Market Words free essay sample

For example, based on a mutual agreement on price without state intervention in the form of regulation, subsidies, and taxes. In financial markets, free markets stocks are securities that are traded and prices are not affected by availability. Also, in foreign-exchange markets, it is a market where exchange rates are not controlled by the government and thus rise and drop freely though supply and demand for currently. Historically, no nation actually had an authentic form of a free-market economy. With that being said, it is purely a theoretical concept. However, given contemporary usage by economists such as Canada, Hong Kong Singapore, Australia, New Zealand and Switzerland are noninsured to be among the Free economies as of 2014. Lastly, when a free money economy spins out of control, the disadvantages can be extremely severe. For example, the Great Depression of the sasss to the real estate market crash of 2008, market failures has negatively affected the lives of millions Of Americans in homelessness, unemployment, and lost income. We will write a custom essay sample on Market Words or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Laissez-fairer represents the following axioms such as, the individual is the basic unit in society, the individual has a natural right to freedom, the physical order of nature is harmonious and self-regulating system, and corporations re creatures of the State and therefore must be watched closely by the citizenry due to their propensity to disrupt the order. It is interesting that Adam Smith does not us this term in his work. Smith introduced a similar term however more radical and detailed than the basic term of Laissez-fare known as let us be. Adam smith was making an argument that when government protects individuals freedom and this is classical liberalism. Adam smith viewed the economy as a natural system and market as part of the system. Smith viewed laissez as a moral program, and the market its instrument to ensure men the rights of natural law. Smith believed laissez- fairer that the program was for the abolition of laws constraining the market, a program for the publishing of order and the potential growth. Smith utilized the metaphor invisible hand in his books to describe the unintentional effects of economic self-organization from economic self-interest.Comparing corporation to other business structures is important because they may be significant differences such as sole proprietorships and partnerships, the reparation is less simple to maintain and establish. To establish the corporation the incorporation must file articles of incorporation with the secretary of states office in the state which it will be inco rporated, as well hold a meeting to elect a board of directors. In various jurisdictions corporations, whose shareholders benefit from limited liability, are required to write yearly financial statements and other important information regarding the corporation.This structure also require the shareholders to lose some privacy in return for limited liability. Secondly, this structure of business has various pros which I will explain in the following. One of the most interesting advantages of the corporate structure is the protection of personal assets. Directors, officers, and stockholders of a corporation are typically not liable for the companys debt and responsibilities. Limited liability is only the amount they have invested in the corporation. Also, the corporation does not shut down due to the death of any shareholders, directors, or officers of the corporation. Lastly, another benefit of the reporter structure is that specifically in the United States, corporations are generally taxed at a lower rate than individuals. Darnings influence is far from limited to only science. His work influenced a wide range of topics such as political and economic issues. Natural selection is based on a very simple concept: some characteristic are better for survival than others, and so are going to grow into the population. As soon as Darwin proposed his theory, people started trying to apply it to different types of human relations.Natural election was typically used to reinforce existing ideas and prejudices by adding a scientific justification. Darnings theory of natural selection was seized upon as scientific proof that competition was natures method for improving the world. Herbert Spencer, who supported some of Darnings work, established the the survival Of the fittest which soon became a slogan for unrestrained and economic competition. The trouble with applying natural selection to economic relations is that the goal of capitalist is to create a monopoly, at which point competition and evolution cease.Labor unions are legally recognized as representatives of workers in many industries in the United States. Their work in this modern day covers looking over wages, working conditions, and benefits. Labor unions also typically engage in lobbying activities and electioneering at the state and federal levels. Generally, it is to ensure that workers were not taken advantage of however now its more to maintain quality of labor and safety to workers. Also, to prevent unskilled or unqualified workers from walking into a position and taking over one elder by a higher paying, more skilled worker.

Free Essays on Columbus Day

An Extra Day Off Sounds Nice â€Å"It is only radical or currently unfashionable ideas that the texts leave out- it is all ideas, including those of their heroes.† (FitzGerald) USF does not recognize a major holiday. A lot of schools do not recognize this holiday. This upsets and disappoints me. The holiday that I am speaking of is Columbus Day. My barber shop is not open, neither is my favorite liquor store. Why is my school still open? The reason is simply because many people see Christopher Columbus as a tyrant and do not think we should observe this holiday. If we are going to celebrate Presidents Day and Independence Day then why not celebrate Columbus Day. Our country can kill and it is justified, and Columbus killed yet it is some how frowned upon. I believe we need to respect and show thanks to the man that lead to our founding as country. Christopher Columbus set sail for the East Indies in the year 1492. â€Å"Columbus outfitted three pitifully small ships, the Nina, the Pinta, and the Santa Maria, and set forth from Spain.† (Lowen 39) This shows that Columbus did not set off on an easy voyage. It shows that we need to look at the hardships he went through to bring the new world to Spain. Whether or not he killed, raped, and pillaged the people he came across in the new world he still made it there and brought the news back to Spain. That is reason enough to respect and give thanks to him for me. I certainly would not have the guts to set sail into the unknown to find something that I might not reap the full benefits of. Some say, â€Å"Columbus did not even know for certain where he was going. Evidence says he was seeking Japan, India, and Indonesia.† (Loewn 55) This does not matter. Who cares where he thought he was going. He found a new land that had not been discovered and that land is the land where millions reside. People say if Columbus did not bring this news back to Spain someone else would have. That I agree wit... Free Essays on Columbus Day Free Essays on Columbus Day An Extra Day Off Sounds Nice â€Å"It is only radical or currently unfashionable ideas that the texts leave out- it is all ideas, including those of their heroes.† (FitzGerald) USF does not recognize a major holiday. A lot of schools do not recognize this holiday. This upsets and disappoints me. The holiday that I am speaking of is Columbus Day. My barber shop is not open, neither is my favorite liquor store. Why is my school still open? The reason is simply because many people see Christopher Columbus as a tyrant and do not think we should observe this holiday. If we are going to celebrate Presidents Day and Independence Day then why not celebrate Columbus Day. Our country can kill and it is justified, and Columbus killed yet it is some how frowned upon. I believe we need to respect and show thanks to the man that lead to our founding as country. Christopher Columbus set sail for the East Indies in the year 1492. â€Å"Columbus outfitted three pitifully small ships, the Nina, the Pinta, and the Santa Maria, and set forth from Spain.† (Lowen 39) This shows that Columbus did not set off on an easy voyage. It shows that we need to look at the hardships he went through to bring the new world to Spain. Whether or not he killed, raped, and pillaged the people he came across in the new world he still made it there and brought the news back to Spain. That is reason enough to respect and give thanks to him for me. I certainly would not have the guts to set sail into the unknown to find something that I might not reap the full benefits of. Some say, â€Å"Columbus did not even know for certain where he was going. Evidence says he was seeking Japan, India, and Indonesia.† (Loewn 55) This does not matter. Who cares where he thought he was going. He found a new land that had not been discovered and that land is the land where millions reside. People say if Columbus did not bring this news back to Spain someone else would have. That I agree wit...

Ch 10 Boeing Case Study Example | Topics and Well Written Essays - 500 words

Ch 10 Boeing - Case Study Example Various factors both internal and external lead to this downfall of Boeing in late 90’s and early this decade. Boeing has now managed to strike gold again with Dreamliner while Airbus stumbled. But both were troubled by poor outsourcing strategies. This essay tries to address factors during this phase. One of the main reasons for Boeing’s downfall was the financial problems in Asia which lead numerous orders being cancelled and postponed. Boeing took a very long time to anticipate the impact of economic conditions in Asia. If Boeing had anticipated the negative impact of Asian economy sooner, it could have prevented some of the problems that it confronted. It could have been well prepared and managed its production more intelligently which would help in avoiding losses. Boeing’s top management messed up big time and made disastrous calculations in the late 1990’s which caused huge losses to the company. They were too blind to look beyond their traditional strategy and were adamant to maintain the 60% market share. After their poor show the top management should have been fired and new management that would bring in fresh ideas should have been hired. This would help the company to attack the problem in a different way and come up with a better strategy. â€Å"Management worries too much about Airbus, and to hell with the stockholders†.

Navigation app for iOS Literature review Example | Topics and Well Written Essays - 750 words

Navigation app for iOS - Literature review Example This framework is designed to work with the newly introduced M7 coprocessor that is dedicated to handle motion sensors without reducing the battery performance of the device. It gives the developers accurate data about the users, which they can later make use of in their applications. For example, a developer can find out whether the device is currently with an individual who is in the act of walking, or with someone who is travelling in an automobile etc, without actually processing the accelerometer’s data. Core Motion Framework provides answers to such questions through constants defined by the classes of framework. â€Å"Now Core Motion has been around since iOS 4.0, but the iOS 7 includes the new classes needed to access data from the M7. The two main classes used here are CM Motion Activity Manager and CM Motion Activity. These two classes work hand in hand to make work the motion activity updates† (Graves 2014: 1). Most iPhones contain an accelerometer and 3 axes Gyroscope built into them, which provide the device with 6 operational axes when used together. This axis data and motion data populated by the M7 co processor could be used along with Map kit or any other third party Map API to create great navigation apps. The gyroscope data as well as gravity sensor data are also used for building motion sensitive gaming-applications. Various class references of Core Motion framework include â€Å"CMAttitude, CMAccelerometerData, CMDeviceMotion, CMGyroData, CMLogItem, CMMagnetometerData, and CMMotionManager† (Aguinaga 2013: 9). The Map Kit framework is used for embedding custom maps into iOS application windows. The 5.1 version and the previous ones basically made use of Google Maps API for displaying the maps through the MapKit framework. â€Å"This framework also provides support for annotating the map, adding overlays, and performing reverse-geocoding lookups to determine placemark information for a given map

Critical thinking essay 2 Example | Topics and Well Written Essays - 500 words

Critical thinking 2 - Essay Example While water scarcity has always been a source of concern around the world, it had never got so much attention from the governments. But today, economies have begun preparing themselves for a water crisis and the Middle East which is one of the most poorly endowed regions in terms of water is faced with formidable task of providing clean and safe drinking water to its growing populations. What is challenging about the water scenario in the Middle East is the power it holds on economies and governments. In fact, countries here are divided and ranked on the basis of those who can manage to pay for access to or the creation of new sources of water and those who do not have the pecuniary prowess to do so. Conflict here is invoked not because water is not accessible but because it is not equally accessible. Water is extremely important for human survival but given its inequitable distribution in the Middle East, there is a mad scramble by governments to control and possess whatever they can get their hands on. For example, in the Upper Nile Basin, the Ethiopian government planned to build dams to secure its water supply for irrigation which was strongly opposed by the Sudanese and Egyptian governments because once a dam is constructed on a river it not only reduces the flow of water to downstream users but can also cause harm by affecting soil and water qualities downstream. Similarly, in the Euphrates Basin, the Southeast Anatolia Development Project (Dam) is causing much tension by benefiting Turkey but exhausting the water supply to Syria and Iraq and polluting the soil there. Conflict over water is not just about possession, it also has a lot to do with the modifications to the quality and quantity of the resource. Like Abu Saeed of Jiftlick Popular Committee points out in the Documentary, Jordan Valley Blues, â€Å"The Israeli side has done a good job stealing water by drilling deep into the aquifers specifically in many

Focuses of school based instructional supervision

Focuses of school based instructional supervision A further sub-problem in the study was to explore participants perceptions about the focuses of school-based instructional supervision. This section reports the findings regarding the focuses of school-based instructional supervision based on questionnaire and interview data. Questionnaire Findings Twenty-two statements describing the focuses of instructional supervision were listed in each questionnaire instrument (Appendices A and B). The statements addressed the following major aspects regarding instructional supervision focuses: (a) organization of lessons, (b) subject matter, (c) pupils academic development, (d) school curriculum, (e) lesson plan, (f) pupils individual inquiry, (g) teaching guides, (h) course objectives, (i) teachers personality, (j) pupils character development, (k) pupils progress records, (k) records of work covered, (1) teachers dress and appearance, (m) pupils sense of responsibility, (n) instructional course, (o) teachers questioning style, (p) classroom management, (q) extracurricular activities, (r) pupils performance in national examinations, (s) teacher self-evaluation, and (t) teacher-pupil relationship. For details about specific statements regarding supervision focuses, see Appendixes A and B. The respondents were requested to indicate their existing and preferred extent of examination of each aspect by making choices from given alternatives ranging from 1 (never examined) to 5 (very frequently examined). The percentage and frequency distributions as well as mean scores and standard deviations were determined for each of the focuses. The findings on teachers perceptions of the focuses of school-based instructional supervision are presented in this section in terms of existing and preferred frequency of examination of the focuses. I have included only the focuses that ranked highest and lowest in terms of frequency of examination as perceived by teachers. Teachers perceptions of the frequency of examination of existing and preferred focuses of school-based instructional supervision were explored (Appendix D, Table 3.1). The focuses have been ranked from highest to lowest frequency of examination based on mean responses for existing and preferred focuses of school-based instructional supervision (see Table 3.2). The data collected suggest that availability of properly organized pupils progress records ranked first in terms of existing frequency of examination, teachers concern with pupils performance in national examinations ranked second, and availability of up-to-date weakly record of work covered ranked third (Appendix D, Table 3.2). At the other extreme, three focuses ranked lowest in terms of existing frequency of examination: teachers dress and appearance, teachers use of teaching aids, and the manner in which the teacher asks questions in the class (Appendix D, Table 3.2). In terms of preferred frequency of examination, the focus that ranked first was teachers concern with pupils performance in national examinations, followed by availability of properly organized pupils progress records, and, finally, availability of up-to-date weekly record of work covered (Appendix D, Table 3.2). The focuses that ranked lowest in terms of preferred frequency of examination included preparation of an appropriate lesson plan, the manner in which the teacher asks questions in the class, and teachers dress and appearance (Appendix D, Table 3.2). Based on t-test analyses, there were significant differences at the 0.001 level between teachers perceptions of the frequency of examination of existing and preferred focuses of school-based instructional supervision. In general, teachers preferred that the focuses of school-based instructional supervision presented in this study be examined more frequently than was currently being done. Interview Findings Interviews with teachers, headteachers, and education officers indicated five major themes relative to focuses of school-based instructional supervision: (a) curriculum and instruction, (b) student success, (c) teacher performance, (d) teachers artifacts of teaching, and (e) human relations. Curriculum and Instruction Three headteachers cited three focuses of instructional supervision that are primarily concerned with curriculum and instruction: (a) teachers attendance to scheduled lessons, (b) teachers participation in extracurricular activities, and (c) syllabus coverage by the teacher. One teacher, in a general remark, stated as follows: I think it is important to check on attendance of teachers to their scheduled lessons or to their participation in extracurricular activities with pupils. Headteachers should also make sure that teachers cover the syllabuses in good time to prepare students for external exams. Student Success Two teachers agreed that instructional supervisors should endeavor to find out how teachers assess their pupils work. They argued that the various strategies that teachers use to assess students progress will determine how students are prepared for national examinations. As one teacher remarked, It would be helpful to know teachers assess their pupils academic work because this is important for students success in the national examinations. Teacher Performance Another area regarding the focuses of school-based instructional supervision cited by four interviewees was concerned with teacher performance in the classroom. These participants agreed that, to facilitate teaching and learning, the teachers level of preparedness and general effectiveness in teaching should be the major focuses of the supervision of instruction. As one education officer commented, The best thing to do is for supervisors to address areas like effectiveness of their classroom teachers and how they are prepared to teach. Teachers Artifacts of Teaching One headteacher observed that teachers teaching artifacts, such as examination and test papers, should be addressed during supervision process. This headteacher remarked, Instructional supervisors should check the quality of examination and test papers set by teachers because these are important teaching tools that would shape students success in the final examinations. Do they set high quality papers which can promote learning? Human Relations A final area relating to focuses of instructional supervision mentioned by some interviewees was concerned with human relations. One education officer noted that how teachers interact with students should be considered in the practices of instructional supervision and that the teacher-pupil relationship should be a major focus of instructional supervision. Another education officer commented, When you are supervising a teacher, for example in the classroom, you must look at how the teacher interacts with pupils. This interaction is important because it will affect learning. In general, the focuses of school-based instructional supervision cited by interviewees concur with high-ranking focuses relative to the existing and preferred extent of examination by the teacher from the questionnaire data. Synthesis and Discussion of School-based instructional supervision Focuses The findings relating to teachers perceptions of existing and preferred frequency of examination of the focuses of school-based instructional supervision revealed by questionnaire data indicate that three focuses received the highest ranking in both existing and preferred frequency of examination: (a) availability of properly organized pupils progress records, (b) availability of up-to-date weekly record of work covered, and (c) teachers concern with pupils performance in national examinations. Similarly, one focus-the manner in which the teacher asks questions in the class-received the lowest ranking in both existing and preferred frequency of examination as perceived by teachers. The findings from the interview data revealed the following focuses of school-based instructional supervision: (a) teachers attendance to scheduled classes, (b) teachers preparedness, (e) teachers methods of assessment of pupils academic progress, (f) quality of test papers set by the teacher, (g) syllabus coverage by the teacher, (h) teachers participation in extracurricular activities, and (i) teacher-pupil relationship. Indicators of Teacher Preparation The three focuses of school-based instructional supervision that received the highest ranking in terms of existing and preferred frequency of examination by the headteacher- availability of properly organized pupils records, availability of up-to-date records of work covered, and teachers concern with pupils performance in national examinations-were particularly interesting because, in Saudi Arabia, the three focuses are among the indicators of teachers preparedness for effective teaching that the Ministry of Education expects headteachers to ensure. As explained by Saudi Arabian Ministry of Education (1998) headteachers, as managers of approved school curriculum, are expected to ensure that teachers prepare comprehensive tools of work, such as lesson plans and weekly records of work done, and check periodically pupils exercise books, practical work, assignments, and continuous assessment to ensure regular marking and systematic use in guiding learners. Teachers Concern with Pupils Performance Teachers concern with pupils performance in national examinations is an important aspect of Saudi Arabias education system, which seems to put a great deal of emphasis on passing of examinations. As Babtain (2004) noted, the overloaded system of education imposes cut-throat competition among schools, where learners are pushed to cut down others in national examinations, and forces teachers to be busy all year round as they struggle to complete the curriculum. To facilitate students success in national examinations, as noted by Ibrahim (2000), teachers are expected to develop and transmit desired knowledge, skills, and attitudes to pupils, it is hoped, through instructional supervision. Teachers Attendance to Scheduled Classes Teachers attendance to scheduled lessons is an important focus in school-based instructional supervision because it facilitates curriculum implementation. Highlighting the role of the school head as a manager of the school, Hassan (1998) observed that the headteacher should ensure regular teaching of subjects to implement the school curriculum effectively. Teacher attendance to scheduled lessons is a major issue in the Saudi Arabian education system because numerous cases of student unrest in the recent past have been attributed to teachers failure to attend scheduled lessons. For example, Mahmoud (2004), commenting about student protest in one school cited lessons missing as one of the reasons for the student strike that paralyzed the school and led to its closure. Similarly, Attari (2005) cited teachers boycott of scheduled classes as a major reason for the indefinite closure of the school and the temporary removal of students from the school. Teachers attendance to scheduled classes is linked to six other related focuses of school-based instructional supervision revealed by the interview data: (a) teachers presence in the school, (b) teachers effectiveness in the classroom, (c) teachers level of preparedness, (d) teachers methods of assessment of pupils academic progress, (e) quality of test papers set by the teacher, and (f) syllabus coverage by the teacher, because they are all concerned with facilitating effective and quality curriculum implementation in the school. In the Saudi Arabian context, as explained in the Education Act (Saudi Arabia, 1980), curriculum means all the subjects taught and all the activities provided at school, and may include the time devoted to each subject and activity (p. 4), and syllabus means a concise statement of the contents of a course of instruction in a subject or subjects (p. 5). To facilitate curriculum implementation, in particular, Saudi Arabia Ministry of Education (1998) has unde rscored the role of the headteacher in supervising the school curriculum to ensure effective teaching and learning. And Mohammed (2002) has concluded that the quality of curriculum implementation and management may determine student performance in external and school-based examinations. Practices of School-based instructional supervision A further sub-problem in the study was concerned with the perceptions of participants regarding the practices of school-based instructional supervision. This section reports the findings relating to the practices of school-based instructional supervision based on questionnaire and interview data. Sixteen statements describing the practices of school-based instructional supervision as conducted by headteachers were listed in each teacher instrument (Appendices A and B). The statements covered the following major aspects relating to the practices of instructional supervision: (a) conducting teaching, (b) evaluating teachers work, (c) providing information about supervisory process, (d) reducing teachers anxieties regarding supervisory program, (e) collecting information about teachers, (f) pre-observation conferencing, (g) using examination results to indicate teacher performance, (h) interviewing students about teacher performance, (i) conferencing with teachers about classroom practice, (j) encouraging self-evaluation, (k) improving instructional quality, (1) writing supervisory reports, (m) providing supervisory feedback, (n) post-observation conferencing, (o) identifying areas of instructional improvement, and (p) rewarding deserving teachers. For details regarding specific statements about the practices of instructional supervision, see Appendices A and B. The respondents were requested to indicate their preferences for existing and preferred importance given to each practice by making choices from given alternatives ranging from 1 (no importance) to 5 (great). The percentage and frequency distributions, means, and standard deviations were determined for each practice. The data obtained from teachers, headteachers, and education officers relative to the practices of school-based instructional supervision are reported in Appendix D, Tables 4.1 and 4.2. This section reports the findings relating to teachers perceptions regarding the practices of school-based instructional supervision in terms of the importance they attach to the practices. Only the practices that received the highest and lowest rankings as perceived by teachers have been reported. Teachers responses relative to existing and preferred importance of practices of school-based instructional supervision were explored, as were comparisons between the existing and the preferred means and standard deviations of the practices of school-based instructional supervision as perceived by teachers (Appendix D, Tables 4.1). The practices have been ranked from highest to lowest based on the mean responses relating to existing and preferred practices (Appendix D, Table 4.2). Encouraging teachers to evaluate their own teaching (i.e., self-evaluation; n=256) ranked first in order of importance as existing practice, followed by using examination/test results as indicators of teacher performance (n=254; see Appendix D, Table 4.2). Setting up specific sessions with teachers to discuss how teaching should be conducted (n=256) and recognizing and rewarding excellent teachers (n=256) formed a cluster in third position in order of importance as existing practices. At the other end, the practices that received the lowest ranks as existing practices included (a) writing supervisory reports for different audiences (n=250), (b) conducting conferences soon after observing teachers (n=248), and (c) meeting with teachers prior to classroom observation (n=250; see Appendix D, Table 4.2). Regarding preferred practices, recognizing and rewarding excellent teachers (n=256) ranked first in order of importance, encouraging teachers to evaluate their own teaching (i.e., self-evaluation; n=256) ranked second, and providing teachers with an adequate amount of information to become familiar with the supervisory process (n=256) ranked third (Appendix D, Table 4.2). The least preferred practices in order of importance were (a) meeting with teachers prior to classroom observation (n=250), (b) writing different supervisory reports for different audiences, and (c) obtaining information from students about their teachers performance through face-to-face interview (n=252; see Appendix D, Table 4.2). Based on t-test analyses, there were significant differences at both the 0.05 and 0.001 levels between teachers perceptions of existing and preferred practices of school-based instructional supervision, except for one practice, holding face to-face interviews with teachers to obtain information about their classroom practice. In general, teachers preferred that more importance be attached to practices of school-based instructional supervision listed in the instrument than was currently the case. Interview Findings Teachers, headteachers, and education officers interviewed cited the following practices of school-based instructional supervision that they had experienced: (a) checking teachers professional tools of work or artifacts of teaching, such as schemes of work, records of work covered, lesson notes, lesson plans, lesson-focus books, mark books, daily preparation books, and part test papers; (b) examining students exercise books; (c) using students to obtain information about teachers; (d) holding conferences with teachers; (e) observing teachers in their classrooms; and (f) supervision by walking around. Frequency distributions of teachers, headteachers, and education officers regarding their mention of practices of school-based instructional supervision were also synthesized from the interview data (Appendix D, Table 4.3). Eleven teachers, four headteachers/deputy headteachers, and three education officers interviewed mentioned checking teachers tools of work or artifacts of teaching, especially schemes of work and records of work covered, as an important practice of school-based instructional supervision in the schools (Appendix D, Table 4.3). Also, six teachers, three headteachers/deputy headteachers, and two education officers agreed that holding conferences with teachers was one of the practices of school-based instructional supervision. Furthermore, two teachers, three headteachers/deputy headteachers, and two education officers identified observing teachers in their classrooms as one of the practices of school-based instructional supervision. However, a few teachers and headteachers interviewed reported that classroom observation, in particular, was not a common practice in their schools. As one headteacher commented: Visiting teachers in their classrooms to see how they teach is very difficult in our situation. And most teachers resent it so much, and personally I dont think I have done it. I dont think it is a practice. You know how it can be taken. In most cases, those who have attempted it have met with a lot of negativity. It is like you want to find faults from the teacher. Teachers fear it most. Three teacher interviewees concurred that there were no supervisory reports on teachers written by headteachers, to the best of their knowledge. As one teacher remarked, Once teachers have been supervised by the headteacher by whatever means, no supervisory reports are made, not at the school level. Maybe the headteacher would have his or her own reports. The interviewees also gave least emphasis to practices such as examination of students exercise books and using student leaders, commonly referred to as prefects, to obtain information about teachers. As one education officer stated, But I dont think we need children to write anything about teachers for us to know whether or not teachers are on duty. Synthesis and Discussion of Practices of School-based instructional supervision The findings regarding the practices of school-based instructional supervision based on the questionnaire data revealed that recognizing and rewarding excellent teachers was ranked highest by teachers as existing and preferred supervisory practice, whereas writing different supervisory reports for different audiences received low ranking as existing and preferred practice. The interview findings revealed six major practices of school-based instructional supervision: (a) checking teachers artifacts of teaching, (b) examining students exercise books, (c) using students to obtain information about teachers, (d) holding conferences with teachers, and (e) observing teachers in their classrooms. Recognizing and Rewarding Deserving Teachers That recognizing and rewarding excellent teachers ranked highest is noteworthy because it seems to be a viable strategy for motivating teachers, especially when the recognition is initiated by the headteacher as an instructional leader. This finding supports Sergiovannis (2001) belief that one of the school principals responsibilities is to build and to nurture motivation and commitment to teaching and that when teaching is rewarding professionally, teachers are likely to keep improving their effectiveness. The importance of recognizing and rewarding teachers has also been supported elsewhere. For example, Hallinger and Murphy (1985) observed that setting up a work structure that rewards and recognizes teachers for their efforts was an important part of the principals role in creating a positive learning climate. In the Saudi Arabian context, as explained by Saudi Arabia Ministry of Education (1998), the headteachers proper management, especially in recognizing excellent performance, may facilitate high morale, motivation, integrity, and appropriate work ethics. Artifacts of Teaching The practices of school-based instructional supervision revealed by the interview data were also observed. For example, checking teachers artifacts of teaching or tools of work is important in Saudi Arabian schooling because it is concerned with teachers preparedness to teach classes. Whereas the Ministry of Education (1987) expects classroom teachers to prepare artifacts of teaching, it is the responsibility of the headteacher and heads of departments, especially, to ensure that such items are actually prepared appropriately and to check their relevance to the intended subjects. Furthermore, as the Ministry of Education explained, heads of departments, in particular, are responsible for maintaining a record of work of the subjects to be completed weekly by all subject heads. Questionnaire and Interview Findings Compared A comparison of questionnaire and interview findings regarding the practices of school-based instructional supervision revealed some interesting similarities. For example, the practice that ranked lowest in both existing and preferred extent of examination as perceived by teachers-writing different supervisory reports for different audiences-was also viewed by some interviewees as being nonexistent Also, the practice of obtaining information from students about their teachers performance through face-to-face interviews, which received relatively low ranking in both existing and preferred extent of examination as perceived by teachers, was also considered inappropriate by some teachers and education officers interviewed. I can speculate that this practice was perhaps common especially in schools where feedback from students regarding teacher performance was productive. However, several views in the literature supported the involvement of students in evaluation of teachers. For example, Stronge and Ostrander (1997) argued that, because students are the primary consumers of teachers services and have direct knowledge about classroom practices on a regular basis, they are in a key position to provide information about teacher effectiveness. Whereas the questionnaire data indicated that meeting with teachers especially prior to classroom observation ranked lowest in order of importance as existing and preferred practice as perceived by teachers, the interview data indicated that holding conferences with teachers was prevalent in schools. I can speculate that conferencing with teachers was not a popular practice in many schools.

Importance of Setting in Charlotte Brontes Jane Eyre Essay -- Jane Ey

The Importance of Setting in Charlotte Bronte's Jane Eyre Jane Eyre is the main character in the novel Jane Eyre, written by Charlotte Bronte. The story takes place in the mid 1800’s in a variety of settings.   The first setting is Gateshead Hall, the second is Lowood School, the third is Thornfield Hall, followed by Moor House, and ending when Jane reaches Ferndean.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The first place Jane stays is Gateshead Hall.   While at Gateshead, Jane is treated unfairly and is punished for things she did not do.   After the death of Jane’s parents, her uncle, Mr. Reed, brought Jane into his house.   On her uncle’s deathbed, Mr... ...HESIS SENTENCE IN THE FIRST PARAGRAPH THAT SUMMARIZES FOR YOUR READERS WHAT THE VARIOUS LOCATIONS WILL MEAN TO JANE IN THE NOVEL*** ***TOO FREQUENT A USE OF THE WORD â€Å"THEN† ***VERB TENSE IS NOT CONSISTENT THROUGHOUT THE PAPER** ***MAKE SURE TO USE COMMAS WHERE NEEDED, SUCH AS AFTER AN INTRODUCTORY CLAUSE***

Deviance: Sociology and Strain Theory

â€Å"Deviance in sociological context describes actions or behaviors that violate cultural norms including formally-enacted rules (e. g. , crime) as well as informal violations of social norms. † People consider an act to be a deviance act because of the three sociological theories: control theory, labeling theory and strain theory. It deeply reflected in the movie called â€Å"Menace II Society†. Control theory. Portrayed in this movie, there are 2 control systems working against our motivations to deviate. Inner controls (things inside you that stop you from deviating- morals, religious beliefs, conscience).O-Dog consistently goes to kill some guys with Caine, but Caine doesn’t intend to kill anyone, just to scare them. Caine says â€Å" I never killed anyone because I didn’t see the reason to kill. † There was also many outer controls (things outside of you that stop you from deviating- parents, police, the law) portrayed in this movie. The stro nger our bonds, connections with society, the more effective our inner controls. Bonds based on attachments, commitments, involvements, and beliefs. Caine is unable to control himself due to the badly influenced bond or connection with the society.There was a party in his house when he was very young, his parents sold and did drugs. When Caine sneaked out of his house and talked to people (his parent’s friends) he learned how to hold gun and drink. His mother caught him and tells him to go back to the house. But never really told him why it was bad. He and his parents didn’t have a strong bond because they weren’t able to control themselves either. After Caine grew up there was a time when he was charged as an adult, but the authorities lessen the charge to joyriding and let him go after linking him to the liquor store killings but failing to prove his involvement.He later buys a stolen Ford Mustang from a car shop and robs a youth at a fast-food drive through f or his new wheel rims, chains, and pager. Caine admits in the end of the movie that he wishes he had made better decisions, but now it was too late to correct them. His final thoughts, given in voiceover, are: â€Å"I had done too much to turn back, and I had done too much to go on. I guess, in the end, it all catches up with you. My grandpa asked me one time if I care whether I live or die. Yeah, I do. And now it's too late. If he had stronger and good bonding with his grandfather who he describes him as â€Å"a biblical man† he would have been able to control himself. And wouldn’t have end up dead. Labeling theory. The labels that people are given affect their own and others’ perceptions of them, leading to conformity or deviance (labels can be good or bad)Most people resist the negative labels others try to give us, however, if we hear that we a thug long enough, we may finally accept that label and start living as a thug. Black race is the most stereotyped out of many races.Due to being consistently stereotyped they really become who they are being stereotyped as. In the starting of this movie The Korean storekeeper and his wife watch them suspiciously, and O-Dog rails against them. As O-Dog is finished paying and is about to leave the store with Caine, the shopkeeper tells, â€Å"I feel sorry for your mother. † O-Dog takes offense and shoots the Korean storekeeper and his wife, taking the video surveillance tape of the shooting before he and Caine flee. O-Dog keeps the tape and entertains his friends by showing it to them, and there is talk of a copy being made for others in the neighborhood to watch.Also Caine and Sharif are beaten by racist policemen without any reason and left in Mexican gang territory, apparently with the expectation that the Mexicans will further assault them. The Mexicans take them to a hospital instead. Strain theory is a strive to reach cultural goals of wealth and success. Some experience strain (frus tration) when they can’t get those goals, feel anomie (disconnect), turn to deviance to try to reach the goals (ex. – you want a nice car, but can’t get a legit job to earn enough to buy it.. So steal one instead) Caine sells cocaine.He explains how he has learned through O-Dog how to survive in the streets while Mr. Butler told him how to survive in good. Caine’s parents have been living the same way as Caine did. His parents did cocaine and other kinds of drugs in order to make the living such as Caine. Also while Harold and Caine are waiting in traffic, a van pulls up next to them, and they are carjacked at gunpoint. Harold is slow to surrender his wallet and jewelry, so the carjacker shoots. This is the way that ghettos live. They do not work or neither try to work. Through many racism, stereotype, and they way they were raised and taught.Deviance act seems to be greatly influenced by nurturing and environment. In this movie I felt like deviance occur s because controlling theory, labeling theory, and strain theory. Through lack of controls of parents, racial stereotyping, learning the survival through an in proper way have influenced people, they have become uncontrollable in themselves, even though they know doing drugs, killing people are wrong they were never taught the seriousness of doing and selling drugs and killing people. It shows in the last part of the movie when Caine says â€Å" I wish I haven’t done the things that I have done. †

Start a new life Essays

Start a new life Essays Start a new life Essay Start a new life Essay In Act 1 the reader is carefully introduced to all of thew characters in such a way that first impressions sculpt the way in which the reader for most of the play, views the characters.  Set in the interior of Hobsons Boot shop in Chapel Street, Salford, Act 1 begins with Albert Prosser, the 26 year old son of an established solicitor (who likes Alice) coming into the shop where Maggie, Alice and Vickey are sitting behind the counter. Albert has come in to see Alice, and Maggie knows this but tired of him always coming in and making sheeps eyes at Alice, she teaches him a lesson making him buy a pair of boots and laces costing him quite a lot of money. Soon after this when Albert has left, Hobson enters and has a talk with his three daughters, informing them that he has had enough of them interfering with his comings-in and goings-out and that he considers them immodest in the way they dress, bumptious and uppity. When he threatens to find husbands for Alice and Vickey so that he can wash his hands of them, Maggie inquires whether, if he is dealing husbands round, she gets one and Hobson laughs cruelly exclaiming Well, thats a good one, you with husband! When Maggie asks why not, he tells her that she is, well past the marrying age and that she is an, old maid if ever there was one. Although Maggie is probably angry at her fathers remarks, she has no chance to react yet because Mrs. Hepworth, one of Hobsons wealthier customers enters wanting to know the maker of the boots she is wearing. At first Hobson is puzzled and assumes that she is dissatisfied with the quality of the boots, however it turns out it is exactly the opposite. When presented with the maker of the boots, Will Mossop, a lanky dull-witted man of about 30, she praises him on the exceptional quality f the boots and even gives him her card so that he could inform her if he ever moved employers, Mrs. Hepworth then leaves. Then enters Jim Heeler, a friend of Hobsons who he talks to about marrying off Alice and Vickey and his opinion on what he should do. Jim immediately changes Hobsons mind when he tells him about the amount of money that two weddings will cost him, and having to replace them with paid workers if they left the shop.  After Jim and Hobson leave to go to the Moonrakers (the local pub), Maggie calls Will up from the cellar below the shop where he works, and tells him that she thinks he is very gifted and that his skilled hands mean that he could leave Hobsons shop and work somewhere else where he would be paid and appreciated more. She then casually asks him to marry her and he does not refuse, partly because he does not want to offend her and also because he is afraid of her. He tells her about his previous engagement to Ada Figgins who then enters the shop to bring Will his dinner. Maggie using her ability to overpower people, manages to win Will in a short war of words with Ada, who although is quite a weak, poor blooded girl, has a mother who is even more strong willed than Maggie, and who Will is even more afraid of. Because Will lodges with Ada and her mother so Maggie solved that problem easily, telling him to stay with Tubby Wadlow, another one of Hobsons workers. Maggie, feeling quite pleased with herself probably because she has proved her father wrong, tells her sisters about her intention to marry Will, quite casually. They are astonished and both think that Maggie will be marrying well beneath her. Hobson, who returns soon after this and agrees with Alison and Vickey, describes Will as a workhouse brat, a come-by chance and he calls Will to him so they he can beat the love for Maggie out of Wills puny body. However, Will showing a little bravery tells Hobson that the more he beats him the more he will stick to Maggie like glue and he kisses her, to which Maggie explains I knew he had it in you! while Hobson just stands in amaze indecision. A Summary of Act Two Act 2 begins a month later in the shop with Alice and Vickey having obvious problems running the shop since Maggies departure. Maggie enters followed by Will and Freddie Beenstock (Vickeys suitor). They tell Alice and Vickey about Hobson getting junk and falling through the trapdoor of Freddies corn warehouse into the cellar, on to a large pile of corn.  Maggie has come up with a plan to keep Hobson exactly where he is. She gets Albert Prosser, the son of a solicitor to draw up a document prosecuting him for trespassing and damage of the corn he landed on. She wants him out of the way so that she can get married to Will with her sisters there. She also tells Alice and Vickey about the shop that she has set up with Will and the cellar below it where they are going to live. After telling her sisters to go and get dress for her wedding, Maggie and Will are left alone and she says to him The Parson is going to ask you if you will have me and youll either answer truthfully or not at all. If you are not willing, just say so now to which Will replies, Ill tell him yes, and reveals, Yes Maggie Im resigned. Youre growing on me, lass. Ill toe the line with you.  Summary of Act Three  Act 3 is set in the cellar of Will and Maggies shop in Oldfield Road, with Will, Maggie, Albert, Alice, Vickey and Freddie having dinner round the table celebrating Will and Maggies marriage earlier that day. Hobson knocks on the door of the shop calling desperately for Maggie while Alice, Vickey, Freddie and Albert (who are all afraid of Hobson) hide in the bedroom.  When Hobson enters, he is quite distress about an action for damages for trespassing against him, which he says, will bankrupt and ruin him. After watching him squirm and feel total humiliation telling all of this in front of Will whom he considers inferior to him, Maggie solves his problem suggesting an out of court settlement of 2000 and Maggie also manages to get a further à ¯Ã‚ ¿Ã‚ ½1000 out of him to pay for Alice and Vickeys weddings and after realising that he has been diddled he storms out angrily after giving his word to pay the money, meaning that to retain any honour or self-respect he could not break his promise. Grateful to their sisters Alice and Vickey leave happy, knowing that they are soon to be married to Albert and Freddie. Summary of Act Four  This time set in Hobsons living room Act 4 begins with Hobson being ill and daughterless with only Tubby to look after him. When Dr MacFarlane arrives and examined Hobson he diagnoses chronic alcoholism and advises him to swallow his pride and ask one of his daughters to return and help him. Tubby calls for Maggie, who enters, told that Hobson was dangerously ill. Alice and Vickey are also called and when asked how is willing to look after Hobson, all three are reluctant. Alice and Vickey both find reasons why they cannot, however Maggie being very shrewd and sharp does not dismiss the idea altogether. After quite a lot of tough negotiating on Maggie and Wills part (who has come on a lot since his marriage to Maggie), Will and Maggie agree to return to Hobsons shop to look after him and the business on the condition that Will become his partner and he becomes only a sleeping partner, with little impact on the running of the business, with even the name changing to Mossop Hobsons. Will goes on to suggests more changes to the interior of the shop and the dà ¯Ã‚ ¿Ã‚ ½cor, while Hobson has little choice but to accept ungraciously. When Hobson then exits after being told to go and get the Deeds drawn up for the new partnership in the business, Will and Maggie are left alone and Will who for once stood up for himself against Hobson, revealed to Maggie that he had still been astonished at his own boldness.  Then comes my favourite part of the play, the ending where Will takes Maggies hand referring to her wedding ring says, Youve worn a brass one long enough (Maggie used a brass ring from her fathers shop to be her wedding ring rather than going to the expense of buying a proper one). To this Maggie, wrenching her hand free, replies Ill wear that ring forever, Will, and Will explains I was for getting you a proper one, Maggie, and Maggie says, Im not preventing you. Ill wear your gold for show, but that that brass stays where you put it Will, and if we get too rich and proud, well just sit down together quite and take a long look at it, so as well not forget the truth about ourselves  Will expresses his feelings of amazement, triumph and incredulity with a simple, Well, by gum! before turning to follow Maggie and Hobson to start a new life.

The Pentagon essays

The Pentagon essays Hailed as the largest office building in the world, and home to the men and women that control the military, the Pentagon is a national symbol. Its rich history includes its construction, renovation and the September 11th attack. During 1941 and World War II, the United States deemed it necessary to build a new building to house all of its defense offices. The project order came from Franklin Roosevelt and within three days, the plans were drawn up and approved by Congress. Remarkably, only 2 days after that, the thirty-five million dollar project was started, September 11th, 1941. Within six months fifteen thousand workers, near the Potomac River, erected the first section of the Pentagon. Today the Pentagon is an amazingly large building covering over 20 acres at 5 stories tall. It is broken up into 5 wings, which can hold a total of almost 25,000 people. By the 1990s, the older and less modern Pentagon was in need of serious restoration. The idea of just doing away with the Pentagon, or using its space to keep records after the war was dismissed because it had become a national symbol in the United States. With the up and coming technological age of the twenty- first century, the building needed updated electronics, plumbing and heating and cooling. Computers were a huge cause of power failures in the Pentagon, and with their rise in the 1970s, they needed access to better wiring. The heating did not work well, and many sewage and water pipes were leaking or broken. Also there was the issue of harmful substances below the pentagon such as mercury and asbestos. All these things needed replacing and updating in the Pentagon. Finally in the mid 1990s, the order for renovation was given and a 1.2 million dollar project was begun. The windows were replaced with two inch, one ton, ten thousand-dollar panels that would be stronger and shatter proof in the case of an aerial attack. Finally, the wall ...

Film Analysis Trainspotting Term Paper Example | Topics and Well Written Essays - 2000 words

Film Analysis Trainspotting - Term Paper Example Trainspotting takes us through the lives of a group of Scottish drug addicts, who differ on many aspects but are bound together by their addiction. The movie starts with a statement made by the main protagonist about choosing to own or do things that are socially constructed as normal or ordinary. Renton states: Choose life. Choose a job. Choose a career. Choose a family. Choose a fucking big television†¦But why would I want to do a thing like that? The last line was a clear expression of disdain towards the social convention, a conscious choice to disconnect from things that are owned and utilized by the mainstream society. Mark’s suggestion to take a trip to the â€Å"outdoors† was a methaphor towards making an attempt to blend and be a part of the ‘normal’ society. However, Mark’s refusal to conform to social norms disqualifies him to lead the group in their quest to give conventions a try. He lacked the spirit and the willingness to blend in. Renton finally decides to quit drugs and is forced to face the beautiful outdoors. The withdrawal forces Renton to reexamine the different facets of the society he is trying to be a part. This reexamination, as in all the observations he males on different subjects, he makes an observation with a wide perspective. He stated: I hate being Scottish. We’re the lowest of the fucking low, the scum of the earth, the most wretched, servile, miserable, pathetic trash that was ever shat into civilization. Some people hate the English, but I don’t. They’re just wankers. ... Renton states: Choose life. Choose a job. Choose a career. Choose a family. Choose a fucking big television†¦But why would I want to do a thing like that? The last line was a clear expression of disdain towards the social convention, a conscious choice to disconnect from things that are owned and utilized by the mainstream society. Mark’s suggestion to take a trip to the â€Å"outdoors† was a methaphor towards making an attempt to blend and be a part of the ‘normal’ society. However, Mark’s refusal to conform to social norms disqualifies him to lead the group in their quest to give conventions a try. He lacked the spirit and the willingness to blend in. Feeling like an Outcast Just as When He is Trying to Blend In Renton finally decides to quit drugs and is forced to face the beautiful outdoors. The withdrawal forces Renton to reexamine the different facets of the society he is trying to be a part. This reexamination, as in all the observations he males on different subjects, he makes an observation with a wide perspective. He stated: I hate being Scottish. We’re the lowest of the fucking low, the scum of the earth, the most wretched, servile, miserable, pathetic trash that was ever shat into civilization. Some people hate the English, but I don’t. They’re just wankers. We, on the other hand, are colonized by wankers. We can’t even pick a decent culture to be colonized by. We are ruled by effete arseholes. It’s a shite state of affairs and all the fresh air in the world will not make any fucking difference. Renton feels that his race naturally makes him inferior. However, in order to understand this statement, it is important to delve into Scotland’s history past and its

Trial Observation Essay Example | Topics and Well Written Essays - 1250 words

Trial Observation - Essay Example I strolled into the courtroom at 1:18 PM, noticed there were only the attorneys of the defense as well as the people. Apart from that, a map with points drawn in various colors, hang alongside the wall on an easel, for communicating space between various locations. Finally, Judge Honor Nanci Grant arrived in the court with the jury in tow and immediately after settling, the trial begun with the swearing in of witnesses for the people. Firstly, the police detective responsible for the lawsuit as well as the arrest of the defendant had been called in by the prosecutor. Primarily, the questioning of the detective focused on the map discussing the distance from the point of arrest together with a school roughly 400 feet away as the witness narrated. The point of arrest then began to be called the â€Å"18 and Allison† home. Subsequently, the detective was questioned about what was discovered in custody of the defendant. The detective responded that he together with his colleagues stumbled upon lottery tickets concealed in a manner to be utilized as pouch something that proved a plan to distribute heroin. Alongside the lottery â€Å"pouches† the police further discovered 39 tenths of a gram of â€Å"normal quality† heroin having a street worth of $390. Thus the officer was convinced to consider that the quantity was doubtful and it would have dawned on any other officer that the defendant also had the intention to distribute versus basically being in possession of the drugs. More evidence was brought into the lawsuit, for instance , letters to the defendant. My assumption was that the prosecutor used them to confirm defendant’ residence at the time. Included were photographs showing the defendant’s shoes together with the table having the items on it, on the night of the raid. One’s impression of Mr. Lewis’ chances initially and what you saw toward his departure had changed dramatically. After hearing the cross-examination of the detective and Mr. Lewis you could see room for mistakes. The circumstances involved with the household could have led to a mistake in the identity of possession; the facts against the defendant may not have been his. However, Mr. Lewis could be guilty or not guilty; the jury could arrive at either decision. Finally, alongside the appreciation for the law, I gained new knowledge; I learned what a choirboy was. I also now see why that would be crucial to the case since it is a household item but can also be used for doing drugs. I further learned the strictn ess of following the system when trying a case. For every piece of evidence brought up, there had to be permission from the judge to admit it or even show it to the witness. Lastly, one could not fail to appreciate the legal system in place for placing the burden of proof on the people and having the defendant innocent until proven guilty.