The Nature of the Beast and Harassment Blues free essay sample

A discussion on the views of two contrasting authors Anita Hill and Naomi Munson on ethics in sexual harassment. The following paper compares the way in which Anita Hill and Naomi Munson formulate their arguments in their articles The Nature of the Beast (Anita Hill) and Harassment Blues (Naomi Munson). The writer argues that neither Hill nor Munson look at society as a whole, since both authors focus on the sexual harassment of women, without mentioning cases where men are the victims. This paper asserts that their approach is based more on the rights of the individual and a pro or anti-feminist stance than on any utilitarian or egalitarian perspective. Sexual harassment can be seen on many levels as down to the views of individuals. However, there is also a degree of ethical value involved as what one person may perceive as a bawdy joke, another may take as sexual harassment. We will write a custom essay sample on The Nature of the Beast and Harassment Blues or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page To achieve fairness though, society does not just consider the views of individuals, but instead tends to look upon the needs of the whole. This means that for the greater good of society the needs of all are greater than those of a single person and this can be related to utilitarianism. The basis of this doctrine is that the value of any item or service is determined only by its usefulness. In adopting this philosophy a state should pursue actions that will bring about the most benefit to the largest number of citizens. In utilitarianism the greatest benefit is seen as the actions that result in the greatest happiness, which by any interpretation is a controversial view.

Why should we recycle. Essay Example

Why should we recycle. Essay Example Why should we recycle. Essay Why should we recycle. Essay The recycling process involves the collection, separation and reprocessing already used materials into new products. The process is so called because the process undergoes a severally the cycle of manufacture; production, use†¦The recycling process involves the collection, separation and reprocessing already used materials into new products. The process is so called because the process undergoes a severally the cycle of manufacture; production, use. Recycling reduces the likelihood of wasting of useful materials and the process thereof of production as well as reducing consumption of fresh raw materials. There are two major forms of recycling: salvaging and reusing. Salvaging is a waste sorting technique in which parts or materials that have intrinsic value or are hazardous in nature are collected and separated in materials recovery facilities. Reuse on the other hand is the using again of a material that had already been used (Porter, 2002).ThesisDue to rapidly dwindling resour ces it has become imperative to recycle due to the potential of recycled materials to save enormously in terms of resources required for fresh production as well as the potential of recycled materials to remain in circulation virtually for a long time.Virtually everything can be recycled. However some materials when recycled tend to loose their properties, quality or their size (like paper, cardboard) while others like steel and aluminum tend to remain the same in quantity and quality after recycling. Some of the materials that can be recycled include aluminum, waste paper, glass, steel cans, cardboard, newspapers certain plastics and many other materials. These can find their way back to the consumers in a the same form or a different ones. For example when glass is recycled, it can be remanufactured into glass containers, laundry detergent bottles, steel framing, office paper, roofing, pipes and much more (Porter, 2002).Some of the materials that are widely used and therefore offe r a very viable choice for mass recycling due to their ability to save on the cost of energy used in production of new ones are aluminium, plastics, glass and other miscellaneous wastes such as nail polish, paint thinner, batteries.AluminumIt is estimated that about 24 million tones of aluminum is produced annually in the world. Of these, it is approximated that about 29 cans are produced for every pound of aluminum produced in the U.S. (Purdue, 2003). Majority of these cans are used for beer and soft drinks (99% of beer packaging is aluminum based while 97% soft drinks are packaged in aluminum cans) but only about 40% of the cans are post-consumer recycled (Donald, 2002). Given the fact that it requires only about 5% as much energy to recycle an aluminum can than when produced from virgin ore, there would be no need for mining new ores since about 3.1 million tones of aluminum waste is generated accounting for about 1.5% of the total municipal waste of the united states. There can be a sizable amount of savings if aluminum is completely recycled (Ackerman, 1996).PlasticsPlastic is the most used material on earth. It has been established that on average, an American car contains about 300pounds of plastic of about 60 different resins, about 10% of all the earnings of a grocery store are used to buy paper and plastic packaging. Cumulatively, plastic contributes about 23.9% (by volume) of all municipal waste in the U.S. however out of these only about 0.9 million tons of plastic (accounting for 4.7% of all the plastic used) were recycled (Purdue, 2003). The amount spent on manufacturing new plastic could have been reduced had all the plastic been recycled since there is no additional cost or energy required in recycling plastics (Donald, 2002).GlassAnnually about 41 billion glass containers were produced in the U.S. alone in shades of clear (about 64% of the total), brown (23%) and green (13%) this is according to research carried out by Purdue University (Purdu e, 2003) in 1992.Glass containers are 64% clear, 23% brown, and 13% green. The glass generated a total waste of approximately 13.3 million tons of glass contributing 6.3% of total U.S municipal waste. Of these only 35% was recycled which is very low for a commodity which is said that one glass jar recycled can produce energy to power a 100watt light bulb for about four hours (Ackerman, 1996).Other miscellaneous wastesIt is this class of goods that produce most of the municipal waste of the U.S. while some of them cannot be classified under ‘recyclable’ goods, a significant amount can be salvaged or reused.The materials that end up in waste that could be better reused   include durable goods, such as television sets, refrigerators and other home electronics which contributed about   16% of the   U.S. municipal solid waste (by weight, 25.5 million tons of solid waste). The amount of energy used to make each component cannot be compared to the cost that can be incurr ed by producing a new one. Their mode of recycling can be sale by salvaging parts that can be reused (PA Department of Environmental Protection. 2008).Having looked at the various forms of materials and their benefits in terms of energy savings if they are recycled rather than produced from scratch, we can deduce that overall recycling affords the best solution to efficient use of available energy.

How to identify workplace harassment

How to identify workplace harassment If you’ve been paying attention to the news or social media lately, chances are you’ve seen some of the heartbreaking stories and backlash from sexual harassment in industries like entertainment, news, and politics. #Metoo has become an inescapable part of our landscape, as women (and men too) share stories about how people in positions of power took advantage of them in highly inappropriate ways, ranging from the unprofessional to the criminal. The sheer force of this movement can feel overwhelming- but while we get story after story of public figures involved in sexual harassment, it’s also important to know what these issues may look like in everyday life, for the rest of us. Before we get started, an important note: if you have been harassed, or think a colleague’s or boss’s behavior has crossed a legal line, you should seek out specific legal advice right away. And if you suspect you may have been the victim of workplace harassment but arenâ₠¬â„¢t sure, the first place you should go is to your company’s Human Resources department. This is what they’re there for- acting as a neutral resource to help you identify, report, and resolve problematic behavior or actions in the work environment. We’ve put together some resources and information for reference, but if you’re facing harassment at work you should always seek the qualified help of professionals who are highly trained in workplace harassment issues.What is workplace harassment?Workplace harassment can take many different forms. Sometimes it’s obvious. It can be blatant sexual or personal requests from a colleague, client, or boss, like:I’ll give you a promotion if you sleep with me.If you don’t do this for me, I’ll fire you.I can make it worth your while if you come have a few drinks with me.I’ll give you more business if you take care of me, *wink wink*.Harassment can also be subtler and more insidious, such as personal comments that make you feel uncomfortable or highly personal topics of conversation that aren’t relevant to your work. This is sometimes known as a â€Å"hostile work environment.†Examples of this type of harassment could include:Telling dirty or inappropriate jokes at workCommenting on physical attributesMaking suggestive comments in emails or on social mediaDisplaying suggestive pictures or websitesMaking sexual innuendosUnnecessary touching without consentUnwelcome sexual advances, or persistent requests for dates or other personal favorsPersonal ridicule or mockerySabotaging others’ work or otherwise interfering with work performanceOpen discrimination or commentary based on gender, race, sexual preference, or other personal attributesThis kind of harassment isn’t necessarily always sexual- it can also be considered workplace bullying. Whether there’s a sexual component or not, personal harassment is never okay. Essentially, if someone is being singled out or targeted for personal reasons and not professional, it could be harassment. And even if someone is being singled out for ostensibly professional reasons, there’s still a line of professionalism that companies and employees are required to follow. Once that commentary or behavior crosses into the personal, it could qualify as harassment. If you feel uncomfortable with the behavior of someone in the workplace, that’s usually a red flag.Per Title VII of the Civil Rights Act of 1964, sexual harassment is considered a form of illegal discrimination in the workplace, which means victims are protected by federal law. If harassment is done on the basis of race, gender, sexual orientation, or religion, victims may also be protected under Title VII. If the harassing behavior is unwelcome and creates a hostile work environment, that can create a situation where the employer is legally liable for the harassment.Who’s affected by harassment?S exual or other harassment can happen to anyone, anytime, in any kind of professional environment. We often hear stories about it happening between a boss and an underling, but in reality it can happen with supervisors, colleagues, clients, or other people who are involved in a professional capacity. A supervisor can be harassed by an employee.And it’s important to note that no particular gender or group has a lock on sexual harassment. Although 1 in 3 women between the ages of 18 and 34 report having experienced sexual harassment on the job at some point during their careers, this problem is not limited to female victims- men experience this kind of harassment as well. Harassment comes in all shapes and sizes, and harassers are not always stereotypical boss figures. Anyone who makes you feel personally uncomfortable in the workplace is a red flag.What to do if you’re being harassedAccording to the U.S. Equal Employment Opportunity Commission (EEOC), as much as 70% of s exual harassment goes unreported, often because victims are afraid of retaliation or just don’t feel comfortable coming forward with their experiences. If you’ve experienced harassment (or have seen it happen at your work), you’re protected.Know that it’s not your fault. If you’re experiencing sexual or other harassment in the workplace, you didn’t bring this on yourself- it’s on the harasser. You’re legally entitled to having a safe, professional working environment.Know you’re not alone. In a comprehensive, eye-opening 2016 report on workplace harassment, the EEOC found that between 25% and 85% of women reported sexual harassment in the workplace. The variation is likely due to people’s hesitation to report harassment, but no matter what, the figure is staggering- at least 1 in 4 women have experienced harassment. The numbers are rising for men reporting harassment as well: a 2012 study by the EEOC revealed that approximately 17% of men had experienced sexual harassment at work. It’s a widespread problem that has often been kept hidden.Know your rights. If you’ve been harassed, or think you may have been, it’s important to know what your rights are. The American Association of University Women (AAUW) has a detailed reference guide about how to handle the issue from several different perspectives, giving information on how employees, colleagues, and employers can resolve harassment claims.Talk about it with someone trusted. This can be a trusted confidante, but if you’re experiencing harassment or have witnessed it and want to take steps to resolve the issue, your company’s HR department is a good first resource. They can help you by confirming your company’s harassment policies and either resolve the issue internally or help you with the next steps of a formal complaint. Employment attorneys can give you a sense of the legal perspective if you thin k the harassment rises to the level of a legal issue. Always consult with legal and professional resources to determine what you can do officially to document and report the problem.One of the hardest takeaways in this post-Harvey Weinstein era has been discovering how widespread and pervasive the culture of harassment can be in the workplace. Ideally, it’s not something you’ll ever face in your career, but if you’re one of the growing numbers of women and men dealing with harassment (or bringing it to light), understand that you’re not alone and there are resources out there that can help you.

Humanitarian Cases in Africa Essay Example | Topics and Well Written Essays - 1000 words

Humanitarian Cases in Africa - Essay Example Several different causes may have played a vital role in the stimulation of this famine, most prominent being lack of rain and inability of the Government officials to provide sufficient funds to the agricultural and irrigation schemes of the country. Out of the four countries majorly affected, the most affected one is Somalia, where at least 6 out of 10,000 children are dying everyday due to inadequate amount and poor quality of edible material. (BBC News 2011) The question here rises as to why is Somalia most affected by this nature’sdisaster? According to senior journalists and analysts, Somalia had become a failed state since its establishment collapsed in the earlier 1990s. Adding to the situation, the major areas of the country including Southern, Central and the famine affected areas are under the control of a militant group called â€Å"al-Shabab† which is said to have links with â€Å"al-Qaeda†. People of Somalia, after two decades of non-stop struggle for their land, were already in astate where they fought for their very existence everyday. And when one thinks that what would be worse than this, the al-Shabab group forces out most of the Western Agencies from the areas under their control in 2009, which were mostly working for the aid of the aboriginals.(BBC News 2011; Ross 2011) A major portion of the people living in countries of Somalia, Ethiopia and Kenya, are pastoralists and nomads. They are mostly dependent on earning from livestock. But the intensity of the famine is so severe that even their drought-resistant camels also could not bear this famine and died. And their farms will now take many years of rain to recover to their previous state. The famine-hit areas of Somalia mostly receive rain in the month of November and the people who fled the famine are unlikely to return any time soon to plant crops in their fields. A prediction has been made by The Famine Early System Network that thewhole of Somalia is likely to experience a famine in the upcoming months.The area of Lower Shebelle which was considered as the bread-basket of Somalia has also been affected severely by the drought which forced many of the famers and businessmen to find an alternate for their home. (BBC News 2011) It has been reported that some 10,000 people have entered in the city of Mogadishu during the last two months with the plans of aiding the natives by several methods possible. While at the same time, danger and the fear of the al-Shabab group has made it difficult for the aiding agencies to perform their functions effectively. However it has been said that al-Shabab group has been escorted out of this city but still some armed members of this group can be seen patrolling certain areas. (Ross 2011) African pastoralists are among the most famine-vulnerable groups in the modern world. The long-term results of the famine crisis can be great or small, depending, in part, the form of relief. When famine strikes, the first problem which may arise is related to the transportation of food to the affected people. Can ways be found to offer relief to the pastoralists who discourage the formation of camps? For pragmatic reasons, donors or governments must institute food-for-work projects, how well can these involve the affected people in decisions regarding the o bjectives and beneficiaries of work? Where the traditional political leadership is credible and respected, can relief be administered in a manner which is more sensitive to such structures, even to the point of simply giving the relief food to the elders to distribute in a local fashion? The types of long-term development into which agencies and governments often drift

Seagull steal chips Essay Example | Topics and Well Written Essays - 500 words

Seagull steal chips - Essay Example He has become famous due to his tricks hence earning a nickname, Sam. Surprisingly, there are customers who enjoy his tactics thereby offering to pay for the bags of crisps he steals. This is to enable him continue taking the crisps so that he may always have something to eat (Gunzenhauser and Countryman 33). The shop attendant says that the bird prefers only a specific kind of crisps which he has perfected his arts on taking. His act amazes both staff and customers hence he has become a celebrated seagull as compared to the others. This paper is a discussion on a superhero like the seagull, Sam. A superhero is a courageous person who portrays a strong ability and willingness to face the fears of life. Superheroes withstand injustices and take risks for the sake of others. They can rise even after being beaten down. Sam, the crafty seagull, overwhelmed with hunger, just courageously leaped into the shop one day. He successfully managed to pounce on a bag of chips without being caught by the shop manager. This act has become a habitual thing hence has got used to picking crisps from the store every time he gets in (Coan, Kroll and Petersen 35). A superhero portrays the quality of selflessness thereby putting more emphasis on the interests of than theirs. Sam is so popular for picking crisps from the store on a daily basis. After risking helping himself on the crisps, he is joined by other seagulls in enjoying the nice and favorite meal. He does not struggle to send them away for playing no role in getting it from the shop. In fact, after having his fill, he leaves the remaining crisps and waits for the next time to fulfill his routine duty. Superheroes are opportunistic; that is, they wait for a chance to manifest and immediately take advantage of it. Sam, the seagull-cum-shoplifter, regularly steals a bag of chips from the shop on a daily basis. He waits for the opening of the shop, ensures the shop attendant is behind the counter or has his

High School Graduation Essay Example for Free

High School Graduation Essay Throughout life people go through so many hardships. Whether it be good or bad there is always something that comes out of the situation. One of the most exciting but yet scariest events would be graduation. So it was the day before graduation and we were having our graduation practice. Standing outside in the line alphabetical order me and classmates talked and waited for practice to start. The sun was beating down, the smell of fresh cut grass filled out our nose. We were all just ready to get it over with. Sitting talking with my classmates discussing our future plans. Debating whether or not we will miss high school, but knowing we will definitely miss each other. So finally it came to practice walking across the stage, so the assistant principle called my name and shook my hand and handed me my mini diploma. Then it finally hit me like a speeding express train, I was about to graduate. May 18th 2012, finally it was here the day of my commencement. I can almost remember that day like it was yesterday, I awoke like on any other school day. That day was crazy, I was running errands and preparing for my graduation and after party. So the time had come for me to put on my blue and gold cap and gown with my gold cords which I had worked so hard for. I had so much sense of pride at the moment all I needed was my diploma in my hand. So the final moment had come and it was time to walk the field. The music stared and we proceeded to walk down the field to our seats. Glancing out at the packed stands I could see my family and friends. While waiting for my name to be called, I reminisced on all the good times I’ve had in high school and all the friendships I’ve made. Finally my row was directed to get up and proceed to the stage and my heart was racing. Thinking it was finally over, no more high school. I hear my name called and I hear all of my family and friends screaming and clapping for me and it made everything I had done to achieve the diploma my principle handed me after shaking my hand. As I was walking back to my seat with my diploma I was envisioning that I had just closed one chapter to my life and I was excited to embark or my next journey. Graduation is an exciting time in a person’s life, especially a high school graduation. When I think of family and friends gathering together to celebrate a joyous occasion, I feel I accomplished my strongest goal. It never occurred to me that graduation would be the end of my youth and the start of adulthood. Graduating from high school was an influential event that gave me a new outlook on life.

The American Media and the Exploitation of Men :: Argumentative Persuasive Argument

The American Media and the Exploitation of Men Men’s rights in the media are deliberately ignored today on TV and in the newspapers. Men have a social obligation to get married, have children, and support the family by going to work eight hours a day. Not many people think that men don’t have these obligations in life. Warren Farrell it talks about how men’s expectations are unfair in the world today in the article â€Å"Men as Success Objects† by (page 185). Intentions for marriage have changed over the last millennium. From personal fulfillment, relationship, to love both men and women have their reasons for getting married. But with marriage there’s sometimes a divorce that comes with it, which has increased during the years. Because media focus on the women’s rights, most people don’t understand the sexism directed against men. The idea â€Å"men are jerks† is thought by women which have dominated the media. Along with fighting the degrading advertisements on the TV, men also have to live up to the obligation of bringing home a salary. Women marry men who are successful or have â€Å"potential† to make money in the world today. There are only a small percentage of men who will marry a woman because of her â€Å"potential†. More people need to recognize the unequal treatment men get these days. In the article â€Å"Marriage, Horror, and Susan Reimer,† the author expresses his disgust for the idea of marriage and having children. The woman Susan Reimer represents every American woman who thinks that no one is good enough for her. Every â€Å"Susan† says that they despise men, yet they want to get married and have babies. These kinds of women will rape men in divorce courts, which should convince men to avoid them. Marriage can also do permanent financial damage to men, which is why being single is not a bad idea in these times. Men should always think twice about having children. From bad schooling to divorce can have permanent damage on a child. Despite what women say, having children should not be a priority. Because of the women’s attitudes towards men today in America, it is recommended to find a wife somewhere overseas. Both of the texts have a strong point on men’s rights, and the perception on what women really want out of men. The authors would probably agree that men are being treated unfairly compared to women these days.

Company as a Separate Legal Entity Essay

A legal entity, typically a business, that is defined as detached from another business or individual with respect to accountability. A separate legal entity may be set up in the case of a corporation or a limited liability company, to separate the actions of the entity from those of the individual or other company. Meaning: If a business is a separate legal entity, it means it has some of the same rights in law as a person. It is, for example, able to enter contracts. In New Zealand, a company is a separate legal entity from its owners (shareholders) and can, for example, be sued, and enter into contracts in the name of the company, not the shareholders. Sole traders and partnerships are not separate legal, entities from the owners. Some Business entities like corporation, LLC can exist separately from its owners. In a common language that a corporation is a separate entity of its owners and corporation itself is an entity like human being created through legal or official process. Corporation lives and does its activities at its own existences and is treated in its own capacity. It does the business, it generates the revenue, it can incur losses, it hires the employees and it pays its own taxes. It is a better form of existence for the reason it takes its responsibilities itself, owners are free from their personal liabilities and owners enjoy limited personal liability (risk) only up to their investments in stocks, though there may be certain situations where their personal responsibilities can exceed from limited liability concept. Separate Entity Concept is better choice and it has better features because corporation enjoys separate entity concept, has indefinite life (perpetual). Management and ownership may change but corporation will exist indefinitely at its own existence, unless it is officially dissolved or merged. Corporation has a better scope for large & multiple businesses, expending business, securing debts, attracting investors, retaining professional setup and engaging professional management, promoting & achieving new ideal, expanding its activities at local to global level. Under Separate Entity Concept, Corporation is treated in its own capacity, but it is not a human being, it is an artificial being, therefore, it has to be managed by people in different capacities such as owners, The shareholders were Mr. Salomon,his wife, daughter and four sons. Two of his sons became directors; Mr. Salomon himself was managing director. Mr. Salomon owned 20,001 of the company’s 20,007 shares – the remaining six were shared individually between the other six shareholders. Mr. Salomon sold his business to the new corporation for almost ? 39,000, of which ? 10,000 was a debt to him. He was thus simultaneously the company’s principal shareholder and its principal creditor. Transfer of the business took place on June 1, 1892. The purchase money the company paid to Mr. Salomon for the business was ? 20,000. The company also gave Mr. Salomon ? 10,000 in debentures: that is, Salomon gave the company a ? 10,000 loan, secured by a charge over the assets of the company. The balance paid went to extinguish the business’s debts (? 1,000 of which was cash to Salomon). Soon after Mr. Salomon incorporated his business a series of strikes in the shoe industry led the government, Salomon’s main customer, to split its contracts among more firms. The government wanted to diversify its supply base to avoid the risk of its few suppliers being crippled by strikes. His warehouse, as a consequence, was full of unsold stock. He and his wife lent the company money, and he cancelled his debentures, but the company needed more money, so they sought ? 5,000 from a Mr. Edmund Broderip. Mr. Salomon assigned Broderip his debenture, the loan with ten per cent interest and secured by a floating charge. But Salomon’s business still failed, and he could not keep up with the interest payments. In October 1893, Broderip sued to enforce his security. The company was put into liquidation. Broderip was repaid his ? ,000, and the debenture was reassigned to Salomon, who retained the floating charge over the company JUDGMENT High Court: When the company went into liquidation, the liquidator argued that the debentures used by Mr. Salomon as security for the debt were invalid, on the grounds of fraud. The judge, Vaughan Williams J. accepted this argument, ruling that since Mr. Salomon had created the company solely to transfer his business to it, the company was in reality his agent and he as principal was liable for debts to unsecured creditors. Court Of Appeal: The Court of Appeal also ruled against Mr. Salomon, though on the grounds that Mr. Salomon had abused the privileges of incorporation and limited liability, which the Legislature had intended only to confer on â€Å"independent bona fide shareholders, who had a mind and will of their own and were not mere puppets†. The Lords: The House of Lords unanimously overturned this decision, rejecting the arguments from agency and fraud. They held that there was nothing in the Act about whether the subscribers (i. e. he shareholders) should be independent of the majority shareholder. The company was duly constituted in law and it was not the function of judges to read into the statute limitations they themselves considered expedient. The 1862 Act created limited liability companies as legal persons separate and distinct from the shareholders. Lord Halsbury stated that the statute â€Å"enacts nothing as to the extent or degree of interest which may be held by each of t he seven [shareholders] or as to the proportion of interest or influence possessed by one or the majority over the others. Lord Halsbury remarked that – even if he were to accept the proposition that judges were at liberty to insert words to manifest the intention they wished to impute to the Legislature – he was unable to discover what affirmative proposition the Court of Appeal’s logic suggested. He considered that identifying such an affirmative proposition represented an â€Å"insuperable difficulty† for anyone putting forward the argument propounded by the lord justices of appeal. Lord Herschell noted the potentially â€Å"far reaching† implications of the Court of Appeal’s logic and that in recent years many companies had been set up in which one or more of the seven shareholders were â€Å"disinterested persons† who did not wield any influence over the management of the company. Anyone dealing with such a company was aware of its nature as such, and could by consulting the register of shareholders become aware of the breakdown of share ownership among the shareholders. Lord Macnaghten asked what was wrong with Mr. Salomon taking advantage of the provisions set out in the statute, as he was perfectly legitimately entitled to do. It was not the function of judges to read limitations into a statute on the basis of their own personal view that, if the laws of the land allowed such a thing, they were â€Å"in a most lamentable state†, as Malins V-C had stated in an earlier case in point, In Re Baglan Hall Colliery Co. , which had likewise been overturned by the House of Lords.

Communication and Positive Relationships Essay

Module 1 Activities Q1.1 Why is it important that you are able to communicate effectively with people in your job role? Good communication is very important when working with children, young people, their families and carers. By being able to communicate effectively I am making sure that I am understood and understanding too. People, especially children respond well to positive communication, and by being able to communicate effectively with children I will be able to identify their strengths and weaknesses and be able to support them if it be needed. Being able to communicate effectively with colleagues means I will be able to discuss lessons, pupils progress and any problems that may arise, and if I am able to communicate effectively with parents and carers then I will be able to discuss pupil progress etc in a professional manner that would not be offending. Another reason why being able to communicate effectively is important is that it helps build a good rapport and builds trust between the workforce, children, young people and their carers. Q1.2 Explain your different styles of communication when: a) noticing that a Foundation age child is becoming distressed during a group activity in the Numeracy session I will come down to the level of the child and ask if they understood the session or if they found it difficult. I would be understanding. I will give the child the opportunity to express their thoughts on the lesson in the hope that I will then be able to asses why the child was becoming distressed and be able to resolve the issue so that the child felt confident enough to carry on. â€Å"Children learn best when they are enabled to express themselves †¦Ã¢â‚¬  (http://www.nicurriculum.org.uk/docs/foundation_stage/UF_web.pdf) b) noticing that a Year 7 child is becoming distressed during a group activity in the Maths lesson I will ask the child to move away from the group so they didn’t feel humiliated in front of their peers. I will not  Ã¢â‚¬Ëœtalk down’ to them; rather I will be respectful and understanding. I will give the child an opportunity to express their thoughts on why they were becoming distressed; maybe they didn’t understand the activity or were uncomfortable with the group they were put with? I will try my best to resolve any issues that the child may have, so the child knows that he was heard and not feel that he was ignored. c) Supporting a child with Asperger’s Syndrome during a role play activity about going on holiday Most children with Asperger’s syndrome like routine and structure ‘People with Asperger’s syndrome often have trouble understanding the â€Å"big picture† and tend to see part of a situation rather than the whole.â⠂¬â„¢ (http://www.webmd.com/brain/autism/tc/aspergers-syndrome-home-treatment) I will explain the activity to the child in a simple manner and give the child the opportunity to decide on what he wants to say without overpowering him. I will make sure the child understands what is going on in the activity and throughout the role play, and also make sure that he is not getting distressed. I will make sure he is comfortable when interacting with other children and that he understands what the activity is about. Children with Aspergers syndrome find it difficult to socialise, so I will talk to the child and make him feel comfortable about the role play. I will not demand, instead I will suggest so the child doesn’t feel like he is being pushed in to doing something he is not comfortable with as this will result in him becoming distressed. d) Supporting a child with hearing impairment during a role play activity about going on holiday I will firstly ensure that the activity is taking place in an area which is quiet so the child does not have difficulties in hearing. I will speak to the child, coming down to his level, and in a clear voice making sure he has understood the activity. I will use visual aids about the activity, pictures about going on holiday etc, making sure the child is comfortable with the role play. I will ensure all other children taking part in the role play speak in a loud clear voice, and that the child is sat in a place where he will be able to communicate with the others effectively. I will ensure the child is not getting distressed throughout the activity by staying close to the child and asking him at intervals ensuring that he is comfortable. Q1.3 You are concerned about the behaviour of one of the children with whom you are involved. You believe that this is due to learning development problems, and suspect this may be due to underlying medical issues. Explain how you would ensure that effective communication is maintained when discussing these issues with the child’s parent, the assigned teacher and other external professionals. When discussing these issues with the child’s parent I will make sure I am kind and considerate. I will ensure that the parents’ know that they are involved in all decisions affecting their child’s education and learning. I will be respectful, avoid being judgemental and also remember to be positive, as parents enjoy positive communication. I will include positive aspects of the child’s performance. I will listen to the parents input and there point of view. ‘†¦ Surveyed parents wanted to be treated with respect and as equals when communicating with educators. Parents are not looking for a cold, professional approach from school staff. Rather, teachers who develop a â€Å"personal touch† in their communication style achieve enhanced school relationships.’ Communicating with Parents: Strategies for Teachers, Susan Graham-Clay When discussing these issues with the teacher and other external professionals I will be non judgemental, be respectful towards the child and be sure to communicate in a way that all information is passed on accurately regarding the child’s behaviour and any other issues that there may be. Q1.4 How can a HLTA help pupils to understand why it is necessary to behave appropriately during lessons? ‘It’s far more effective to encourage good behaviour rather than deal with misbehaviour as it arises’ http://newteachers.tes.co.uk/content/top-10-strategies-encouraging-good-behaviour A HLTA can help pupils understand why it is necessary to behave appropriately by firstly being aware of the schools policy on behaviour, then making the  pupils aware of the policies regarding acceptable behaviour at the school. Pupils can be told how inappropriate behaviour can disrupt the learning process of others and the teaching process. A poster of class rules/expected behaviour can be put up in the classroom so pupils are aware of what kind of behaviour is expected from them in the school. The pupils should be made aware of what is expected of them and a consistent approach should be upheld regarding this. Q1.5 Speak to a classroom teacher and ask them about the most important things they expect from their pupils in terms of behaviour. Record them below and state whether you agree or disagree with their expectations. If there are expectations you did not agree with, think about why you did not agree. Record your thoughts here and discuss with the teacher. Participate in class discussions-Disagree Some students are not comfortable when having to speak up in class discussions. This should not be expected from all students and should not be thought of as misbehaving if students are not participating with class discussions. Hand work in on time given-Disagree It should be expected that some students may not be able to hand their work in on the time given, this can be due to learning difficulties, some students may need extra support and time in completing their work. Some students may be experiencing problems at home etc which has not made it possible for them to complete their work on time Q1.6 Say how you as a HLTA would deal with each of the following situations (Figures in brackets give the age of the pupil) Amy (13) calls Jasmine (11) a ‘chav’. I would first report the incident to the class teacher, and then I would move Amy to a different place so she does not feel humiliated and give her time to calm down and a chance to explain why she said what she did to Jasmine. I will keep an open mind and stay calm and supportive so as to not inflame the situation further. When the teacher is dealing with the situation I will make sure the rest of the class is not disrupted by keeping them on task I will see how jasmine has been affected by this and make sure she is ok. Susan (8) pulls the hair of the girl sitting next to her I will be sure to not shout as this will not solve the problem, firstly I  will move Susan away to a different place and then inform the teacher. I will give Susan time to calm down before I attempt to examine the problem, I will listen to her and show that I am interested in her feelings. I will explain how this kind of behaviour is not acceptable, I will criticise the behaviour and not Susan, and I will explain how her actions affect others around her During a whole-class activity, Jack (11) gets up and wanders round the classroom, looking at other pupils work and distracting them. I would ask Jack to return to his place and praise him when he does so. I will speak to Jack away from the rest of the pupils asking him why he was wandering around the class, maybe he wasn’t sure about the class activity, I will remind him of the class rules and explain how his behaviour was disrupting the rest of the class You hear Tom (13) threaten to ‘knife’ Paul (12) when they get out of school. I will speak to Tom calmly and ask him what was making him angry, I will show him that I am interested and want to help. I will give him time to calm down. I will tell the class teacher so she is aware of the situation and can tell the appropriate people at the school to ensure the safety of the pupils. You ask Mohammed (5) to stop talking while the teacher is talking and he swears at you I will keep calm and not shout or get angry. I will condemn the behaviour and not Mohammed so he does not feel humiliated. I will explain to the class why using this kind of language is inappropriate and how it hurts people’s feelings etc I will encourage good behaviour and praise Mohammed for doing good so he learns the difference between praise on good behaviour and being reprimanded for unacceptable behaviour. Carla (13) and Rani (13) have an argument over a pencil. Carla is racially abusive to Rani and grabs Rani’s wrist to force her to give her the pencil. I will tell Carla to move to a different place away from the class, and give her some time to reflect and think. I will inform the class teacher of what has happened and ensure that Rani is ok I will give Carla the chance to  speak, reminding her that being racially abusive was wrong and how she thought Rani may be feeling. I will not shout or become angry, I will remain calm and not criticise her behaviour You come across Chris (14) and Sam (15) smoking at the top of the playing fields I will ask both boys politely to stop smoking and get rid of the cigarettes and to also give me any other cigarettes that they may have. I will keep calm and not become angry. I will ask them if they knew the dangers and ill effects of smoking and how it was dangerous to their health etc I will criticise the act and not the pupils I will report the incident to the class teacher You overhear Charlotte (14) and Jenny (14) discussing a sexually explicit scenario involving one of the male teachers. I will tell both the girls to move places and then report to the class teacher what I had heard. I will not become judgemental or angry; I will remain calm and explain why these kinds of discussions were inappropriate in the classroom. As this is a sensitive matter involving another teacher, I will inform the appropriate member of staff to deal with it accordingly, and make sure I clearly tell them what I had heard between the girls

Evaluating Textbooks

Evaluating Textbooks Free Online Research Papers Teachers are given the opportunity to instruct their students using various methods. The methods that teachers use can use will depend on several factors, such as what is needed for the curriculum and who the audience is. In order for teachers to be effective in their classrooms, it is important that practical and effective textbooks are available. This paper will discuss three methods that can be used to measure the reliability of a tenth grade history textbook. The methods that will be discussed in this paper are: the â€Å"Fry Reliability Formula†, the Cloze Procedure, and the Content Area Reading Inventory method (CARI). Fry Reliability Formula According to Weitzel (2007), a gentleman named Edward Fry first developed a this method for teachers in order to determine the readability of materials used in classes. â€Å"The Fry readability method is a manual tool that determines the grade level of writing by analyzing three, 100-word passages from a selected writing, taking the average number of syllables and the average number of sentences for each passage and plotting those numbers on a Fry graph,†(Weitzel, 2007). Scripts of the textbook: World History Patterns of Integration Passage 1: â€Å"The Polynesian voyaging canoe one of the great ocean-going craft of the ancient world, was the means by which generations of adventurous voyagers were able to extend the human frontier far out into the Pacific, discovering a vast realm of Oceanic Islands. By 1000 B.C., when Mediterranean sailors were sailing in their land-locked sea, the immediate ancestors of the Polynesians had reached the previous uninhabited archipelagos of Fiji, Tonga, and Samoa, in the middle of the Pacific Ocean. Their descendants went on to settle all the habitable islands in a large triangular section bounded by the Hawaiian Archipelago† (Beck, 2005 p.s11). Passage 2: â€Å"The Assyrians employed military force to control a vast empire. In contrast, the Persians based their empire on tolerance and diplomacy. They relied on a strong military to back up their policies. Ancient Persia included what today is Iran. The Persian Homeland Indo-Europeans first migrated from central Europe and southern Russia to the mountain plateaus east of the Fertile Crescent around 1000 B.C. This area extended from the Caspian Sea in the North to the Persian Gulf in the South. In addition to the fertile farm land, ancient Iran boasted a wealth of minerals. These included copper, lead, gold, silver and gleaming blue lapis lazuli† (Beck, 2005 p.99). Passage 3: â€Å"The Greeks Invented drama as an art form an built their first theaters in the West. Theatrical productions in Athens were both an expression of civic pride and a tribute to the gods. As part of their civic duty, wealthy citizens bore the cost of producing the plays. Actors used colorful costumes, masks and sets to dramatize the stories. The plays were about leadership, justice, and the duties they owed to the gods. They often included a chorus, that danced, sang, and recited poetry. Tragedy and Comedy The Greeks wrote two kinds of drama†(Beck, 2005 p. 136). Assessment 100 Word Passages Syllables Sentences Passage 1 179 3 Passage 2 170 6 Passage 3 140 7 Average Average 163 5.3 Using the Fry Method three randomly selected passages were taken from the Textbook, World History Patterns of Interaction. Each passage was one hundred words. The syllables of each passage were counted as were the number of sentences. The average number of syllables was 163 per 100 words. The average number of sentences per 100 words was 5.3. Based on the Fry Graph, the textbook is written for tenth grade students, whose ages are typically 15 to 16 years of age. The Graph shows that the average number of syllables and sentences in the textbook that was examined was actually written for students who were between 18 or 19 years old (see Table 1). Table 1: Fry’s Formula using 10th Grade World History Textbook (source: Schrock, 2007) Cloze Procedure According to Lapp, Flood, Farnan, (1996) the Cloze Procedure looks at material to determine whether or not it suitable for students. â€Å"The cloze procedure consists of the systematic deletion of words from selected passages of text† (Lapp, 1996 et al., p 394). What this means is that teachers can decide if a textbook should be used in their classroom. According to Saskatoon Public Schools (2006), there are several reasons for teachers to use the Cloze Procedure: â€Å"To determine which cueing systems readers effectively employ to construct meaning from print† For assessment purposes to establish a student’s progress of the material. To allow students to keep track of what they are reading. To reinforce students â€Å"to think critically and analytically about text and content†. Cloze tests are usually used by teachers to make sure the assignments are appropriate for the students. According to Lapp et al. (1996), â€Å"Cloze tests typically are constructed using a passage from a selected textbook or other materials students will be expected to read during content area instruction.† What this means is that the teacher will choose a reading selection to review prior to given instruction. Additionally, the teacher will evaluate whether the readings will be effective. Lapp et al. (1996) recommend for teachers to select â€Å"a 250-300 word passage containing complete thought units or paragraphs be selected, and that the passages from the front of the textbook be used because later passages are likely to be laden with concepts built on previously read material†. In other words, Cloze tests use a specific number of words to establish whether a textbook is conducive to lessons. Additionally, the earlier sections of the textbooks are preferred for teachers to evaluate. The Cloze test was given to two high school sophomores. The test examines the students’ responses. The students were scored in three categories: The scores were rated as Frustration, Instructional, and Independent. Depending on what the student scores determines how a student is categorized. The students were administered the test. Student number 1 scored a _40__%, student number 2 scored a _39__%. This means both student #1 and #2 are categorized as reading in their Frustration level and did not comprehending their instruction. The results of the Cloze test were predictable due to the advanced level of the textbook. The results are similar to Fry’s assessment because the textbook is written for a higher age group. Moreover, the sophomore students were 15 years old and were not able to comprehend the textbooks. The results are different because the students were low on their score; however, they did comprehend some of the material in the passages. The expla nation for the discrepancies is due to the fact that the teacher may have been instructing the students to a higher level and due to the fact that the students may not have been adequately prepared for the assignment or materials that were covered. Cloze Test Given to Students Passage 1: â€Å"The Polynesian v_____ canoe one of the great ocean-going craft of the ancient world, was the means by which generations of a_________ voyagers were able to extend the human frontier far out into the Pacific, discovering a vast realm of O_____ Islands. By 1000 B.C., when M______ sailors were s______ in their land-locked sea, the immediate ancestors of the Polynesians had reached the previous uninhabited archipelagos of Fiji, Tonga, and Samoa, in the middle of the Pacific Ocean. Their d________ went on to settle all the habitable islands in a large triangular section bounded by the Hawaiian Archipelago† (Beck, 2005 p.s11). Passage 2: â€Å"The Assyrians e______ military force to control a vast e______. In contrast, the Persians based their empire on tolerance and d_____. They relied on a s______ military to back up their policies. A______ Persia included what today is Iran. The Persian H______ Indo-Europeans first migrated from central Europe and southern Russia to t__ mountain plateaus east of the Fertile Cr_____ around 1000 B.C. This area extended from the C_____ Sea in the North to the Persian Gulf in the South. In addition to the f______ farm land, ancient Iran boasted a wealth of minerals. These included copper, lead, gold, silver and gleaming blue lapis lazuli† (Beck, 2005 p.99). Passage 3: â€Å"The Greeks I_____ drama as an art form an built their first t_______ in the West. Theatrical productions in Athens were both an e________ of civic pride and a tribute to the gods. As part of their civic duty, wealthy citizens bore the cost of p_______ the plays. Actors used colorful costumes, masks and s_____ to dramatize the stories. The plays were about leadership, justice, and the d_____ they owed to the gods. They often included a c____, that danced, sang, and recited poetry. Tragedy and Comedy The Greeks w____ two kinds of drama† (Beck et al., 2005, p. 136). Content Area Reading Inventory Another effective evaluation tool teachers can implement when reviewing their textbooks is the Content Area Reading Inventory (CARI). This method allows â€Å"teachers to discover to the extent to which students have developed the reading ability and study skills necessary to understand and learn successfully from content area materials† (Lapp et al., 1996). In other words, this method helps teachers to assess their students’ progress in class. CARI has three specific sections for assisting teachers with student assessments. The first section uses sections of the book and additional resources. The second section reviews the comprehension of new vocabulary. Finally, the third section assesses whether or not students are able to understand what they have read (Lapp et al., 1996). Passage Selected â€Å"The Polynesian voyaging canoe one of the great ocean-going craft of the ancient world, was the means by which generations of adventurous voyagers were able to extend the human frontier far out into the Pacific, discovering a vast realm of Oceanic Islands. By 1000 B.C., when Mediterranean sailors were sailing in their land-locked sea, the immediate ancestors of the Polynesians had reached the previous uninhabited archipelagos of Fiji, Tonga, and Samoa, in the middle of the Pacific Ocean. Their descendants went on to settle all the habitable islands in a large triangular section bounded by the Hawaiian Archipelago† (Beck et al., 2005, p.s11). Nine Question Evaluation Given to Students 1. Describe what the word â€Å"uninhabited† means from the following excerpt â€Å"when Mediterranean sailors were sailing in their land-locked sea, the immediate ancestors of the Polynesians had reached the previous uninhabited archipelagos of Fiji, Tonga, and Samoa, in the middle of the Pacific Ocean†. _________________________________________________________________ 2. Explain the meaning of voyagers from the following excerpt. â€Å"The Polynesian voyaging canoe one of the great ocean-going craft of the ancient world, was the means by which generations of adventurous voyagers were able to extend the human frontier far out into the Pacific, discovering a vast realm of Oceanic Islands.†_____________________________________________________________________________________________________________________________________________ 3. Explain the meaning of land-locked from the following excerpt. â€Å"By 1000 B.C., when Mediterranean sailors were sailing in their land-locked sea.† 4. Identify the main mode of transport used by the Polynesian voyagers.______________________________________________________________________________________________________________________________________________ 5. Name three islands the Polynesian Voyagers visited. ______________________________________________________________________________________________________________________________________________________ 6. What year did this passage describe? ________________________ 7. Why was the Polynesian Voyage significant? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 8. Why do you think some of the islands were uninhabited prior to the immediate ancestors to the Polynesians? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 9. What other means of transport do you think the Polynesians used prior to canoes? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Student #1 1. Correct 2. Correct 3. Correct 4. Correct 5. Correct 6. Correct 7. Correct 8. Correct 9. incorrect Student #2 1. correct 2. correct 3. correct 4. correct 5. correct 6. correct 7. correct 8. incorrect 9.incorrect Student #3 1. correct 2. correct 3. correct 4. correct 5. correct 6. correct 7. correct 8. incorrect 9.incorrect Student #4 1. incorrect 2. incorrect 3. correct 4.correct 5.correct 6.correct 7.incorrect 8. incorrect 9.incorrect Student #5 1. correct 2. correct 3.correct 4.correct 5.correct 6. blank 7. blank 8. blank 9.blank Results All of the students were correct in their first five answers, except for student #4. All students missed question #9. Additionally, it appears that most students had difficulties with the inferential questions, questions 7-9. Student #5 ran did not complete the last four questions. It appears that the class strengths are in vocabulary concepts and facts. The weakness for the group as a whole is in independent thought. Furthermore, student #4, received 4/9 correct which is a 44%. It appears this students has difficulties with both vocabulary concepts and with inferential questions and may need additional assistance. Moreover, lesson plans will need to be created for students to continue to use a higher level of thinking in order to assist students with their learning. Conclusion Teachers have many evaluation tools to utilize in their classrooms. One of the most important assessments teachers can use is making sure the textbooks are beneficial to the students learning goals. This paper discussed three methods that can be used by teachers to measure the reliability of a tenth grade history textbook. The methods reviewed were: the â€Å"Fry Reliability Formula†, the Cloze Procedure, and the Content Area Reading Inventory method. Although all of these methods can be used by teachers when evaluating the usefulness of a school textbook for students, teachers should also be mindful that these are only a few of the many methods that can be used for evaluating textbooks. Research Papers on Evaluating TextbooksStandardized TestingCanaanite Influence on the Early Israelite ReligionAssess the importance of Nationalism 1815-1850 EuropeMind TravelResearch Process Part OneIncorporating Risk and Uncertainty Factor in CapitalDefinition of Export QuotasBringing Democracy to AfricaComparison: Letter from Birmingham and CritoInfluences of Socio-Economic Status of Married Males

Ernest Hemingway about Writing Fictions

Ernest Hemingway about Writing Fictions Write Fictions like Ernest Hemingway The heritage of Ernest Hemingway is a remarkable phenomenon not only in the prose of the 20th century but also in the history of world literature in general. He created a big number of masterful stories which influenced the formation of many later known authors. Despite the fact that there is no Hemingway’s single book on the art of writing fiction created by him, literary critics and researchers found a lot of interesting things in his letters, articles and reviews of other books. Let’s take a look at Hemingway’s aces in the hole that made his style so unique. The best way to overcome a writing block is to start with one true sentence Hemingway mentions this method in his famous memoir A Moveable Feast, in which he argues that the truest sentence is an excellent means to start and promote a new story. According to him, there are no reasons to worry, as if you have created one true sentence about something you know or have experienced, you have a basis and can move on. Stop in the moment when you know what thing and events will take place next The great writer always pays extremely big attention to keeping the source of his imagination full, rather than writing a certain number of words per day. The prerequisite for making steady progress is to stop when the writing process runs smoothly and when you know for sure what will happen next. In this case, you won’t be exhausted as a writer and never get stuck. Think of the story only during working hours This point correlates with the previous one. Hemingway recommends not thinking of the story in the intervals between work sessions, in that way you are still subconsciously working on the story. Thinking about it consciously you make your brain tired and exhausted before the real work starts. Following Hemingway’s example, you can be distracted – exercise and thereby harden the body, or read a lot and find some food for thought. By the way, you shouldn’t completely empty your writing source; always leave something on the bottom. Reread the previously created materials to move on This rule is aimed to maintain the principle of continuity. Every day Hemingway read (and corrected if it was necessary) from the very beginning everything he had written, and only after that went further from the moment at which he stopped previously. Make an emotion instead of describing it Observation of life isn’t the only decisive factor for good writing, it’s better to consider it as one the most crucial points for creating worthy stories. You should watch some external changes in the world, notice what internal shifts occur in you and identify precisely what thing caused the emotion. If you can clearly define and depict it in the story, your readers will also experience the same emotion. In addition to that, you should keep balance and sequence of motion and fact in order to make the emotion valid right now, in a year or in twenty years. A pencil is the main means of writing For composing letters or magazine articles Hemingway often used a typewriter, but when he dealt with serious work he preferred a pencil. Hemingway explained that while working with a pencil writer gets three different sights at his work – when reading it over when it’s typed and in the proof. The author can see whether the message sent to the reader is correctly perceived or make some corrections. Be brief Similar to Shakespeare’s Brevity is the Soul of Wit, Hemingway also preferred to be brief. He argued that prose writing has its own laws and they are strict and immutable as well as the laws of physics or mathematics.

Nature Versus Nurture, which is responsible for leaders Assignment

Nature Versus Nurture, which is responsible for leaders - Assignment Example In order to understand whether or not leaders are natural born or nurtured into a leader, it is important to understand what exactly defines a leader and what type of traits a leader should posses. A leader can be defined as someone who is able to lead others. To lead others is to conduct plans and implement plans in a way other can easily follow. It is also important for a leader to be able to lead others in a way others will want to follow. Possessing a personality that is favored by many is a necessity for someone to be a leader. A leader is able to lead others into a specific event and lead others in a certain directions. Leaders need to have specific traits. Specific traits a leader should posses would include a strong personality. Strong personalities allow a leader to not easily be manipulated and stay focused. A leader must also posses’ traits that allow him or her to be organized. Being organized shows others that as a leader one is confident and well structured. A leader needs to work well under stress. Being able to work well under stress will allow for a leader to take on large tasks without easily becoming discouraged. The more personable one may be, the more able the leader is to obtain followers. A leader is not a leader unless people are willing to follow with their own free will and not by force or fear. Anyone can lead by fear but a true leader leads by personal choice. Knowing what a leader is and specific traits a leader should posses help to further explore the idea that leaders are both born with specific traits and nurtured by proper upbringing. Intelligence is a perfect example as to how leaders can be born leaders. A leader needs to have a certain level of intelligence in order to lead others. One who is born with a higher level of intelligence is able to learn fast, stay focused and keep up with the demand it takes to lead. It would be hard to lead others if one was lacking necessary skills such as