the criteria used to identify students with exceptionalities and how the criteria varies across categories * allows teachers to readily notice problems that children may be having * eliminates confusion and frustration when teaching students with exceptionalities.

Case study: Aging Mind and Memory

Case study: Aging Mind and Memory abstract Hearing loss is one of the most common problems of aging affecting older adults. Hearing loss, in particular happens for many reasons. The purpose of this research is to find the age related causes of decline in cognitive functions and hearing abilities of older adults Research indicates that loss of hearing is a serious condition faced by almost one third of aging adults. Hearing loss also has an impact on the cognitive function. This results in forgetting and memory loss. Hearing aids can help improve the quality of life for aging individuals as it betters the hearing process. Hearing loss has several implications on our lives. Populations worldwide are aging. Modeling techniques are required to reach valid inferences about age effects and age changes. A human brain goes through changes during the ageing process. As the population continues to grow older age and life expectancy increases the certain problems arise. The Multiple problems of ageing are that in older ages minor problems may have a greater psychological impact because of age related reasons. Introduction This research proposal is an attempt to study the effects of Aging on the most complex organ of the human body, the brain and to assess the associations between perceptions of aging and behavior. Hypothesis 20% or less of hearing loss or decline experienced by elderly adults result from injury or chronic disease. Hearing loss is one of the most common problems of aging affecting older adults. Normally from what we see every one in three person whose older than 60 has a hearing problem. These hearing problems can make it harder for the older people to understand the instruction, respond to any kind of warnings, to hear doorbells, phone bells and alarms. This can all be frustrating for the other family members and will make it hard to enjoy talking to friends. Moreover such issues could be embarrassing and dangerous as well. (hearing loss and aging, 2009) Therefore its very important to understand why such problems occur. Hearing loss, in particular happens for many reasons. Mostly many people lose their hearing slowly as they age, a condition which is known as presbycusis. This problems runs in families and reasons for it have not yet been figured. (hearing loss and aging, 2009) At times hearing loss could also be caused by exposure to too much loud noise, a condition known as noise-induced hearing loss. Examples of this kind of hearing loss could be found in many construction workers, musicians, farmers, tree cutters and people in the army. Sometimes these hearing problems can cause ringing sounds in the ears as well. Other than this hearing loss can also be caused by head injuries, virus or bacteria, tumors, certain medicines and heart conditions or stroke. However all these reasons contribute only less than 20% of the causes of hearing and memory losses because in majority these problems along with decline in cognitive functions are significantly a consequence of aging. (hearing loss and aging, 2009) Purpose statement To find the age related causes of decline in cognitive functions and hearing abilities of older adults Primary Research question What are the causes of decline in cognitive functions of the older adults? Other research questions Qs1) aging is the most significant reason why older adults suffer from hearing loss? Qs2) injuries and chronic diseases mostly cause memory loss on older adults? Qs3) older people are less productive because of the sensory losses they suffer from? Qs4) study of gerontology is important to get rid of problems like hearing and memory loss? Objectives The purpose of this research is primarily to find out the most important causes of hearing loss and decline in other cognitive functions in older adults. The research will emphasize also on effects of ageing on psychological and social issues such as Learning, Memory, Reaction time , Intelligence, sexuality, and stress along with certain neurological problems that incur as a result of changes in the brain associated with ageing. The biological and chemical changes taking place in our brain which result in psychological effects have been studied. Methods Research tool The research would be carried out with the help of a Questionnaire including both open ended and close ended questions. Sample populaion The Questionnaire would be filled by randomly selecting 1000 individuals from various localities of the City, with diverse backgrounds and economic situations. By doing so, the sample would be a true representation of the elderly in the whole society and not just a biased one representing a minority. These people would include both males and females and individuals only between the ages of 50 and 70. In order to avoid biasness they will be allowed to anonymously answer the Questionnaires. Where will the research be conducted? Questionnaires would be provided to these individuals at various hotspots for the elderly which include hospitals, golf courts, parks, jogging tracks , shopping centers, workplaces and Old Homes. Also this in turn will allow us to get a diverse sample which would include the elderly from all spheres and conditions of life. Analysis of the data The data obtained from the questionnaire would be weighted prior to the performance of the statistical analysis that shall be carried out so that the results would better reflect the age, gender, marital status and the educational level of the individuals. Thus by dividing our data collected on the basis of gender, marital status, educational status, economical conditions, we would be better able to study the effects of Aging on these individuals and also be able to determine whether any of these elements have a direct correlation with the psychological effects on the brain. Limitations However, every method used to collect research data has a few limitations attached to it thus affecting the Research. Similarly, in our research method used, participants may be unwilling to answer certain questions or may inaccurately answer them. Thus data may not be so accurate. Also they may respond by providing us with biased answers which also in turn affects the quality of our research. Discussion As we grow older, we may grow wiser, but we can also experience memory loss and cognitive slowing that can interfere with our daily routines and impact our personality. Chronological ageing as a frame of reference for the study of developmental phenomena is widely used but not very well understood. Much remains unknown about how normal ageing affects the neural basis of cognition, but recent research on individual differences in the trajectory of ageing effects is helping to distinguish normal from pathological origins of age-related cognitive changes. Two thirds of all people eventually experience some  significant loss of mental lucidity and independence as a result of aging. Individuals who are 60 years and older experience significant cognitive declines, including a weaker memory (memory loss or absentmindedness or both), decline in levels of concentration, clarity of thought, focus and judgment with an increase in the onset of several neurological problems like Alzheimers disease, Parkinsons disease and stroke. (W.Browne, 2003) Many problems are due to memory loss in older ages. Some common age related dementia includes:. Recent memory loss. Usually people suffering from age related Dementia forget things, and never remember them. They might ask the same question again and again each time forgetting that the question had already been answered. Difficulty performing familiar tasks. They might perform a task and then forget to perform it or will forget about performing it at all. Problems with language: people in older ages may forget simple words or use wrong words, making it hard to understand what they want. Time and place disorientation. They may forget where they are, where they were supposed to go or where they live. Misplacing things. Patients may put things in the wrong places. Then they cant find them later. Changes in mood. Everyone is moody at times but as people grow older they have faster mood swings, going from calm to tears to anger in just a matter of minutes. Cognitive Functioning e.g., impairments in concentration, distractibility, lack of planning, poor judgment, rapid forgetting, failure to learn. (Andrews, 2009) The community also suffers from the loss as these conditions will have a large amount of social cost. What this research means to: The aging community This research will help the aging community to better understand the problems it faces and also how to get rid of these problems by having an insight on the root causes. Aging individuals tend to ignore the developing loss of hearing and avoid getting it treated or examined at the early stages. If hearing problems are prolonged then it becomes even more difficult to treat them. Research indicates that very few people actually use hearing aids (roughly about 24% of those with hearing loss). 16.7 hearing aid that have been sold remain unused, as indicated by a recent study. Although hearing aids produce a 77% satisfaction rate, yet its usage is quite low. The researchers The researchers would know what aspects they need to study further and what other sort of researches need to be conducted in order to find answers to problems. Furthermore, research on the aging mind necessarily entails an applied orientation; therefore, future research also needs to include more specific focuses on identifying age-relevant knowledge, aging-friendly social and environmental contexts, and aging-rectifying training programs to help old people better allocate and compensate their declining cognitive resources. (Davies, 2004) Older adults Loss of hearing is a serious condition faced by almost one third of aging adults. If precautionary measures are not taken then this condition gets worsened and has serious detrimental effects on the aging individual as well as his/her personality. The most feared aspect of aging is losing mental function. In fact this constant fear directly affects our quality of life. Many individuals often believe that they are losing their mental functions and as a result, they experience a loss in their self-esteem and withdrawal from society and social settings. Relationship of age-related physiological changes and hearing loss As individual ages, certain changes take place within the body that are chemical, biological or physical. In a similar manner the human brain also goes through a structural change which is a process known as ventriculomegaly in which the cerebral ventricles expand. As a result of this some of the connections between the neurons are reduced or become inefficient. This is the reason why these physical changes directly affect the psychological processes in the brain. (Browne, 2003) Hearing loss also has an impact on the cognitive function. A recent Brandeis University study found out that people with mild to serious hearing loss may find it difficult to retain what they have heard because most of their concentration span diverts towards trying to listen what is being said rather than trying to comprehend what is being said. This results in forgetting and memory loss. Physical and psychological problems will make people more dependent on others in their everyday life. They can have an impact on the individuals ability to work or engage himself into any meaningful activity and will negatively affect the social attitude of the person. Creating better support systems In cases like these the support systems help patients live as actively as possible until death. These support systems address the needs of the older aged patients and their families and provide them with necessary counseling. This is done in order to solve all sort of psychological, social or spiritual problems. The goal is to achieve the best quality of life for the individuals and their families. (Davies, 2004) Neuroscience researcher Dr. Arthur Wingfield suggests that individuals who communicate with people with hearing problem should pay special attention to the decline in cognitive function that may be accompanied along with it, and hence should speak more clearly, concisely and pausing after each clause in their sentence. In order to develop a good support system for individuals who face loss of hearing, guidance should be given to avoid feelings of anxiety, passivity, learned helplessness, paranoia, cognitive decline, hopelessness, withdrawal, isolation and depression. With patience, love and care the condition of individuals who suffer from loss of hearing could be made better. Depression may be avoided if such individuals are given company and care. Hearing aids can help improve the quality of life for aging individuals as it betters the hearing process. Due to this the aging individual can develop better social, family and work relationships. The recovery from all these problems will depend on some factors like the severity of the condition, age, health status , personality and the availability of support services. Social attitudes towards memory loss/decline Hearing loss has several implications on our lives. Those aging individuals who face this condition cannot converse well and hence leads to social cut off. It also causes embarrassment, feeling of isolation and loneliness. After Arthrisis and hypertention, hearing loss is the third most prevalent disabling condition. A lot of aging individuals do not take loss of hearing seriously, although it can have serious implications on their lives. The quality of life of people who have to face loss of hearing deteriorates and their involvements and socializing reduces along with loss of confidence. They feel embarrassed and hence avoid conversation. Conclusion Populations worldwide are aging. True experimental work on aging is not possible because age levels cannot be manipulated. Sophisticated theoretical frameworks and modeling techniques are required to reach valid inferences about age effects and age changes. Aging naturally causes changes in physical, cognitive, and social capabilities of a person. Age related changes like declining strength and difficulty in remembering is experienced as a kind of loss. Such Experiences of loss negatively affect health however some people maintain a positive health attitude instead which gives rise to a variety of these experiences. A positive health attitude is associated with persistent beliefs and behaviors. So even in older ages people can maintain their health if their beliefs are positive and they find themselves less susceptible to diseases. Optimism in an individuals personality and people with a perceived control of life events are those aspects of the personality which help in maintaining good physical health as well. (Carroll Estes, 2009) The Multiple problems of ageing are that in older ages minor problems may have a greater psychological impact. Older people suffer from additional problems of mental impairment, economic hardship and social isolation which can cause distress and other the cumulative effect of which could be greater than any disease. How are the families and community being affected? Researchers are involved in finding ways to keep our brains young so as to prevent it from ageing and to delay the onset of disease that follows from it as a result. A very well known age related disease is Alzheimer. This disease and other age related dementia can cause many problems for the individuals and their families. Families of people with neurological conditions suffer from considerable emotional distress and burden, which can have an impact on their own mental health. A consequence would be Feelings of grief, anger, frustration and guilt which will eventually lead to depression. In fact family and community stress is associated more with a persons alterations to personality and interpersonal behavior. It results in conflicts and frustration. As more people survive into old age they also begin to suffer chronic illnesses and need some form of help from their families and people around.(Rama K. Jayanti, 2004) Importance of this research The research on age related problems of personality and cognitive function can help in raising awareness of the implications that an aging population can have for the society. More research needs to be conducted and investment needs to be done for the care and treatment of people with such illnesses. (Carroll Estes, Maggie Kuhn: social theorist of radical gerontology, 2009). Ageing and its effects on the psychological functioning of a person will influence his ability to mix in with the community, access services like treatment, rehabilitation and education, create problems in family and social relationships, ability to get any emotional support from people and develop a positive quality of life. (Committee, 2005) Therefore, with the help of this research the impacts of aging can properly be understood which help the individuals, their families, communities and the caregivers in better understanding all these problems. More solutions could also be found and better support services caan be created withmore awareness. Moreover, new aspects of research that has stillnot been conducted can be discovered. literature review There are several different types of hearing loss, it may be very serious such as significant decline in hearing capability or it may be quite mediocre which is a slight decline in hearing capacity. Biologically hearing loss is classified into Presbycusis, Sensorineural and Tinnitus. Presbycusis, people who have this type of hearing loss find it difficult to hear what others are saying and cannot stand loud noises. It has age related causes. (hearing loss and aging, 2009) Sensorineural hearing loss is a type of hearing loss that results from damage to different tissues of the inner ear. People with tinnitus may hear different kinds of loud noises inside their ears, such as ringing, roaring, and screaming etc. Tinnitus may be caused by loud noise, hearing loss, certain medicines, and other health problems, such as allergies and problems in the heart and blood vessels. The causes of this unusual loud noises being felt inside the ears is unknown. According to a study by National Council on Aging (2008), aided hearing loss improves the quality of life. (hearing loss and aging, 2009) Early diagnosis is extremely important to slow down or curb the hearing loss. If it is caused by some drug or allergy then that may also be detected. A survey in 2006 by Marke Trak found that nearly 32 million American (10% of the total population) have hearing loss. The survey stated, The greatest increase is among baby boomers due to noise exposure and among those who are age 75 and older, due to aging. A research by Dr Robert D Frisina (Ph.D.), an expert on age related hearing loss, and his team at the International Center for Hearing and Speech Research (ICHSR) in Rochester, NY, funded by the National Institutes of Health (NIH) indicates that feedback and timing that influence the older persons ability to distinguish speech sounds. (Mares-Perlman JA, 1998) He explains that, There are many people with good inner ears who just dont hear well. The human brain starts to develop problems with filtering, sorting and making sense of the massive information flowing in through sensations, when an individual reaches the age of 40s or 50s. Dr Frisina has noticed this change in him as well as in other aging individuals he counsels. (Mares-Perlman JA, 1998) The slow processing of sensations in the brain due to aging, reflect the cause why so many older adults experience speech discrimination difficulties in noisy situations. Older adults with normal hearing also face the same circumstance. There are a lot of books and studies which tell us that as a person grows older certain personality disorders develop. These Personality disorders are reflected in their interpersonal skills also that older people tend to give unexpected responses to clinical treatment. Patients with such personality disorders are often described in as difficult. (Committee, 2005) A human brain goes through changes during the ageing process. As a person grows older every organ of his body deteriorates and same is the case with the human brain. These changes and deteriorating factors in this organ impact the personality of the individual as a whole because it is the most sensitive and crucial part of the human body. The cognitive declines usually associated with aging are observed in the processing speed and reaction  times, Cognitive control, Executive functions and Memory. The most frequent personality disorders among the old age people are paranoid, schizoid and self defeating disorders. There are also treatments of these disorders. (Jason.L.Powell, 2004) According to the recent studies the older people as compared to the youth are becoming more economically and demographically attractive. However, there are costs of an ageing population that the society bears as a whole. (Andrews, 2009) Our society nowadays discriminates the elderly and they are being ill treated. However Primitive agrarian cultures very existence depended upon the knowledge earned from experience, valued their elders, but even they were o moved to killing the non productive members of society because of harsh conditions of subsistence living. (Carroll Estes, 2009) As the population continues to grow older age and life expectancy increases. As a result continued awareness, study and research concerning the psychology of adult development and aging is becoming highly important. The journal tells about the importance of building support systems with awareness programs. (W.Browne, 2003) appendix QUESTIONNAIRE Demographics: Age: Gender: Marital status: Education level: QUESTIONS: Question 1 Aging is the most significant reason why older adults suffer from hearing loss? A) Strongly agree b) agree c) not sure d) disagree e) Strongly disagree Question 2 Injuries and chronic diseases mostly cause memory loss on older adults? A) Strongly agree b) agree c) not sure d) disagree e) Strongly disagree Question 3 Older people are less productive because of the sensory losses they suffer from? A) Strongly agree b) agree c) not sure d) disagree e) Strongly disagree Question 4 Study of gerontology is important to get rid of problems like hearing and memory loss? A) Strongly agree b) agree c) not sure d) disagree e) Strongly disagree Question 5 Building of better support systems can lessen the costs of aging suffered by the individual? A) Strongly agree b) agree c) not sure d) disagree e) Strongly disagree Question 6 Age related physiological changes are a cause of alterations in personality of older adults? A) Strongly agree b) agree c) not sure d) disagree e) Strongly disagree

Language In My Home :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  People say that parents are teachers of good and bad English. People also judge people on how they speak, whether the language is incorrect or just simply inappropriate. I think I had the best of both worlds with my parents.   Ã‚  Ã‚  Ã‚  Ã‚  First of all, my mother is very articulate and has a very large vocabulary. Ever since I can remember she was correcting me on how I spoke and how I wrote. I always would get so mad at her for doing that, but I realize now that my vocabulary and English skills are better than that of many people I associate with. I feel much more confident with my writing and speeches because of my mother’s influence on my grammar. I know I can speak publicly and people will take me seriously and understand what I have to say because of my background in â€Å"good† English.   Ã‚  Ã‚  Ã‚  Ã‚  Secondly, my father is from Jersey City and never graduated college so his way of speaking is different than my mother’s. He speaks more of the vernacular he grew up with and he isn’t worried about what people think when he talks. He says he is more interested in getting his point across than worrying about whether or not people think he is brilliant. My father taught me that in situations of everyday life, you do not have to be articulate all the time. He teaches me everyday that speaking in my own way makes me who I am. He is not instilling upon me to talk â€Å"bad† but different situations call for different languages.   Ã‚  Ã‚  Ã‚  Ã‚  I do feel that my parents encourage me to use correct English whenever I can. They know that with my future plans in life, correct English usage is imperative. They also understand that sometimes I am just going to speak however I want in order to get my point across. I have noticed that even when I have conversations with friends, we all seem to sound so much more intelligent because we are finally using everything we have always been taught to use when speaking. Because of everything I have learned from my parents, I do feel adequately trained in English. I know, depending on my surroundings, how I am suppose to talk and I feel that if I am just hanging outside my house with my friends or giving a presentation to the CEO of a major corporation I can do it.

The Mind of a Killer Essay example -- Psychology, State of Mind

The mind of a killer is one that is not easily comprehended. The events of their lives deeply root and morph themselves into disturbed thoughts and mind sets that fuel a killer to commit murder. In Truman Capote’s In Cold Blood, the case of the quadruple homicide of the Clutter family in Holcomb, Kansas involved murderers who were two very different individuals that had teamed up to commit an important â€Å"score†. The plan was devised by Dick Hickock to rob and murder the Clutter family and he brought about his cellmate from prison, Perry Smith to assist him with the job. Each man’s past contains different events that contribute to their not-so-sound states of mind and each view the crime differently. The psychological differences between the men give a better insight into the execution of the Clutter murders and the reasoning behind them. Perry Smith’s past proves to be highly influential his psychological state of mind. He grew up in an unstable home as his mother was an alcoholic and his father remained absent for long periods during his life. His home life was very insolvent as a child until his parents divorced when he was six years old. After that, he was sent to a Catholic orphanage where he was punished by the nuns. Whenever Smith would wet the bed, the nuns would beat him. Perry states, â€Å"I had weak kidneys and wet the bed every night. I was severely beaten by the cottage mistress, who had called me names and made fun of me in front of all the boys† (275). First signs of his disturbed psychological state were brought up around this time. â€Å"She was later discharged from her job. But this never changed my mind about her and what I wish I could have done to her and all the people who made fun of me† (275). His father then came, ... ...m all while Dick collected the shells from the gun. Dick’s suffering from a character disorder is different from Perry suffering from schizophrenia because while Dick’s disorder still affects his actions and thought process, Perry’s keeps him blind to his actions and how they are wrong. While Perry and Dick were on two different sides of the psychological realm, it did not stop them from working together to execute the murders of the Clutter family. Capote’s portrayal of Perry and Dick provides an insight into the minds of the killers themselves and brings the reader a better understanding of the crime. The explanation of their past and what led them to their psychological disturbed states helps one to understand why the two men, although virtually complete different with their problems, were able to execute one of the most heinous murders in American history.

Academic Qualification!

Since a very early age we all have been told to give our academics a lot of importance because our academics are what will ensure you succeed in life. We all can remeber our parents yelling at us for a bad grade in school and made sure we perform better next time. In truth success is an arbitary term(very subjective) and differs from person to person and field to field. One could take as the economic success as the touchstone to which a person is labelled successful in life overlooking his/her other failure such as health, divorce and inefficiency, etc.To others overcoming obstacle and challenges irrespective of what someone earns and the nature of the personal life proves thier success. So who is a successful person and who is a failure? Do school and college grades provide a way to ensure success? Isn't it true that drop-outs like Bill Gates and Richard Branson have become the most successful and inspirational icons today? And should we consider the millions of un -educated people in the world to be failures in life? There are various points to show otherwise that academic qualification does not ensure success.Sure academic qualification is necessary but that would get you only so far, beyond that point various other factors play and important role. Success isn't about getting grades and degrees, if that was true then why aren't all the graduates from Havard, Oxford and Cambridge uniformly successful? The rule of success lies in hard work and well a little bit of luck(destiny). If an engineering student gets good grades and gets a job but is not practically effective and not good at problem-solving effectively he wont get very far and will soon fade out. Unfortunately the world has changed the concept of success.It has become a rat-race where every student chases grades and therefore the entire perception of success and prosperity had changed. Rather than studying to reach our full potential, we study because we think its necessary for a successful career. We spend ten-years in school and a few more at college to educate ourself and then a couple of years looking and hunting for jobs and even after finding it people tend to be un-satisfied and at the wrong profession.And then at times of crisis such as recession when wealth is scares due to the not-so-responsible decisions of CEOs people are worried about their job and he perception of success changes, if you are able to stay away from the pink-slip(or keep your job) you are successful. To conclude i would like to say that academic qualifications are necessary but not to the level most people make it out to be. Academic qualification ensure a more rounded experience to meet people from different backgrounds and cultures, skills necessary to be successful . Hard work, determination, resiliance and your destiny ofcousre play an equally important role in ensuring ‘SUCCESS'.

Educational psychology Essay

I am a big proponent of social cognition, and I am going to use it in my classroom. I believe that is a student puts their mind to something, and they really try to accomplish that goal it can be done. In order to elicit this response one must often use the operant condition when it comes to learning. People thrive on the words of others and their praise. â€Å"In operant conditioning the organism learns that a particular behavior produces a particular consequence. If the consequence is useful or pleasurable, the organism will tend to repeat the behavior to produce the consequence again. If the consequence is unpleasant, the organism will tend not to repeat the behavior. Pleasant consequences are sometimes called ‘rewards’, and unpleasant consequences are sometimes called ‘punishments’ (Berger p 42. )† This theory came about by the studies of B. F. Skinner. This is where I tend to move towards metacognition and self-efficacy. I believe that when a student does well on something it is quite satisfying, and they would like to see this result again. They noticed that when they studied hard the reward was the good grade. They receive their grade and self-gratification sets in. If they did not study they may fail the test and they are then negatively reinforced because they do not want to see this result again. I want to use this conditioning and encourage my students to do well. I know they can do it; they just have to have the right attitude and behavior about it. An example of this reinforcement is if I tell my student, â€Å"good job, I really enjoyed that†, when referring to a project they did; the student will most likely work harder and come up with and even more impressive project. My student wants the affirmation that he did a good job. The student want the positive reinforcement as it brings about a rewarding stimulus. This not only gets the student to do their work it also gets him thinking metacognitivly, which he will benefit from later on in life. He is looking at what he did to get my praise and analyzing what he did, and looking at how he can do better. This is exactly what I want from my students I want them to take an active role in their education. He does not know it, but my student through operant conditioning has arrived at a deep thought process. It is brilliant. As teachers I believe we use operant conditioning every day. We will prompt our students with cues helping them arrive at the answer. In giving the students positive reinforcement they do get a true yearning to learn. It may start out as just for the reward, but it is my hope that eventually they realize learning is the reward. Classical conditioning is useful, and thanks to Pavlov; we see that it works. I do want to condition somethings so that there is an automatic response. For example, when I ask my students quite down they will automatically respond to my voice, I know optimistic. In general though I prefer operate conditioning as it goes deeper into thinking. I again go with the cognitive approach when it comes to motivation. When someone internally processes something it becomes more real. It means more to them. When a student reflects on his work and looks at how he can improve upon it. This very closely reflects extrinsic motivation. Here someone does something to obtain something else. This could relate to the student who studies to obtain a good grade. I like this theory and will apply it to my classroom, because I really want to get my students gears turning. â€Å"They emphasize the importance of creating learning environments that encourage students to become cognitively engaged and take responsibility for their learning. This goal is to get students to become motivated to expend the effort to persist and mat ideas rather than simply doing good enough work to just get my and make passing grades (Perry, Turner, & Meyer, 2006, p 467. )† If my students can come to the point of realization that studying equals doing well in the class I am in a good spot. Many students know this but they do not fully believe it because they have never tried (Wigfield, 2006, p 463.) Even stronger than this is intrinsic motivation. This motivation becomes so real to the student when they realize they can self-determine their outcomes. I love this method so much. The student is growing and understanding how to truly learn, they are learning that what they learn truly effects them. â€Å"In this view, students want to believe that they are doing something because of their own will, not because of external success or rewards (Deci, Koestner, & Ryan, 2001, p 464. )† They have learned to stop relying on others; they have learned to push themselves through life. â€Å"Researchers have found that student’s internal motivation an intrinsic interest in school tasks increase when students have some choice and some opportunities to make personal responsibility for their learning (Grolnick, 2002, p 464. )† I want to motivate them by allowing them some freedom in my class. I will give my students choices because they then be more motivated to do the work with all their effort. The thing is, whatever choice they make they are still learning! Also they are processing it all through information processing to make sure that how they are acting now will be duplicated. They know their actions constituted a response from me, which was giving them more freedom. They enjoyed this stimulus and will want it to continue, so they will work really hard. This loops them all the way back to operant conditioning and positive reinforcement! It is all connected. Another big thing with this idea is interest. â€Å"Interest is especially linked to measure of deep learning, such as recall of main ideas and responses to more difficult comprehension questions, than to surface learning, such as responses to simple questions and verbatim recall of text (Wigfield, 2006, p 466. )† This is where I hope my passion for history comes in. I want to get my students excited about history. If I do get my students excited they will show interest and if they show interest they will understand the history at a deeper level than they normally would. My management plan also fits in with these ideas. I am going to run my classroom according to the authoritative perspective. I will be the teacher and the students will follow my rules, but they will be integrated into the classroom. My students will have a say as to what goes on in my classroom, in our classroom (Baumrind, 1971, p 513.I will manage my classroom with effect rules that can be up for change depending if the students do not agree with the rules. â€Å"To function smoothly, classrooms need clearly defined rules and procedures. Students need to know specifically how you want them to behave. Without clearly defined classroom rules and procedures, the inevitable misunderstandings can breed chaos (Evertson & Emmer, 2009, p 515. )† I will have my procedures laid out at the beginning of the year so that the kids will have excuse when they do not follow the rules. I will be integrating William Glassers management plan. He suggested that there be a classroom meeting every once and while. This is just a chance for the students to say yes or no regarding structures of the classroom. I will also manage my classroom by listening to what my students have to say. I want them to know that I do care. I want them to trust me. If there is mutual peace between us, there will be far less conflicts that arise. â€Å"When most of us think of your favorite teacher, we think of someone who cared about whether or not we learned. Showing that you genuinely care about student as individuals apart from their academic work helps gain their cooperation (Pianata, 2006. )† Students feel safe and secure when the teacher shows that he cares. The classroom atmosphere if much more relaxed. It is not up tight and tense. If I teach like this a lot of anxiety and stress will be avoided. Target Group I am getting my teacher degree in secondary education. I will be teaching at the high school level. I would like to, at least some point in my career, teach in the Christian school system. I grew up in it, and I love what their mission is. I also would not mind teaching in a public school. It would be good experience for me and help me grow as a teacher. I would like to teach in traditional public schools and in Christian schools. I would like the experience of both. Public schools would allow me to reach out to those who are really in need and to those who thirst for knowledge and cannot get it anywhere except through free public education. This would be especially true if I were in an inner city situations. I would not mind this at all as I volunteer now helping with inner city children. I have a heart for them and would love to serve as a teacher there someday. I want to offer them knowledge and help them meet their full potential. I also would like to teach at a charter school. I observed a classroom at a charter school and I really liked. It is a good system and is run well and I would like to be a part of it, at least for a time. So, I am happy at any school; I will go where God sends me. The ages that I will be teaching will be ranging from the age of thirteen to nineteen. It is my hope that I will be teaching history. There is a scarcity of history teaching jobs right now, and I hope that will be able to find one. I absolutely love history and I really want to teach it. The other subjects I would be teaching would be biology or just a general science class, and depending on where I teach, bible class. I would also like to teach at a smaller high school, about six-hundred to seven-hundred students. A big high school with two thousand people, I believe, is too impersonal. A smaller high school, like my own, is just the right size and encourages kids to get to know one another. Also, in a big school I could not be as relational to the students as I would want to because there would be so many in all my classes. Environment and Routines If things are not explained clearly, or if things are not put in a well thought out manner; a teacher may run into behavior problems. In order to create good student behavior I plan to take the three-step approach that the Wongs developed. I need to teach my students how to follow procedures, or else I will run into problems. I must first explain the classroom procedure as clearly as I possibly can, and if there are questions I will answer them. Also it is a good idea to distribute my procedures at the beginning of the semester or at the beginning of a certain activity so the students know what is expected. After I explain what is going on I should practice or rehearse the procedure until it becomes routine. â€Å"Behaviors must be taught, modeled, practiced, and retaught (Wong p 175. )† In going over the procedures repeatedly the students then understand what is expected of them. Finally I must reinforce this procedure and I also must reinforce what is the wrong procedure. After going about this my students will know exactly how to act and what is expected of them, and there should be very few behavioral problems. A positive classroom environment involves both the teacher and the student. The students must respect the teacher and his authority. They must listen to what the teacher has to say, and they must be disciplined when they do not. The teacher also must respect the students. He must listen to what the students have to say, and he must not make it a dictatorship where the classroom is harsh and rigid in structure. The kids are only human. â€Å"A positive classroom environment encourages participation and risk-taking because students know they will not be harassed or belittled by the teacher. Students do not have to shrink within themselves to survive the forty-five minutes, ninety minutes, or full day with teacher who yells, throws things, or makes hurtful comments. In a positive classroom environment students can make jokes, engage in their learning, banter with the teacher, and feel comfortable with the tasks given. † (Kendrick) In a classroom a teacher should be encouraging to his students. He should let the students know that he believes in them. Students do not do well in class when their teacher does not believe in them. They stop trying, viewing themselves as failures, and it carries on later into life. I want to have a positive classroom environment. In order to achieve this I am going to teach from an authoritative classroom management style. I will encourage my students to think for themselves, if I think for them no real learning is accomplished. I will engage my students and show that I do care about them. I will listen to what they have to say and if things need to be changed I will. I will allow them freedom within their education and learning in my classroom; but I will still clarify the rules and establish the standards with some student input. I am not there to be their friend, but I do want them to understand that I care about them and to have some say in their education. I care whether or not I learn, and if I am doing something wrong I want them to feel comfortable telling me. To achieve a connection with the students I must be a good oral communicator. I must clearly communicate the information I am presenting. I will use words and ideas that meet the level of understanding of my class. I do not want them getting lost in my rhetoric. They will automatically tune me out if they think I am teaching above them; I have even done this myself without realizing it. Also many teachers speak way too fast and the students cannot keep up, or the teacher talks way too slow and the students are lost to boredom. I must teach at an appropriate pace so that my students learn and remain interested. When I teach, especially in history, I must be precise. I am going to avoid being vague. My students will fail or do below their academic level if I am vague. I also will not just teach the facts; facts are what lose classes when it comes to history. History is so much more than just dates and it is still relevant today, even though they are just a bunch of, â€Å"old dead guys. † Also I will have what I am going to do for class planned out. I do not want to be disorganized, and I am not going to wing it through my teaching. I will have my lesson ready for each class so that I am ready to teach. The students will then have confidence in me as their teacher and I will not lose time to senseless things. (Florez, 1999) Each class period I am going to start with a couple of facts of history that happened on that day. This would just be a fun way to start off the class period. It is always to cool to see what happened in the past. I will begin each class with the objectives for the day so that the students know what we will be covering. I will not always give out note sheets for my lesson, but sometimes I will hand out fill in the blank notes so that they can keep up and still learn. I will have them ready before hand each period. Also I do plan to have some group projects. At the beginning of the year I will number them off as to create groups of four; I believe more than this can be counter-productive. As the year goes on I will let them choose their own groups; this being because I now know the dynamics of my classroom much better, and I can switch people if I know work will not be done. Every week I will allow the students to choose from a list of events in history relating to the period we are covering in class. I will have them explain what happened and how it relates to us today, and what we can learn from it. This project will consist of a one to two page paper and a one to two minute presentation. All history is relevant history and I want my students to understand that. As a history teacher, I would like major historical events to be represented on my walls. I am going to be going to be teaching secondary education. I will not have the cute and cuddly decorations, but I will still have things that will bring the classroom to life. One thing I must have in my classroom no matter what, is a copy of the Declaration of Independence. I will also have the students add to the classroom with their projects and other things they do so that they feel a part of the classroom. I want to have a classroom where the students are excited to be there, in good measure of course, so that it is not so distracting that they do not learn. Twice a week I am going to hold a classroom meeting. This is a meeting to make sure that my students are understanding the material, and that I am teaching to their needs. This is where the students really get to give their input on the class and what is going on. This idea was set forth by William Glasser. It follows my method of teaching, authoritative, and fits how I would like to relate to my students. This would take up to ten or fifteen minutes, but I do not believe it is wasted time. I will start off the meeting to see if anyone has any questions about the subject/time period we are on. I will establish if they are understanding it enough or not. Then I will ask for suggestions on things I can improve upon, and also ask for things that they like. I will then change some things and keeps some things according to how I think the classroom would best fit the current needs of the students. I will make sure to always hand my students test within a week of the test date. I also appreciated it when the teacher had a set time that they would get my test and assignments back to me. I believe it is important for them to see how they did and then gage how they can improve for the next time. At the beginning of the year I will establish things like this with them. They will then know what to expect from the class. I will set up my rules and regulations and procedures so that they will know how to act in my class. Also, every class period at the end I will have them write a few sentences on how what we learned in class effects us today. I want them to understand how the history we are learning relates to their own live and their interactions with others. Motivational Strategies Motivation focuses on mainly two categories, behavioral and cognitive. One of the big pushes in motivation is rewards or incentives. These are positive or negative stimuli that drive the student to succeed. This can be allowing the student to do something special, such as playing computer games or going on a field trip. The other big approach is internal motivation. The student’s thoughts are what guide their motivation. Motivation is what pushes students forward towards their objective. The cognitive perspective encourages giving students should be given more chances to do things of their own desire and to give them more responsibility. They are then taking their education into their own hands. They will have much more incentive to do well and strive for perfection; they are of course still monitored and rules still do apply. This strategy focuses on â€Å"goal setting, planning, and monitoring progress toward a goal (Shunk, 2008, p 462. † If a student has a goal before them they will want to achieve it. This strategy has the student look at how their actions determine the outcome of their school work. They take responsibility and gain more incentive to do well. There are another two main types of motivation associated with behavioral and cognitive motivation : internal and external motivation. Internal motivation is formed by our own wants, needs, and what we like to do. â€Å" It is determined by your personal values and goals. The drive to do something because it is interesting, challenging, and absorbing is essential for high levels of creativity. Enjoyment based internal motivation is the strongest and most pervasive driver as is a belief that it is a good or right thing to do. Often it is something we pursue even without a tangible result. † (Weisner) External motivation is the second kind of motivation. External motivation focuses much more on rewards than on one’s likes or goals. â€Å"Your motivation to attain your goal comes from a source outside yourself. It reflects the desire to do something because of external rewards such as awards, money, and praise. † (Weisner) This motivation tool is much less satisfactory than internal. In my classroom I will use this motivation, but I will try to use internal motivation when I can. If a student is doing something because he is motivated by rewards it is not near as gratifying if done for self interest. I will use both in my classroom as, unfortunately; sometimes rewards and external motivators are the only ones to get them to do their work. Some kids need incentives to be motivated to achieve their best, or to even try. They add interest or excitement to a classroom and in turn motivate them to do well. This is especially true of those who seem to not even care about the class (Emmer & Evertson, 2009, p 460. ) If I see that there is somewhat of a lack of interest in what I am teaching I could implement a game. The more they know the better they will be at the game. Most people are competitive by nature, especially those who do not care it seems. So , a game in my class would motivate them to pay attention and learn the material. We could play history hot potato. A ball would be thrown around as history questions would be asked, if they took too long the student would have to sit down. The winner would then get maybe some extra credit points, or if I feel generous maybe some candy. In reaching the kids who do not care, I believe this is the best method. If they get something for learning they will start paying attention. This is not the most desirable, but this is sometimes the route that must be taken. (Skinner, p 236) There are also those who are just plain hard to reach; most of the time this stems from no confidence in themselves. I will most often use the cognitive approach when it comes to this. I will encourage them to set goals. I will encourage them and I will make sure they understand that they as a student can effectively control their environment. (Shunk) I will constantly encourage them and remind them that they are smart and that they can do it. I will also use Skinner’s operant conditioning in this situation. I will use positive reinforcement. I will reinforce their work with a smile, or a â€Å"good job†. Students feed off the praise of their teachers; we as humans naturally want to please others. Problem Behaviors The behaviors of students are not always conducive to the classroom and can cause disruptions. I will implement some rules so that they know exactly what is expected and I will have less problems. One rule that I think should be followed in my classroom is that the kids must be in their desks when the bell rings. This is a really good rule, because so much time can be lost on a class period just by making people sit down at the beginning. Another rule I would have for my classroom would be my students would have to bring all their books and materials to class. This rule is good as it is a distraction to people when someone leaves the room. A third rule I would have in my room would be ‘hands to yourself. ’ This rule prevents not only distraction between a couple people, but it also helps prevent distraction for others in the class. Another big rule I will have is no swearing, cursing, profanity, coarse jokes, or vulgar of any kind will be allowed in my classroom. They are not called for and should not be used, let alone in my classroom. A fifth and final rule I would implement would be that my kids would have to raise their hands to answer a question. If the kids just blurt out answers it will be chaos and I will not be able hear what people are trying to say. These five rules will help run my class smoothly. Rules however are not a safety net against behavioral problems. When dealing with behavioral problems I am not going to send my student to the principal’s office right away. The most desirable action when dealing with behavior problems is to work it out with the student first; after trying hard to work it out if the student still refuses to listen then more drastic measures must be taken. I would at first use minor interventions. (Evertson and Emmer, 2009, p 528. ) Nonverbal communication can be very useful when dealing with disruptions. One thing I could do is when a student is acting up is take make eye contact with them. I could give them the look, and convey with my eyes that what they are doing is not appropriate or I could make signs such as shaking my head, hand signal, or put my finger to my lips. This simple action lets the student know that they must get back on task. Another thing I could do is to keep the activity going. When there is not time in between things a student no longer has time to be disruptive. This way one does not even have to address the behavior issue; it is eliminated by procedure. Placement can even change the behavior. I can move the spot where I am teaching from. If a student is acting up I can move over by them and usually they will quite down and get back to work. Sometimes the student just needs to be reminded what they are supposed to be doing, I could address the class reminding them what they are supposed to be doing; in doing so the distracted student gets back on task. Also, a student may just need to be told no. I would need to keep eye contact and keep my voice down. I would address them with assertiveness and tell them that their actions are not accepted. I could also give the student a choice. He can either behave or accept the consequences. This makes him think and he will most likely choose to be good as to avoid a negative consequence. These strategies most often work as the student just gets off task and needs a little nudge in the right direction. The strategies above stem from positive and negative reinforcement and correlate with Skinner’s operant conditioning. The student, however, will not always respond to these strategies and more drastic measures. The students will not always cooperate and sometimes more moderate action must take place. Some students will abuse privileges, be disruptive, or interfere with my work with individual students. There are always the students who completely abuse the privileges they have been given, when this happen the teacher can take it away. This takes away an activity that the students use to enjoy and the next time they will think about their actions twice. They will not want to lose their freedom again. Also if a student acts up I could remove the student from positive reinforcement. If the student is removed from his element the gratification of his actions is taken away. I could take the student into the hall and talk to him one on one. This is never a pleasant experience and should stop the student from repeating the action; no one likes to hear, â€Å"can I see you in the hallway please. † Also I could impose a penalty such as extra homework; this needs to be done with care so as to not stem more annoyance with the class. (Evertson, Emmet, Worsham, 2009, p 528. ) Also I could have my student attend detention for their inappropriate behavior. This enforces that their actions will not be tolerated. â€Å"The teacher is given command over the student, who is expected to be respectful, submissive, and willingly obedient. When the pupil does not readily conform to the request made on him, discipline becomes necessary. By this is meant the use of coercive measures to bring about the desired behavior. †(Phenix p 41) If these actions still do not work a trip to the principal’s office or a phone call may be in order. Assessment Assessment is a big part of education, and helps a teacher gage how their students are doing. There are two main types of assessment in education, informal and formal. â€Å" ‘Informal’ is used here to indicate techniques that can easily be incorporated into classroom routines and learning activities. Informal assessment techniques can be used at anytime without interfering with instructional time. Their results are indicative of the student’s performance on the skill or subject of interest. Unlike standardized tests, they are not intended to provide a comparison to a broader group beyond the students in the local project (Navarete. )† I will use a variety of informal assessment to tools to gage how my students are doing. One tool I will be using is regular homework. This will tell me if they can grasp the subject enough that when asked to dive into the book and the content that they can give back to me a fair understanding of what is presented. Another tool I could use would be journaling. I would have my students journal about something they find interesting in what we are studying and then check how good their understanding of it is. When my class plays a game I can also check to see how well they know the material; if they are struggling for the answers something must done. Also general observation of my students is informal assessment. I would look for participation and understanding in class, and also as I would walk around I would observe their work. (Navarete. ) â€Å"Formative assessment is utilized to immediately determine whether students have learned what the instructor intended. This type of assessment is intended to help instructors identify material which needs to be clarified or re-taught and should not be used to evaluate or grade students. Results of formative assessment can assist instructors to ascertain whether curriculum or learning activities need to be modified during a class session or before the next class meets (Formative. )† I would quizzes mainly to judge this assessment. This is a quick way of assessing how much they know. It gages their current progress, not their progress as a whole. Other things would be reading quizzes to see if they get the material I have asked them to go over. It could also be something like a minute write where I have them write down something that tells me they understood what I thought during class that day. These tools give me a fast analysis or where they are at. Another assessment like this is the summative assessment. This assessment documents the students performance. This assessment uses a lot of standardized tests and things related to that format. This allows the tester to understand where the students are at as a whole. In the classroom I would use this when administering unit end tests. I can see how they have progressed and I can assess what to do better for the next unit. A Measure I would measure my students how they are doing on my tests and assignments, if they are failing I am doing something wrong. This, however, is not the only way that I would measure if my management plan was working. I would, as stated above, have classroom meetings. This would give me an opportunity to discuss with my students how the class is going. This would be my chance to get input on them on what I am doing right and what needs to be changed. I would hope that they would be mostly satisfied with the way things are going, but if they are not I will change my plan so they can learn better. This of course goes back to William Glasser and it also goes back to the authoritative management style. Glasser is very keen on having students involved in the classroom and the teaching process. I very much agree with him. The opinion of my students is very important to me. The authoritative plan also focuses in on the student’s role. They need to have a hand in their education. If their voice is not heard, the students will just continue to fail and the teacher will not know why. So, if my plan is working well my students will do well on their tests, quizzes, and assignments and they will have positive things to say at our classroom meetings. Our relationship will be a cordial one and not one of animosity. Completed Rubric 1. I believe that I have a very compelling argument for my planned proposal. It fits to the rest of my paper and sets a precedent for how I will go about running my classroom. I have many cited supports and they were all knowledgeable on the subjects I discussed. 2. I described all five of the target groups at a satisfactory level. I let the reader know exactly what my future looks like for teaching. The reader can look at any one of the components and know what I want to achieve in my vocation. 3. I believe that I very effectively communicated my rules policies and management ideas in such a way that is very understandable to students and teachers. This letter home is in a very nice format with great colors, and it is pleasing to the eye. It is attractive and professional.