The Rights Of Punishment Essays - Punishments, Criminology

The Rights Of Punishment Wake Up Call Is this a hellish nightmare that I have to awaken from? Caged and confined, thinking and pondering, I wonder what human is this that he should be subjected to imprisonment that neither improves nor corrects his soul? Is there no compassion for restoring a man to contribute to this nation? Or does the dark side of humanity see offenders of the law as utter undesirables unworthy of aid and therapy? Society, I have been tried and sentenced. Serving time for violating the law is not supposed to be a picnic. But demoralizing and dehumanizing a man to the dust of the ground does not correct behavior that got him incarcerated in the first place. This only fuels the fire, a fire which, if not handled properly, will in time burn everything in its path. Now who is the real criminal? Cell 52514 Block 2-229 Crescent City Penitentiary Everyday, the American prison system becomes more crowded and over-burdened. Prison bed space cannot keep up with the prison population. While presidents and governors call for a ?tough stance? on crime, the infrastructure is inadequate to contain all offenders. However, even if there were enough room to fit every individual that commits a criminal act, would this be the best move for the community and the offender? Placing an individual into a prison removes them from the general population, thus making the society they live in safer. But, separating individuals in a community does indirectly injure the community as a whole. These individuals obviously are no longer contributing to the local economy, but on a basic level, their absence places a hole into a community. Offenders have been shaped by the values and practices of their community. So, even though an individual may have acted in a way that is unacceptable to their community, that person is still the product of his community . Therefore, communities must hold some of the burden for making people into who they are. So, prisons must do more then just contain offenders. A responsible society must make the effort to rehabilitate these individuals and make strides to re-connect them with the community. As Bill McKibben says, ?Isn't it time to focus harder on substantive problems, such as how do we build a society that doesn't destroy the planet by its greed, and doesn't ignore the weak and the poor (McKibben, p. 720).? Much attention has been given to issues of big business versus the environment. People can sympathize with this cause. Though it may not be as glamorous, it is just as important that society's addresses the needs of the less fortunate. Even though criminals who commit the most heinous crimes receive the majority of public attention, most offenders are not intrinsically evil or irreversible. Often they are weak individuals who may not have received the best upbringing or have instilled in them a set of values incompatible with the community. McKibben feels that it is important not to ignore these unfortunate individuals, and give them an opportunity to re-engage with society in a mutually acceptable way. Therefore, prisons need to train offenders to exist with the rest of society. In the book, C-Unit, the authors suggest that prisons fulfill a certain role. The modern prison is asked to perform three tasks: (1) to make explicit in action that the community will not tolerate certain destructive behaviors; (2) to protect the community, for at least temporary periods of time; and (3) to prepare such persons to be responsible members of the community when they are released from prison. (Studt, Messinger and Thomas, p. 3) By containing prisoners within the confines of a jail, they are removed from the community at large, thus protecting the community. In addition, by making this prison stay punishment, inmates, for the most part, realize that they acted in a way that was unacceptable. Preparing individuals for re-integration into society is where the role of a prison becomes complex. A prison stay is unlikely to reform any criminal if it only means that they are separated from the community and there is no drive to change. The first change that needs to be addressed is on the value system of an inmate. Without this, it is only superficial to urge

Thermal Barrier Coating Example

Thermal Barrier Coating Example Thermal Barrier Coating – Term Paper Example Review on Thermal Barrier Coatings Introduction Escalating energy demands require design and development of novel materials and technologies. Generation and transportation of energy is predominantly done using gas turbines. For efficiency purposes, systems such as the Thermal Barrier Coatings (TBCs) have been incorporated into gas turbines (Osorio, Toro& Hernndez-Ortiz 149). Typically, TBBs are used to provide thermal insulation for components of metallic that are emitted by the combustion gases, leading to a reduction in the substrate temperature from around 1000C to around 3000. The TBCs are made of excellent mechanical properties and provide rupture and corrosion resistance at very high temperatures. While in application, the material of TBCs changes its behavior. The top coat sinters as it changes its mechanical properties as well as its thermal conductivity. Additionally, when exposed to high temperatures the oxidation and microstructural changes due the depletion of elements. N ormally, exposure to high temperatures makes the mechanical and thermal loading increases the level of residual pressure existing at the interface between the metal and the ceramic. With time, in terms of interface delamination will raise within the material system. Ultimately, the delamination damage becomes so severe that the material buckles and large pieces of the top coat (TC) flake off. As a consequence of the diminishing coat, the underlying metal starts to overheat with an obvious risk of severe oxidation as well as leading to creep-damage if the component is stressed up mechanically (Brodin et al.). To use a gas turbine in an economic and an effective way, it is advantageous to maximize the time between overhaul and inspections with maintained mechanical integrity. Therefore, a variety of different tools is used to assess the spallation fatigue life for all thermal barrier coatings. This review paper seeks to look into the use of thermal coating, and how it functions in suc h uses. Further, this review paper highlights different ways how thermal coating is produced, and finally it discusses some possible application of Thermal coating.Work CitedBrodin,H., Jinnestrand, M., Johansson, S,& Sjà ¶strà ¶m,S. Thermal Barrier Coating Fatigue Life Assessment.Viewed 11th June 2015..Osorio, J, Toro, A, & Hernndez-Ortiz, J. Thermal Barrier Coatings for Gas Turbine Applications: Failure Mechanisms and Key Microstructural Features. 2012. Viewed 11th June 2015. .

Columbine Attack and its Results Case Study Example | Topics and Well Written Essays - 500 words - 27

Columbine Attack and its Results - Case Study Example Most importantly, it shows that outer appearances can be deceptive and hide cruelty, twisted mindset and general tendency to vandalism. Parents and authorities should have got alert with the first offense, howsoever minor, and consulted a good psychiatrist to unravel the psychology of young students, who were otherwise intelligent and seemingly well mannered. Parents had never tried to go into the depth of the things when they had come across their children’s criminal behavior, including the making of homemade bombs. The authorities should also have investigated the activities, including cyber activities of the students and studied the characteristics of a psychopath, before letting them get into the program and allowed early release. The evildoers are always people who use covert behavior to hide their true intentions. The evil activities and criminal behavior are never an isolated act but are characterized by a trend or pattern of criminal acts. Thus, if the person has committed a criminal activity, it is important to investigate his past actions and take the help of psychologists to assess deviant personality. No, Harris and Klebold should not be forgiven for their assault on Columbine High School. They are a strong example of abnormal personality with a devious mindset and violent tendencies. The attack was deliberately carried out in an educational institute, targeting innocent children and faculty members. The basic objective was to create an environment of terror for the sole purpose of personal satisfaction. Moreover, it was also an expression of hatred against people at large. Thus, their acts must be condemned publicly and not forgiven. The parents had taken lightly the criminal activities of their children and shown scarce concern for discipline or punishment to improve them. Such type of parental neglect gives the wrong signal to children and encourages them towards unsocial activities and acts of violence. Hence, parents should also have been held responsible for the acts of their children and served as an early alarm for those parents who ignore minor and not so minor evil or criminal activities of their children within and outside the home.

Employment law problem question Essay Example | Topics and Well Written Essays - 1750 words

Employment law problem question - Essay Example The change in time prevents him from seeking employment elsewhere. His case is different from that of his fellow workers who can manage to work for other employers2. He is restricted from engaging in other activity because he has to be around his work place just in case residents require his help. His job requires that he remains standing throughout his job time and he is therefore qualified for employment on full time compensation. 3 Husain’s agreement with his employer indicates certain aspects that qualify him as an employee and not merely an individual on contract: he is obligated to undertake work even after the end of his shift, the obligation is mutual and he is expressly and impliedly under the control of his employer to a sufficient degree. Mutuality of obligation between Hussain and Caring Community Ltd requires him to undertake work when he is not in his shift thereby granting his employment status and rights. In the case Wilson v Circular Distributors Ltd, there was a provision similar to that of Hussain and Caring Community Ltd. In the case, Mr. Wilson was not required to be paid at times when there was no work available for him. His employer, Circular Distributors Ltd, argued in a tribunal that the provision of ‘no work no pay’ did not equate into an employment relationship4. However, the employer’s appeal tribunal ruled that owing to the fact that Mr. Wilson and his employer had a mutuality of obligation where Mr. Wilson was required to accept the job if and when it was available; it amounted to an employment relationship5. From the ruling, he would be paid even for the hours that he was not working. Applying his precedence in Husain’s case shows that he is entitled to payment for the hours that he is sleeping based on mutuality of obligation and his status as an employer6. Hussain is entitled to payment even when under rest. According to employment rights act, employees working under the zero hour

The Human Microbiota Essay Example | Topics and Well Written Essays - 500 words

The Human Microbiota - Essay Example The gut microbiome takes part in broad range host related processes and has remarkable effect on human health (Greenblum, Peter and Elhanan 1). The gut microbiome has been straightforwardly caught up in the etiopathogenesis of a number of pathological conditions. These include: inflammatory bowel diseases (IBD’s), Autism, Circulatory disease and Obesity. In addition to that, gut microbiome also influence: immune system response as well as conditioning, dietary calorific availability, post-surgical recovery and drug toxicity plus metabolism. Gut Microbiome as well conducts significant physiological roles that define the host, such as: intestinal response, immune system maturation, xenobiotic as well as energy metabolism and epithelial cell injury repair (Kinross, Ara and Jeremy 1). The gut microbiome, in most mammals, mainly consists of 4 bacterial phyla that execute most of the various physiological processes in the host, these include: Actino-bacteria, Fermicutes, Proteobacteria as well as Bacteriodetes. Every host has a characteristic biological association with its gut microbiome plus by definition this controls individual threat of disease. Recent advances in systems biology founded on the next generation ‘omics’ techniques have been able to explain the gut microbiome comprehensively at a functional (proteomic, metabolic as well as transcriptomic) and genetic level. Consequently, these studies have generated new knowledge about the gut microbiome’s genetic variability among individuals, species as well as populations. Furthermore, the studies have highlighted the significance of gut microbiome to human health (Kinross, Ara and Jeremy 1). Being aware of the genetic variation of gut microbiomes, within as well as among hosts, would assist in gaining insight into the evolutionary forces that shape these communities. Furthermore, studying the genetic variation of human gut microbiome may well provide insight into budding relations

Teaching to Students of Different Learning Abilities

Teaching to Students of Different Learning Abilities Teachers in todays classrooms orchestrate instruction for students of various learning styles and ability levels. They make decisions based upon their knowledge of and experiences with the students, while incorporating theory and pedagogy as well as being cognizant of local, state and national policies and procedures. In this course, students will read, reflect and respond to information that is relevant to teaching in a mixed ability classroom. Students will design, prepare, analyze and reflect upon their instruction and upon their pupils responses to instruction. Participants will focus on understanding approaches for differentiating instruction in the classroom. Participants will: discuss the principles of Differentiated Instruction and how they apply to each individual student, learn effective strategies for managing flexible groups, and acquire ideas for providing students with a variety of options. Learning Outcomes: The student will be able to: Design lessons and materials based on differentiated instruction theory and strategies Examine his/her individual philosophy of education and incorporate principles of differentiated instruction Interpret state mandates, requirements and/or standards to develop lesson plans in accordance with these rules and regulations Prepare appropriate, differentiated assessments that correspond with explicit content areas and learning goals at various stages of instruction Analyze student learning needs to apply differentiated instruction methods when preparing lessons for Gifted and Talented students, English Language Learners, Bi-lingual students and Special Education students Describe major theories of learning that are relevant to the content of ones lesson plans and the selection of classroom materials Online Learning with Full Instructor Facilitation Our institution maintains an online platform that automatically grades student pre- and post-assessments, monitors their participation in the lecture, and awards them credit when they post in the discussion area. Instructors will monitor the progress and quality of work the students provide, including the threaded discussions, and will provide feedback and evaluate the midterm and final projects. Weekly Online Lecture Assignments: Week 1 Text Reading: Read Hall, T., Strangman, N., Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved [insert date] from http://www.cast.org/publications/ncac/ncac_diffinstructudl.html Answer Questions (Open Ended) Briefly state your philosophy of education. How is it reflected in your lesson planning and teaching? Now consider the Hall, Strangman and Meyer article. How can you incorporate that information into your philosophy of education? Watch Video Clips Clip 1: http://www.youtube.com/watch?v=3lzzZbPN-8splaynext_from=TLvideos=QNXm4P0EbsM Differentiated Instruction: Some Ideas for the Classroom Clip 2: http://www.youtube.com/watch?v=nkK1bT8ls0Mplaynext_from=TLvideos=QNXm4P0EbsM Assignment: Create a Think-Tac-Toe (T-T-T) lesson for use in your classroom. Provide a rationale for the educational choices you made in the design of your T-T-T. Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Week 2 Text Reading: Read http://www.mcrel.org/PDF/Standards/5982TG_ModelsStandardsImplementation.pdf read pages 1-8 of this article Title: National Education Standards: Getting beneath the Surface. Policy Information Perspective, Author(s):Barton, Paul, http://www.ets.org Parrish, P., Stodden, R. (2009). Aligning Assessment and Instruction with State Standards for Children with Significant Disabilities. TEACHING Exceptional Children, 41(4), 46-56. Retrieved from ERIC database. Answer Questions (Open Ended): What did you learn about your states mandates, requirements and/or standards and how will this information drive your lesson planning and instruction? Watch Video Clips Clip 1: http://www.youtube.com/watch?v=HAMLOnSNwzA Dalton Sherman makes a keynote speech about educating students Assignment: Locate your states department of education website to review the mandates, requirements and/or standards for addressing the needs of special education students, English Language Learners, bilingual students, and gifted and talented pupils within a general education setting. Why should this drive your instruction or why not? How does what Dalton speaks about in Texas apply to your students and your teaching situation? Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Week 3 Text Reading: Read http://www.nsdc.org/news/jsd/stiggins202.cfm An Interview with Rick Stiggins, by Dennis Sparks, Journal of Staff Development, Spring 1999 (Vol. 20, No. 2) http://www.readingrockets.org/article/6016 Assessing Learning and Evaluating Progress By: Ann Bauer and Glenda Myree Brown (2001) Answer Questions (Open Ended) What is the relationship between pre assessment, ongoing assessment and post assessment? Watch Video Clips Clip 1: http://www.youtube.com/watch?v=njeK8BGqJq0feature=player_embedded Clip 2: Office Chat with Sharon Russell Fowler regarding assessment in a mixed ability classroom Assignment: Choose a learning goal. Design three assessments, one for pre-assessment, one for ongoing assessment, and one for post- assessment of mastery of the goal. Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Midterm Project Due Week 4 Text Reading: Read about Gifted and Talented and ELL Differentiation http://www.nagc.org/index.aspx?id=660 Teaching Gifted Kids in the Regular Classroom, Susan Winebrenner, Brooklyn, MI http://www.carolyncoil.com/ezine21.htm What is Curriculum Compacting by Carolyn Coil, Ed.D http://www.nagc.org/index.aspx?id=387 NAGC Position Statement: Differentiation of Curriculum and Instruction Watch Video Clips Clip 1: http://www.youtube.com/watch?v=9ITZxENq3C Clip 2: http://www.youtube.com/watch?v=MDJst-y_ptI Assignment: You have decided to use the Curriculum Compacting strategy in your classroom in order to meet the needs of your most able learners. Create a plan that identifies the topic to be compacted, the assessment and identification of targeted students and the alternate activities offered on the topic. Include a rationale that supports your decision to Curriculum Compact and how you will effectively infuse it into your classroom. Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Week 5 Text Reading: Read 1 Read about Special Education differentiation http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=14hid=108sid=10da0a0a-a285-47c0-8bcb-68e34677c7b7%40sessionmgr111 Lawrence-Brown, D. (2004). Differentiated Instruction: Inclusive Strategies for Standards-Based Learning that Benefit the Whole Class. American Secondary Education, 32(3), 34-63. Retrieved from ERIC database. Text Reading: Read 2 http://www.k8accesscenter.org/training_resources/differentiationmodule.asp Select the Differentiation Strategies Chart Watch Video Clips Clip 1: Answer Questions (Open Ended) Goldilocks and the Three Bears can be used as a metaphor for guiding differentiated instruction. If instruction is too simple, students become bored. If instruction is too difficult, students become frustrated. How do you determine what materials and instructional methods are just right for each student in an inclusive classroom? Assignment: http://www.k8accesscenter.org/training_resources/differentiationmodule.asp Select Differentiation Scenario Using the strategies described and insight gained while reviewing the Differentiation Strategies Chart complete the task described on the Differentiation Scenario page. Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Week 6 Text Reading: Read about Maslow, Dunn and Dunn, and Rimm: Read 1 http://psychclassics.yorku.ca/Maslow/motivation.htm A Theory of Human Motivation H. Maslow (1943), Originally Published in Psychological Review, 50, 370-396. Read 2 http://wps.prenhall.com/wps/media/objects/863/884633/Volume_medialib/dunn.pdf Dunn and Dunn Read 3 http://www.sylviarimm.com/parentingarticles.html Read Rimms Laws and select one article from the Parenting Articles tab to read Watch Video Clips Clip 1: http://teachertube.com/viewVideo.php?video_id=72041title=Understanding_the_Basic_Needs_of_Children__ Answer Questions (Open Ended) After watching the video, describe the courage you needed to muster to become an educator? Think of one of your students and draw his/her circle of courage or circle of fear. List at least 2 factors in each quarter of the circle to support your selection of elements. Assignment: Create a three circle Venn Diagram in which you compare and contrast the Hierarchy of Needs, Dunn and Dunns Learning Styles, and Rimms Laws. Then select two points from each article that you recognize as being present or absent from your classroom. Cite evidence from your classes to support your ah-ha moment. Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Final Project Due Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Pacific Daylight Time If a student works ahead during the six week course they should still post every week for the automatic scoring software to count the postings. Students are reminded to check the announcement section of the discussion board frequently for items of interest from the faculty. Students are also reminded to use the email, not the discussion board, to ask questions or make comments directed to their facilitator. Methods of instruction: Percentage of Course Credit Video Lectures 20% Textbook/Articles Readings 10% Midterm project 25% Final project 30% Discussion Board interaction (weekly submissions) 10% Participation 5% Grading criteria/system and evaluation activities: A faculty member will be reviewing students answers and providing feedback. Students will be evaluated on their creativity and ability to incorporate techniques from the lecture into the discussion board, research papers, examples, lesson plans and teacher work samples. University Grading Criteria Grade Equivalent 97-100% A+ 93-96% A 90-92% A- 87-89% B+ 83-86% B 80-82% B- 77-79% C+ 73-76% C 70-72% C- 69% or below U Attendance/Participation It is expected that students will attend all instructional sessions, complete all required activities, and field assignments. Students who do not post in the discussion area during the first week of class AND do not notify the instructor in advance will be dropped from the course and may be charged a course drop fee. University Computer Lab/Library Services Please refer to Section VI in the Student Handbook. Disability Services Please refer to Section VII in the Student Handbook. Due dates of major assignments and projects: Midterm Project Due Date: TBA Final Project Due Date: TBA Midterm Project 1: Lesson Plan Activity Using the strategies, concepts and rubrics presented in the course, design a lesson to be taught in an elementary, secondary, or high school classroom. The lesson plan should include the following: Lesson Objectives Correlation with the most recently adopted version of your states content standards Prior Knowledge/ Understandings of Students: Explicitly note the differentiated instruction based upon the varying population in your classroom. Clearly state the basis of your differentiated approach i.e. ability, interests, language acquisition, reading levels, learning styles (or other) Activities: Explicitly note in the lesson plan how the activities connect to the approach you used to customize instruction Materials and Equipment (including technology) Assessment Method (for example, Rubric, Checklist, Anecdotal Notes, etc.) Prior to teaching the lesson, write a reflective statement that focuses on your lesson planning. You may choose to audio or video tape the lesson to assist you in your post teaching lesson analysis. Also, using the Peer Review Checklist template, select criteria to guide a colleague in analyzing your lesson plan. After teaching the lesson, write a reflective statement on your strengths, weaknesses and how you might modify the lesson plan to maximize student success the next time you teach it. An audiotape, if available, of the lesson should be made to assist you in your self-analysis. Using the Self-Peer Review checklist, have a colleague review your lesson plan and provide you with written feedback. You are also to complete the checklist. Discuss the feedback with the peer reviewer. Compare your self-analysis of your strengths and weaknesses with those of the peer reviewer and include your reactions to this comparison in your final reflective statements. Submit a copy of your lesson plan, your reflective statements, the Self-Peer completed checklist, and the comparison of the self analysis to the peer review, to the course instructor. The assignment should be a total of 9-12 pages in length and include 3-5 references. Use APA format: Use the standard Cover Page and submit to your course facilitator. All assignments are done in 12 pt. Times New Roman font and in APA, 5th Edition format. Add a Reference page that lists items of the authors works cited in your document. Use APA format for the items. INSERT Self and Peer Reviewer Lesson Plan Critique Checklist Scoring Rubric for Assignment Total Value: 100 Points Content of Paper Value: 70 points Copy of your lesson plan, your reflections, and the self and peer reviewer lesson plan critique checklist, and the analysis. Quality of Writing Value: 20 points Written work shows superior graduate quality in verbal expression, attention to detail, and correct application of the conventions of the English language. In students written work, paragraphing is appropriate with clear thesis statements and supporting details. Sentences are clear and concise. Students vary sentence structure making use of subordinate clauses. Transitional words and phrases are used effectively. Points and ideas are well organized. Word choice is effective. English language conventions are applied correctly (i.e. spelling, capitalization, punctuation, agreement, pronoun usage, sentence structure).   Format Value: 10 points Cover Page, Reference Page and where applicable, citations and references are used correctly and consistently, with clear efforts made to include a wide range of relevant works. For any work requiring citations, students refer to a wide range of suitable sources. All non original ideas are cited correctly and referenced in a reference list. All works in the reference list are cited in the text. Students  should follow the Writing Format and Style as required by their institution. Should the student not have a home institution, they will follow the APA Format and Style Manual, 5th Edition. Final: Assignment: Critical Issues Report The purpose of the assignment is to increase the knowledge base, add to the repertoire of reading theories, and increase skills of reflection and problem solving through research and reading on topics that are current, controversial, or significant in understanding the theories behind why some students do not achieve at a satisfactory level and why some students surpass the standards set. Select a topic that is personally intriguing and is addressed in the content of the course: Critical issues in special education theory and learning Maslows hierarchy of needs Sylvia Rimms approach to underachievers Opportunities for gifted students to be engaged in appropriately differentiated learning experiences Modified Dunn and Dunn model of learning styles Reasons for pre-testing Knowing how to choose appropriate assessments for evaluation and planning for instruction The Name Card Method for working in pairs Understanding how to work with Gifted Children Understanding how to work with special education children Read a minimum of three (3) reference sources on the selected topic. Write a 8  ½ page report that includes:  · Cover Page  · Introduction: Background Information (1 page)  · Body of Report (6  ½ pages) General review and summary of the articles content Personal reaction to the information that has been summarized with specific attention to synthesizing the ideas found in the research with course concepts and personal background experiences (personal reaction/critique/reflections) Complete responses to each of the following questions: (Elementary Education Competencies and Skills) How did the information in the selected readings or online lectures increase your knowledge of emergent special education techniques specific to the identification of concepts in the course thus far? How did the information in the selected readings or online lectures increase your knowledge of the Maslow Hierarchy of needs, specific to the developmental stages and the syntactic, semantic, and graphophonemic cueing of the hierarchy? How did the information in the selected readings or online lectures increase your knowledge of the process of constructing meaning from a variety of texts, specific to essential comprehension skills? How did the information in the selected readings or online lectures increase your knowledge of gifted children? How did the information in the selected readings or online lectures increase your knowledge of effective listening and viewing strategies? How did the information in the selected readings or online lectures increase your knowledge of the nature of assessing? How did the information in the selected readings or online lectures increase your knowledge of developing different learning experiences for each student? How did the information in the selected readings or online lectures increase your knowledge and improve your understanding of how to set up a classroom that will effectively meet the needs of all students? Conclusion (1 page): Recommendations for using your research and knowledge base gain from the course to this point.  · Reference Page: List of cited references, following APA format or format required of your institution. Scoring Rubric for Assignment Total Value: 100 Points Content of Report Value: 70 points Introduction, content review and summary, personal reaction/critique, responses to questions related to Elementary Education Competencies and Skills, conclusion (recommendations for using research in the classroom). Quality of Writing Value: 20 points Written work shows superior graduate quality in verbal expression, attention to detail, and correct application of the conventions of the English language. In students written work, paragraphing is appropriate with clear thesis statements and supporting details. Sentences are clear and concise. Students vary sentence structure making use of subordinate clauses. Transitional words and phrases are used effectively. Points and ideas are well organized. Word choice is effective. English language conventions are applied correctly (i.e. spelling, capitalization, punctuation, agreement, pronoun usage, sentence structure).   Format Value: 10 points Cover Page, Reference Page and where applicable, citations and references are used correctly and consistently, with clear efforts made to include a wide range of relevant works. For any work requiring citations, students refer to a wide range of suitable sources. All non original ideas are cited correctly and referenced in a reference list. All works in the reference list are cited in the text. Students  should follow the Writing Format and Style as required by their institution. Should the student not have a home institution, they will follow the APA Format and Style Manual, 5th Edition.

Essay --

A characteristic property can help identify a substance. A characteristic property will never change even when the volume of a substance is varied. A characteristic property also does not change when a substance changes state in matter. A physical property cannot identify a substance. A physical property will change when the volume of a substance is varied. It can also change when the substance changes state in matter. For example, if the volume and mass of a substance changes then the physical appearance will also change. However, the density, which is a characteristic property, will not change at all. The boiling point of a substance is the temperature that a substance changes from a liquid to a gas. The boiling point of a substance is a characteristic property because the boiling point of a substance will never change even when the volume and mass changes. The only thing that will change is the time that it takes to reach that temperature. If the mass and volume of the substance is small, then it will take a small amount of time for the substance to reach the temperature. However if the mass and volume of the substance is larger, then it will take a longer time to reach the temperature. The purpose of this lab was to see if when the volume of a substance changes so does the boiling point. The procedure of the lab on day one was to get a ring stand and clamp, then put the substance in the test tube. Then put the test tube in the clamp and then get a Bunsen burner. After that put the Bunsen burner underneath the test tube to heat it. The procedure of the lab for day two was almost exactly the same, except the substances that were used were different. The hypothesis was accepted. The hypothesis was if the am... ...roup seven had were that day one plateaued at a lower temperature than day two. It was learned that changing the volume of the same substance will never change the boiling point of the substance. However having two different substances with the same volume will result in two different boiling points. The purpose of this lab was to determine if changing the volume of a substance will change the boiling point. This is useful to know in real life because if someone wanted to boil water to make pasta and did not know how much water to put in the pot. If the person knew if changing the volume of a substance will not change the boiling point, but only alter how much time it takes for the substance to reach the temperature. Then the person would know that it would be better to not put too much water in the pot, because it would take longer for the water to boil.

Ozymandius

Commanding poems that continue to be talked about and analyzed to this day. Each sonnet was published by Leigh Hunt early in 1818 in consecutive issues of his monthly Journal, The Examiner (Rumens, 2010). Even though the sonnet written by Smith has taken a back seat to Shelley in scholarly study, both poems explore the opulence of ancient history and the inevitable consequences of time. Inspired by recent discoveries in the Near East, Shelley and Smith were motivated by the words of historian Odorous Sculls who claimed the inscription on the statue of Renames II read, â€Å"King of Kings Commanding am l.If any want to know how great I am and where I lie, let him outdo me in my work† (Mimics, 2010). The motivation for these separatist poems was to create a piece of artwork that would withstand the inevitable passing of time. Unlike the crumbling boasting monuments of Ancient Egypt whose intent was to memorial their rule, their own literary words would be a piece of poetic art t hat would forever be remembered in European literature. While the differences outweigh the similarities between these woo poems, there is a uniting theme expressed by both Shelley and Smith.Each author uses the same subject, tells the same story and makes the same moral point of the arrogance of human authority and the inevitable decline of all leaders. Every great leader wants to be amortized and remembered. Time is the ceaseless enemy of this great wish of mortal men. It never stops, takes pause or shows tire as it breaks down the most triumphant of mortal monuments. Both poems use the expression of time to unite the idea that all power is fleeting as exampled by the only mains of the statue's leg.The variations in diction between Shelley and Smith allows for a vast difference of perspective. Smith, an author of historical novels and financial advisor to Shelley, lacked an overall flare that is seen in Shelley poem. However, his words reinforce the sense of loss and emptiness of t he desert and that forgotten Babylon' (Smith, 1818). Smith chooses a future perspective of someone stopping upon the ruins and wondering what greatness once resided in the Egyptian desert. His words are less imaginative and the tone of the poem comes across more loom than wrathful as compared to Shelley.There is no focus on the arrogance and harsh rule of Commanding. On the other hand, Shelley chooses to present the remains of Commanding from the narrator's perspective. The passage, â€Å"Tell that its sculptor well those passions read†, shows that the unrelenting style of rule, as depicted on the visage, was accurately portrayed to the traveler (Shelley, 1818). Shelley is able to strip focus away from Commanding' own aspiration of being amortized and draw attention to the truth of his unsympathetic reign as depicted wrought the hands of the artisan.Shelley literary style and viewpoint makes clear his disdain for ancient rule and monarchies (Solo Interactive Learning). Shelle y and Smith were both inspired by the political developments of their own day and opinions were heightened by the 1821 acquisition of a statue of Rammers II by the British Museum in London. In their own personal style, each poet conveyed the same paradox: â€Å"Commanding, the self-proclaimed King of Kings, commissioned a statue of himself to guarantee his immortality, but all that's left is a broken statue† (Durbin, 012).

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Donaldson Dunfee 2000 Essay

Donaldson Dunfee 2000 Essay Donaldson Dunfee 2000 Essay Business and Society Review 105:4 436–443 Prà ©cis for: Ties That Bind THOMAS DONALDSON AND THOMAS W. DUNFEE W e wrote the book, Ties that Bind, out of our conviction that answering today’s questions requires a new approach to business ethics, an approach that exposes the implicit understandings or â€Å"contracts† that bind industries, companies, and economic systems into moral communities. It is in these economic communities, and in the often unspoken understandings that provide their ethical glue, that we believe many of the answers to business ethics quandaries lie. Further, we think that answering such questions requires the use of a yet deeper, and universal â€Å"contract† superseding even individual ones. The theory that combines both these deeper and thinner kinds of contracts we label â€Å"Integrative Social Contracts Theory,† or â€Å"ISCT† for short. ISCT does not overturn popular wisdom. While it asserts that the social contracts that arise from specific cultural and geographic contexts have legitimacy, it acknowledges a limit to that legitimacy. It recognizes the moral authority of key transcultural truths, for example, the idea that human beings everywhere are deserving of respect. The social contract approach we detail holds that any social contract terms existing outside these boundaries must be deemed illegitimate, no matter how completely subscribed to within a given economic community. In this sense, all particular or â€Å"micro† social contracts, whether they exist at the national, industry, or corporate level, must conform to a hypothetical â€Å"macro† social contract that lays down moral boundaries for any social contracting. ISCT thus lies midway on the spectrum of moral belief separating Thomas Donaldson is the Mark O. Winkelman Professor of Legal Studies and Director of the Wharton Ethics Program at the Wharton School, University of Pennsylvania. Thomas W. Dunfee is the Joseph Kolodny Professor of Social Responsibility in Business and Vice Dean responsible for the Undergraduate Division of the Wharton School, University of Pennsylvania.  © 2000 Center for Business Ethics at Bentley College. Published by Blackwell Publishers, 350 Main Street, Malden, MA 02148, USA, and 108 Cowley Road, Oxford OX4 1JF, UK. THOMAS DONALDSON AND THOMAS W. DUNFEE 437 relativism from absolutism. It allows substantial â€Å"moral free space† for nations and other economic communities to shape their distinctive concepts of economic fairness, but it draws the line at flagrant neglect of core human values. Our approach takes â€Å"moral free space† seriously. It insists that morality can be â€Å"conditional† or â€Å"situational† at least in the sense that two conflicting conceptions of ethics can sometimes both be valid, and that community agreements about ethics often matter. Two economic systems need not have precisely the same view about the ethics of insider trading. Their views about what is wrong with insider trading may differ, yet both may be legitimate. Nor does every corporation have to follow exactly the same conception of fairness as it designs flextime or seniority rules. It follows from our view that all economic actors must recognize the critical role of social contracts in the communities they impact. To fail to do so, as many companies have done in the past, is to display moral blindness. In our view, as social contracts change, so too do the challenges for business. The ethical â€Å"game† of business today is played by different rules, and harbors different penalties and benefits, than it did decades ago. Broad shifts of moral consensus have occurred. In subtle, far reaching shifts, managers and members of the general public have gradually redefined their view of the underlying responsibilities of large corporations. Half a century ago, companies were basically expected to focus on producing goods and services at reasonable prices; today, corporations are held responsible for a variety of issues involving fairness and quality of life. In companies

Entrepreneurship Case Study Example | Topics and Well Written Essays - 1500 words

Entrepreneurship - Case Study Example However, in recent days, the concept has been altered greatly and presently it includes several social as well as political elements. Entrepreneurship has a considerable significance in the present business scenario as consumers are greatly influenced by innovative business ideas. The world has witnessed the emergence of many eminent entrepreneurs who contributed to the growth of modern business concepts. At this juncture, this paper will evaluate the entrepreneurial success of James Caan in his venture Hamilton Bradshaw and how his attitudes, approaches, and strategies have played a major role in the success of his venture. James Caan James Caan is a UK entrepreneur who was born in 1960 in Lahore, Pakistan. Caan, who got popularity for his innovations has been developing and selling business ventures since 1985. Lahore Business School has expressed its admiration to Caan when it awarded honorary doctorate to this innovative entrepreneur. The business world witnessed Caan’s he ight of confidence when he sold his venture, the Alexander Mann Group, a company with turnover of ?130m and operations in 50 countries. Recently in 2010, Caan launched his new venture HB Real Estate into market with intent to target investments. History of Hamilton Bradshaw ‘Hamilton Bradshaw is a leading mid-market private equity firm’ which is headquartered at London and it is founded by James Caan in 20031. James Caan himself made whole investments to commence this business venture and that makes the Hamilton Bradshaw different from other similar private firms. Even though Hamilton Bradshaw is a mid-market firm, it has business interests in all sectors of the industry. It ‘invests in companies across sectors and at all stages’ irrespective of the business traditions of firms; Hamilton Bradshaw is also interested in Real Estate business and it has reserved an amount of $35 million for the purpose2. Caan got a gap year after he sold his shares in Alexander Mann, Humana Mann, and Recruitment International. During this period, Caan closely watched different market sectors in addition to his advanced management study at Harvard. From his observations, Caan identified that many industries collapsed as they had failed to develop innovative concepts, and sufficient financial sources that were highly necessary. Caan had good experience in recruitment and hence he believed that the concept of HB would play a vital role in the business world if it made equity investments in financially and strategically struggling companies. Moreover, the sale of Alexander Mann also persuaded Caan to begin this new venture. James Caan strongly believed that major portions of corporate failures can be avoided if the firms are provided with sufficient strategic advices and financial assistance. Hence, HB not only finances the companies but also closely examines their business strategies. It will also identify the most appropriate resources in order to safeguard HB’s interests in those companies. Caan also believed that inter-cooperation between international business houses would avert business failures to a large extent. Since HB is a huge company having world wide network of top performing business houses, it can assist weaker member firms to get access into HB’s global network of resources and thereby increase their operational efficiency. Caan’s admirable innovativeness is evident in the success of

Data Visualization Essay Example | Topics and Well Written Essays - 500 words - 2

Data Visualization - Essay Example For simplicity, the following categories of crimes would be disclosed for the year 2013: criminal offenses on campus and arrests on campus. The results would be presented in tabular format to highlight comparative details: From the results, one could deduce that the crime statistics reported in the University of Findlay for the year 2013 had been the least among the universities that were evaluated in the state of Ohio. From all criminal offenses on campus, the University of Findlay reported the least numbers of offenses (2) with the least numbers of arrests (5). Only the Wittenberg University reported similar number of arrests (5) with violations on drug abuse and liquor law. The arrests of 5 for the University of Findlay were all for liquor law violations. Despite the universities being categorized as recording the most number of enrollees (more than 15,000) as compared to the universities with lesser number of enrollees (less than 5,000), it was evident that crime offenses still occur. The Ohio State University exhibited the greatest numbers of criminal offenses for 2013 totalling 61 and the greatest numbers of arrests totaling