The And Civilized Dichotomy Between Indigenous Peoples And...

Indigenous peoples of Canada and across the world have once enjoyed peace in their respective lands. They enjoyed very simple lives for the sake of one’s family and their own lively hood. However, over time, European political processes such as Colonialism emerged for social, political and economic purposes to explore and to find new ways to make money, or to find land. During the 1600s, British settlers found their way to a large piece of land up North in the Western hemisphere, called Kanata. Colonialism is a process that imposes one group’s cultural, religious, political and social practices unto another ethnic group while simultaneously settling and using the land for profit. One can say colonialism has been used to turn the wild, carefree Indian savage into a productive, Christian Canadian, who is civilized and is accepted by society’s standards. The savagery and civilized dichotomy that exists between Indigenous peoples and other Canadians is problematic a nd ironic, this can be see through Canadian Law statutes, court cases, the education system and even the United Church. Using the Indian Act of 1876, the court case Blackwater v. Plint, and students’ testimonies from residential schools. The following paper will be an analysis and critique of residential schools and their contribution to colonialism and assimilation and why it’s ironic for them to discuss the savagery and civilized dichotomy in residential schools when the Canadian government and the United ChurchShow MoreRelatedWhy is it Difficult to Define an Aboriginal Person?1336 Words   |  5 PagesAboriginal peoples occupied Canadian lands long before the country was established and yet their position within Canadian hierarchy is often questioned. Colonialism imposed Euro-Canadian standards on First Nations peoples, challenging socio-cultural traditions and norms in the process. The implications of this decision propagate a longstanding marginalization of Abori ginal people, which is still experienced today (Frideres and Gasacz 1). Historical circumstances have created an unbalanced dichotomy of AboriginalRead More A Theological Perspective of the Clash of Civilizations Essay7154 Words   |  29 Pagesbattle, there has been no doubt in his mind (or in ours) regarding who is on the side of good and who is on the side of evil. Though some have winced at the President’s use of such absolute moral terms to portray the tragic events of that fateful day, others have applauded his courageous use of such unfashionable discourse as entirely appropriate, even suggesting that it implies the demise of the cultural scourge of postmodern moral relativism. Another important way, not entirely unrelated, of interpretingRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesof the New York City Landscape Gerda Lerner, Fireweed: A Political Autobiography Allida M. Black, ed., Modern American Queer History Eric Sandweiss, St. Louis: The Evolution of an American Urban Landscape Sam Wineburg, Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past Sharon Hartman Strom, Political Woman: Florence Luscomb and the Legacy of Radical Reform Michael Adas, ed., Agricultural and Pastoral Societies in Ancient and Classical History Jack MetzgarRead MoreRastafarian79520 Words   |  319 PagesChennai Dar es Salaam Delhi Hong Kong Istanbul Karachi Kolkata Kuala Lumpur Madrid Melbourne Mexico City Mumbai Nairobi Sà £o Paulo Shanghai Taipei Tokyo Toronto Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries Copyright  © 2003 by Ennis Barrington Edmonds The moral rights of the authors have been asserted Database right Oxford University Press (maker) All rights reserved. No part of this publication may be reproduced, stored in a retrieval

Market Structure Of The Uk Supermarket Sector - 1600 Words

1.0 INTRODUCTION: Second part of this report will evaluate arguments and present conclusions about the UK supermarket sector being described as oligopolistic and how oligopolistic markets often suffer from collusion. This report will present findings if UK supermarket sector is oligopolistic or otherwise. 2.0 FINDINGS: 3.0 Market structures: Market structures are classified with regards to the competition – either their presence or absence. There are different types of market structures: perfect competition, monopolistic competition, oligopoly and monopoly. The characteristics of the product or service and the number of suppliers determine the market structure. This report will mainly focus on oligopoly market structure. 3.1 What is perfect competition? In perfect competition market structure there are no barriers to entry into or exit out of the industry and companies produce identical units of output that are not branded. By looking at these two key features, it can be determined that UK supermarkets are not operating in that market structure. 3.2 What is monopolistic competition? Many small companies operate in monopolistic competition market structure, including independently owned and operated high-street stores and restaurants. In the case of These are the firms that differentiate their product or services, making them unique but in the end are all competing for the same customers, for example hairdressers or restaurants. 3.3 What is monopoly? A monopoly is aShow MoreRelatedMarket Structure Of The Uk Supermarket Sector1527 Words   |  7 Pageswill evaluate arguments and present conclusions about the UK supermarket sector being described as oligopolistic and how oligopolistic markets often suffer from collusion. 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Research Paper on Limited Speech on College Campuses Free Essays

string(61) " false spoken statement that damages someone’s reputation\." Student Prof. English 1020 Should Colleges Be Limited to Speech? In â€Å"The Freedom to Offend,† Ian Buruma explains how we have the right to speak freely and how we can have the freedom to offend our own being. America is the land of the free and we can say what we want because of the First Amendment. We will write a custom essay sample on Research Paper on Limited Speech on College Campuses or any similar topic only for you Order Now Limiting speech could become an issue on college campuses because some students inevitably choose to follow the hate speech codes and some would choose to disobey the hate speech codes. I am focusing on how campuses are allowing policies to be put into place that limits students on what they can say as well as how hate speech affects students. Limiting speech and hate speech on campuses goes against the First Amendment, it goes against student rights, the use of censorship violates the First Amendment, and limiting speech affects our diverse college campuses more frequently. The First Amendment provides guidelines on how America should work. The First Amendment states that, â€Å"Congress shall make no law†¦abridging the freedom of speech†¦Ã¢â‚¬  (Greenup 606). One of the main reasons that the United States of America was founded was for the right to speak freely. America is unique because of this freedom. It seems that this is no longer the case because the courts have been forced to create a tightrope on how people express themselves through freedom of speech. Greenup states that on college campuses we get the image of â€Å"a place where ideas and theories are analyzed, debated and honored—and where no opinion is shunned† (Greenup 608). Universities should not create any type of policy that renders us from speaking what we want. Universities have begun to limit what students can say and who can give a speech at the university. Universities bring in outside speakers to speak to the student body; however, in some cases speakers can create controversy. For example, Lisa Williamson came to speak at a university located in the Midwest about issues related to diversity. After Ms. Williamson spoke an organization known as the â€Å"Invisible Empire, Knights of the Ku Klux Klan† came into the universities offices of Diversity and Equal Opportunity and asked to speak, but the university denied their request. The university believed that the Ku Klux Klan preached â€Å"faulty information† but still the Ku Klux Klan demanded that they be â€Å"afforded the same opportunity to address the university community as was provided for Ms. Williamson† (Greenup 606). The university still would not give them the right to speak because it did not reflect the tone of Ms. Williamson’s presentations (Greenup 605-606). Now even though most people do not agree with the ways of the Ku Klux Klan I honestly think they have the right to speak to their followers and anyone who wants to listen. I do not agree with their ways, but this is America and many people do not understand the concept that we all have the right to speak freely. If someone says that we cannot speak then that is going against the first amendment. Bradley W. Wendel of the Harvard Journal of Legislation says, â€Å"To put the point bluntly, colleges and universities are in the business of controlling the speech of members of their communities, and trying to affect the beliefs of students† (Wendel 408). What Wendel is stating here is that colleges nowadays are controlling what anyone can say and what we believe. The Ku Klux Klan has the right to speak what they believe and colleges should not tell them that they cannot speak. Colleges cannot control what we say, it is just wrong. To not let anyone speak because of his or her beliefs is just completely wrong. The Ku Klux Klan has a right to speak freely. The university has put in hate a speech code that entitles only a few certain people to be able to speak. Ku Klux Klan goes with these hate speech codes that make them unable to express their opinion. Hate speech codes become useless because laws that have already been placed instead of relying on freedom limiting hate speech codes can solve problems. Hate speech codes go against our fundamental rights as citizens of the United States of America because of our freedom of speech. A second reason why universities should not limit people’s freedom of speech would be because of censorship. Censorship is speech that has been censored because it has been deemed inappropriate or harmful. Also when the government uses censorship it is unconstitutional. An example of censorship would be that according to Sara Hebel of the Chronicle of Higher Education, public-college officials in California would be strictly limited in their ability to censor the content of student-run newspapers under proposed legislation that passed the State Assembly this month (Hebel A28). Hebel explains that college students are worried that the bill will provide campus administrators to infringe new limits on what students say (Hebel A28). Hebel accurately reflects on the issue at hand and I agree with her position because students should not have to limit what they can or cannot say in a newspaper. Citizens need to know the truth and the truth would not be fully explained and contrasted without something like hate speech. The bill states: The bill would write into state law broad protections for the written speech of college journalists, a move that would complement and enhance the free-speech rights to which students are already entitled under the First Amendment. It would also prescribe how campus administrators might oversee student publications that colleges help finance and operate. Under the measure, which now goes to the State Senate, college administrators would retain the ability to discipline students for publishing hate speech. And students would still be required to observe libel and slander laws (Hebel A28). Freedom of speech should not be limited except when freedom of speech is put into harmful situations. Slander is when someone makes a false spoken statement that damages someone’s reputation. You read "Research Paper on Limited Speech on College Campuses" in category "Essay examples" This is an example of when freedom of speech should be limited. It is wrong for someone to initially defame someone. Another example of when speech should be limited is libel. Libel is when someone damages someone else’s reputation expressed through writing. Hate speech can come in many forms and limiting speech would be wrong unless it was put into a harmful situation. Another example of how hate speech codes are affecting students would be at Emory University. Gerald Uelmen is a professor at the Santa Clara University School of Law. Professor Uelmen is renowned for his extensive experience in criminal law. He is most well-known for serving on the defense team for the trial of People v. O. J. Simpson in 1994-1995. Well according to Uelmen hate speech codes follow several formats. Some codes, including Emory’s, prohibit speech or conduct that creates an intimidating, hostile, or offensive educational environment. Court rulings have prohibited public (state-run) colleges and universities from enacting codes that restrict the constitutional right to free speech based on content (Uelmen). I like the fact that hate speech codes make sure that students are safe within the university. I also like that universities are not suppose to put in codes that will go against the First Amendment. I also think that universities probably do not follow these laws all the time especially earlier when I mentioned the new newspaper bill. It is not right for students to have to know these policies for hate speech codes; it just is not fair towards the students. In society these days people should not have to worry about other people talking about them behind their back. Everyone works together in this world and I do not understand why we cannot just get along. According to Jeremy Waldron, a professor that taught law and philosophy at New York University Law School, was a professor of social and political theory at Oxford, and was an adjunct professor at Victoria University in New Zealand, believes that â€Å"we are diverse in our ethnicity, our race, our appearance, and our religions, and we are embarked on a grand experiment of living and working together despite these sorts of differences† (Waldron) just like colleges. He believes that everyone should not live in fear and just to live life day by day. Hate speech on college campuses are more diverse and the experiences of hate speech occurring is more likely to happen. I believe that no one should have to live in fear on college campuses because of hate speech. White people are not superior, I mean look at President Barrack Obama, he is black and the leader of our country, and so he must be doing something right. But since people have to live in fear, according to Waldron the older generations of the black and Muslim families have to explain to their children why slanderous, libelous, and hateful statements are made towards them. Waldron says, â€Å"Can their lives be led, can their children be brought up, can their hopes be maintained and their worst fears dispelled, in a social environment polluted by these materials† (Waldron). This quote explains what people of different minorities have to endure for their children. Can their children be brought up different than they were? Hate speech is an awful thing to succumb to and people of different diversities especially on college campuses should not have to go through that pain. Waldron also says, â€Å"Diversity† and â€Å"inclusiveness† are so wonderful but fragile that maintaining the â€Å"dignity† of â€Å"vulnerable minorities† (Professor Waldron loves this expression) is a positive obligation not only for government but also for individuals. The law should therefore require us to â€Å"refrain from acting in a way that is calculated to undermine the dignity of other people† (Waldron). This quote by Professor Waldron tells us that diversity is a good thing, but it is also a fragile thing. Waldron says that the law should require us to refrain from undermining the dignity of the â€Å"vulnerable minorities. As citizens of the United States of America we need to quit hating people and let them have a say in how they feel. America is suppose to be the melting pot of the world and the land of the free and no body needs to be limited to it. In conclusion, limiting freedom of speech and allowing hate speech codes to be inv olved in our college campuses is unconstitutional. Limiting freedom of speech and allowing hate speech into our college campuses is wrong. University students are one of the main focus points in our society that are affected by limiting speech. They do not have the right to speak what they want because of hate speech codes and because university officials have a policy on what they can say or do. I honestly think there is something we can do about this, but everyone would have to work together. Unfortunately, I do not see that happening any time soon. Sooner or later this is how America is going to become. If we do not act soon we will no longer have the right to say what we want and the First Amendment will slowly disappear. We will not have the right to what we want to say anymore. Being able to say what we want in this country is a privilege. Most people in other countries do not get to say what they want because their country will not allow them to do so. No one should be able to take our right away from us because it ay hurt people. This is America, many important officials wrote the Constitution of the United States of America in 1787 for a purpose. They wanted us to have freedom and the right to do many things people could not do. The Constitution has been in place and used since 1789. This piece must be important if we are still using it today in our government systems. So in conclusion, college students should not be limited to speech and hate speech codes should not come into effect within Americas college systems. Works Cited Buruma, Ian, â€Å"The Freedom to Offend. † The Best American Essays 2007. Ed. David Foster Wallace and? Robert Atwan. Boston: Houghton Mifflin, 2007. 22-27. Print Greenup, John S. â€Å"The First Amendment And The Right To Hate. † Journal Of Law ; Education 34. 4 (2005): 605-613. OmniFile Full Text Mega (H. W. Wilson). Web. 13 Nov. 2012. Hebel, Sara. â€Å"California Bill Would Curb Official Censorship Of Student Newspapers. Chronicle Of Higher Education (2006): A28. OmniFile Full Text Mega (H. W. Wilson). Web. 11 Nov. 2012. Uelmen, Gerald. â€Å"The Price of Free Speech: Campus Hate Speech Codes. † Santa Clara University, 1990. Web. 13 Nov. 2012. Waldron, Jeremy. The Harm in Hate Speech, Harvard University Press, 2012, 292 pp. , 26. 95. Web. 13 Nov. 2012. Wendel, W. Bradley. â€Å"A Moderate Defense Of Hate Speech Regulations On University Campuses. † Harvard Journal On Legislation 41. 2 (2004): 407-420. OmniFile Full Text Mega (H. W. Wilson). Web. 13 Nov. 2012. How to cite Research Paper on Limited Speech on College Campuses, Essays Research Paper on Limited Speech on College Campuses Free Essays string(61) " false spoken statement that damages someone’s reputation\." Student Prof. English 1020 Should Colleges Be Limited to Speech? In â€Å"The Freedom to Offend,† Ian Buruma explains how we have the right to speak freely and how we can have the freedom to offend our own being. America is the land of the free and we can say what we want because of the First Amendment. We will write a custom essay sample on Research Paper on Limited Speech on College Campuses or any similar topic only for you Order Now Limiting speech could become an issue on college campuses because some students inevitably choose to follow the hate speech codes and some would choose to disobey the hate speech codes. I am focusing on how campuses are allowing policies to be put into place that limits students on what they can say as well as how hate speech affects students. Limiting speech and hate speech on campuses goes against the First Amendment, it goes against student rights, the use of censorship violates the First Amendment, and limiting speech affects our diverse college campuses more frequently. The First Amendment provides guidelines on how America should work. The First Amendment states that, â€Å"Congress shall make no law†¦abridging the freedom of speech†¦Ã¢â‚¬  (Greenup 606). One of the main reasons that the United States of America was founded was for the right to speak freely. America is unique because of this freedom. It seems that this is no longer the case because the courts have been forced to create a tightrope on how people express themselves through freedom of speech. Greenup states that on college campuses we get the image of â€Å"a place where ideas and theories are analyzed, debated and honored—and where no opinion is shunned† (Greenup 608). Universities should not create any type of policy that renders us from speaking what we want. Universities have begun to limit what students can say and who can give a speech at the university. Universities bring in outside speakers to speak to the student body; however, in some cases speakers can create controversy. For example, Lisa Williamson came to speak at a university located in the Midwest about issues related to diversity. After Ms. Williamson spoke an organization known as the â€Å"Invisible Empire, Knights of the Ku Klux Klan† came into the universities offices of Diversity and Equal Opportunity and asked to speak, but the university denied their request. The university believed that the Ku Klux Klan preached â€Å"faulty information† but still the Ku Klux Klan demanded that they be â€Å"afforded the same opportunity to address the university community as was provided for Ms. Williamson† (Greenup 606). The university still would not give them the right to speak because it did not reflect the tone of Ms. Williamson’s presentations (Greenup 605-606). Now even though most people do not agree with the ways of the Ku Klux Klan I honestly think they have the right to speak to their followers and anyone who wants to listen. I do not agree with their ways, but this is America and many people do not understand the concept that we all have the right to speak freely. If someone says that we cannot speak then that is going against the first amendment. Bradley W. Wendel of the Harvard Journal of Legislation says, â€Å"To put the point bluntly, colleges and universities are in the business of controlling the speech of members of their communities, and trying to affect the beliefs of students† (Wendel 408). What Wendel is stating here is that colleges nowadays are controlling what anyone can say and what we believe. The Ku Klux Klan has the right to speak what they believe and colleges should not tell them that they cannot speak. Colleges cannot control what we say, it is just wrong. To not let anyone speak because of his or her beliefs is just completely wrong. The Ku Klux Klan has a right to speak freely. The university has put in hate a speech code that entitles only a few certain people to be able to speak. Ku Klux Klan goes with these hate speech codes that make them unable to express their opinion. Hate speech codes become useless because laws that have already been placed instead of relying on freedom limiting hate speech codes can solve problems. Hate speech codes go against our fundamental rights as citizens of the United States of America because of our freedom of speech. A second reason why universities should not limit people’s freedom of speech would be because of censorship. Censorship is speech that has been censored because it has been deemed inappropriate or harmful. Also when the government uses censorship it is unconstitutional. An example of censorship would be that according to Sara Hebel of the Chronicle of Higher Education, public-college officials in California would be strictly limited in their ability to censor the content of student-run newspapers under proposed legislation that passed the State Assembly this month (Hebel A28). Hebel explains that college students are worried that the bill will provide campus administrators to infringe new limits on what students say (Hebel A28). Hebel accurately reflects on the issue at hand and I agree with her position because students should not have to limit what they can or cannot say in a newspaper. Citizens need to know the truth and the truth would not be fully explained and contrasted without something like hate speech. The bill states: The bill would write into state law broad protections for the written speech of college journalists, a move that would complement and enhance the free-speech rights to which students are already entitled under the First Amendment. It would also prescribe how campus administrators might oversee student publications that colleges help finance and operate. Under the measure, which now goes to the State Senate, college administrators would retain the ability to discipline students for publishing hate speech. And students would still be required to observe libel and slander laws (Hebel A28). Freedom of speech should not be limited except when freedom of speech is put into harmful situations. Slander is when someone makes a false spoken statement that damages someone’s reputation. You read "Research Paper on Limited Speech on College Campuses" in category "Free Research Paper Samples" This is an example of when freedom of speech should be limited. It is wrong for someone to initially defame someone. Another example of when speech should be limited is libel. Libel is when someone damages someone else’s reputation expressed through writing. Hate speech can come in many forms and limiting speech would be wrong unless it was put into a harmful situation. Another example of how hate speech codes are affecting students would be at Emory University. Gerald Uelmen is a professor at the Santa Clara University School of Law. Professor Uelmen is renowned for his extensive experience in criminal law. He is most well-known for serving on the defense team for the trial of People v. O. J. Simpson in 1994-1995. Well according to Uelmen hate speech codes follow several formats. Some codes, including Emory’s, prohibit speech or conduct that creates an intimidating, hostile, or offensive educational environment. Court rulings have prohibited public (state-run) colleges and universities from enacting codes that restrict the constitutional right to free speech based on content (Uelmen). I like the fact that hate speech codes make sure that students are safe within the university. I also like that universities are not suppose to put in codes that will go against the First Amendment. I also think that universities probably do not follow these laws all the time especially earlier when I mentioned the new newspaper bill. It is not right for students to have to know these policies for hate speech codes; it just is not fair towards the students. In society these days people should not have to worry about other people talking about them behind their back. Everyone works together in this world and I do not understand why we cannot just get along. According to Jeremy Waldron, a professor that taught law and philosophy at New York University Law School, was a professor of social and political theory at Oxford, and was an adjunct professor at Victoria University in New Zealand, believes that â€Å"we are diverse in our ethnicity, our race, our appearance, and our religions, and we are embarked on a grand experiment of living and working together despite these sorts of differences† (Waldron) just like colleges. He believes that everyone should not live in fear and just to live life day by day. Hate speech on college campuses are more diverse and the experiences of hate speech occurring is more likely to happen. I believe that no one should have to live in fear on college campuses because of hate speech. White people are not superior, I mean look at President Barrack Obama, he is black and the leader of our country, and so he must be doing something right. But since people have to live in fear, according to Waldron the older generations of the black and Muslim families have to explain to their children why slanderous, libelous, and hateful statements are made towards them. Waldron says, â€Å"Can their lives be led, can their children be brought up, can their hopes be maintained and their worst fears dispelled, in a social environment polluted by these materials† (Waldron). This quote explains what people of different minorities have to endure for their children. Can their children be brought up different than they were? Hate speech is an awful thing to succumb to and people of different diversities especially on college campuses should not have to go through that pain. Waldron also says, â€Å"Diversity† and â€Å"inclusiveness† are so wonderful but fragile that maintaining the â€Å"dignity† of â€Å"vulnerable minorities† (Professor Waldron loves this expression) is a positive obligation not only for government but also for individuals. The law should therefore require us to â€Å"refrain from acting in a way that is calculated to undermine the dignity of other people† (Waldron). This quote by Professor Waldron tells us that diversity is a good thing, but it is also a fragile thing. Waldron says that the law should require us to refrain from undermining the dignity of the â€Å"vulnerable minorities. As citizens of the United States of America we need to quit hating people and let them have a say in how they feel. America is suppose to be the melting pot of the world and the land of the free and no body needs to be limited to it. In conclusion, limiting freedom of speech and allowing hate speech codes to be inv olved in our college campuses is unconstitutional. Limiting freedom of speech and allowing hate speech into our college campuses is wrong. University students are one of the main focus points in our society that are affected by limiting speech. They do not have the right to speak what they want because of hate speech codes and because university officials have a policy on what they can say or do. I honestly think there is something we can do about this, but everyone would have to work together. Unfortunately, I do not see that happening any time soon. Sooner or later this is how America is going to become. If we do not act soon we will no longer have the right to say what we want and the First Amendment will slowly disappear. We will not have the right to what we want to say anymore. Being able to say what we want in this country is a privilege. Most people in other countries do not get to say what they want because their country will not allow them to do so. No one should be able to take our right away from us because it ay hurt people. This is America, many important officials wrote the Constitution of the United States of America in 1787 for a purpose. They wanted us to have freedom and the right to do many things people could not do. The Constitution has been in place and used since 1789. This piece must be important if we are still using it today in our government systems. So in conclusion, college students should not be limited to speech and hate speech codes should not come into effect within Americas college systems. Works Cited Buruma, Ian, â€Å"The Freedom to Offend. † The Best American Essays 2007. Ed. David Foster Wallace and? Robert Atwan. Boston: Houghton Mifflin, 2007. 22-27. Print Greenup, John S. â€Å"The First Amendment And The Right To Hate. † Journal Of Law ; Education 34. 4 (2005): 605-613. OmniFile Full Text Mega (H. W. Wilson). Web. 13 Nov. 2012. Hebel, Sara. â€Å"California Bill Would Curb Official Censorship Of Student Newspapers. Chronicle Of Higher Education (2006): A28. OmniFile Full Text Mega (H. W. Wilson). Web. 11 Nov. 2012. Uelmen, Gerald. â€Å"The Price of Free Speech: Campus Hate Speech Codes. † Santa Clara University, 1990. Web. 13 Nov. 2012. Waldron, Jeremy. The Harm in Hate Speech, Harvard University Press, 2012, 292 pp. , 26. 95. Web. 13 Nov. 2012. Wendel, W. Bradley. â€Å"A Moderate Defense Of Hate Speech Regulations On University Campuses. † Harvard Journal On Legislation 41. 2 (2004): 407-420. OmniFile Full Text Mega (H. W. Wilson). Web. 13 Nov. 2012. How to cite Research Paper on Limited Speech on College Campuses, Essays

Intervention of Non-Communicable Disease-Free-Samples for Students

Questions: 1.Provide the reference of the article and describe the following: The intervention being employed, and how the intervention relates to the hypothesised aetiological mechanism by which the exposure is associated with the outcome The findings of the example article you selected 2.Summarise the evidence-base that supports (or does not support) the intervention in the article you selected Consider the following elements for this question: How many studies of the association? What type of intervention studies? Based on what samples, or population-bases? Are findings across these studies consistent and coherent, particularly from studies of similar or more powerful study designs? Are the results plausible in terms of a biological mechanism? Answers: 1.The article by Meeker et al. (2016) reviews the use of a behavioral intervention to prevent acute respiratory tract infection which is a non-communicable infection, to reducing antibiotic use that causes serious effects. The behavioral interventions can be implemented together or in isolation. They include suggested alternatives, accountable justification, and peer comparisons. Suggested options present electronic order sets that suggested nonantibiotic treatment. Responsible justifications involved clinicians in using patients file to prescribe antibiotics into the health records of the patient without seeing the patient. Peer comparison involved comparing the performance of top performance with their lower prescribed antibiotics rate. The behavioral intervention was going to be measured by the standards at which patient pick antibiotic drugs from the clinic. It was realized that during the baseline period when the intervention had not been done the rates were recorded very high at 24%. The rates after the three intervention had dropped to 11%. The use of the three interventions had led to the drop of inappropriate antibiotic prescribing for acute respiratory infections. 2.Despite free publications of how overuse of antibiotics exposes patients to the unnecessary risk of prevalence of bacteria. Most clinicians persist in giving out this drugs for the respiratory tract infection as is in the clinical guidelines. This leads to the rise of the need to find a behavioral solution. Researchers are also exploiting psychological issues as a way of remedying the stalemate. They focus on cognitive and psychological measures, like the ones used in this case. The research used being cognitive modeled adheres to the psychological demands. Several studies have shown that antibiotics are wrongly prescribed to patients instead of using alternatives method such as the ones used above. The intervention effect that was observed represent deductions inappropriate prescribing of drugs. The Hawthorne effect was the one applied to the control condition, this involved. The alteration of individual behavior for the impact and fear of being observed. As the patients were sure they were being seen as the disease, they changed their behavior to ones that suit them. The change of conduct led to low antibiotic rate, therefore, proving the intervention worked. Hawthorne theory was therefore relevant to the intervention. Previous studies on antibiotic justification notes have shown that when this method is used without public accountability to the patient, a negative result will be realized. With the target being peers intervention method prove the best in comparison with adult feedback. The findings across the two studies are consistent and consistent. Comparing to the model of Gerber et al. where the model trajectories are used (Meeker et al., 2016). The control taken early is inconsistent with the 24% recorded by the same that uses the same time of intervention, 18 months. This model measures the effect of each intervention on all the practices that did not receive the intervention (Kotwani, Joshi, Jhamb Holloway, 2017). The design also is in line with the approach of the primary model used when testing the diagnosis shift. The potential antibiotic, appropriate for infection diagnosed increased with the increase of the respiratory tract infection. Elements of analytic approach were also in line with the one used. Hierarchical modeling that involves performing the interaction based analysis. The original investigation used during the feedback produced the same result (Dekker et al., 2018). The result is plausible based on the following reasons; There isnt any potential harm .the three intervention as recorded within the 18 months of intervention did not cause any documented injuries to anyone. The damage that was feared for the group that was using all the three methods could deteriorate fast did not happen (Harris, Hicks Qaseem, 2016). This, therefore, proves that the technique was clinical and can be implemented without harm. None of the intervention required severe changes to the environment. The peer comparison was expected to change the primary care practices of some patients, but it did not. It turned to be most pragmatic and the simplest to perform. The intervention, therefore, is plausible as minimal changes are done to the environment (Hovi, Ollgren Savolainen-Kopra, 2017). There is a temporal relationship between the three interventions to the outcome; It is very likely that after the intervention. The rates might go up again especially for the group that used peer comparison as a way of intervention; this is because it did not involve a lot of changes, making it easier to slide back to the use of antibiotics. The healthy relationship between the methods and the outcome is present. The intervention methods accountable justification as the behavioral intervention cause a significant change in the environmental health of the individual. Therefore it is behavioral that the individual will adapt leading to a somewhat permanent outcome. The somewhat stable outcome shows, there is a healthy relationship between the result and the intervention. There was no restriction of a group that influenced the outcome, except the clinicians working on so many patients. Therefore fatigue might have affected the outcome. The rest of the result remained the same, including pay, choice of treatment and mode of treatment. There could be measurement bias on the part of the intervention group as each group was comfortable until intervention group that applied both the two intervention. They came back for frequent diagnoses (Little et al., 2015). This, therefore, recommends that for future use potential and further research should be done. The result was affected by particular limitation but of negligible units. The number of clinicians available was very few to prescribe and take a keen prescription for the individual. This limits generalizability and accuracy. The result that was dependent on variable factors could be difficult to compare. This factors that range from the environment, billing data and EHR, which might at some point affected the general measurement. The safety analyses were only based on the people who came back to the clinical organization. There could be people who went into other clinics or stayed at home but got harms (Cabral, Lucas, Ingram, Hay Horwood, 2015). In conclusion, the method used for intervention can be used to control inappropriate antibiotic for respiratory tract infection based on behavioral interventions. References Cabral, C., Lucas, P. J., Ingram, J., Hay, A. D., Horwood, J. (2015). It's safer to parent consulting and clinician antibiotic prescribing decisions for children with respiratory tract infections: an analysis across four qualitative studies.Social science medicine,136, 156-164. Dekker, A. R., Verheij, T. J., Broekhuizen, B. D., Butler, C. C., Cals, J. W., Francis, N. A., ... van der Velden, A. W. (2018). Effectiveness of general practitioner online training and an information booklet for parents on antibiotic prescribing for children with respiratory tract infection in primary care: a cluster randomized controlled trial.Journal of Antimicrobial Chemotherapy. Harris, A. M., Hicks, L. A., Qaseem, A. (2016). Appropriate antibiotic use for acute respiratory tract infection in adults: advice for high-value care from the American College of Physicians and the Centers for Disease Control and Prevention.Annals of internal medicine,164(6), 425-434. Hovi, T., Ollgren, J., Savolainen-Kopra, C. (2017). Intensified hand-hygiene campaign including soap-and-water wash may prevent acute infections in office workers, as shown by a recognized-exposure-adjusted analysis of a randomized trial.BMC infectious diseases,17(1), 47. Kotwani, A., Joshi, P. C., Jhamb, U., Holloway, K. (2017). Prescriber and dispenser perceptions about antibiotic use in acute uncomplicated childhood diarrhea and upper respiratory tract infection in New Delhi: Qualitative study.Indian Journal of Pharmacology,49(6), 419. Lee, M. H. M., Pan, D. S. T., Huang, J. H., Mark, I., Chen, C., Chong, J. W. C., ... Wong, C. S. (2017). Results from a patient-based health education intervention in reducing antibiotic use for acute upper respiratory tract infections in the private sector primary care setting in Singapore.Antimicrobial agents and chemotherapy,61(5), e02257-16. Little, P., Stuart, B., Hobbs, F. D. R., Moore, M., Barnett, J., Popoola, D., ... Yao, G. (2015). An internet-delivered handwashing intervention to modify influenza-like illness and respiratory infection transmission (PRIMIT): a primary care randomised trial.The Lancet,386(10004), 1631-1639. Meeker, D., Linder, J. A., Fox, C. R., Friedberg, M. W., Persell, S. D., Goldstein, N. J., ... Doctor, J. N. (2016). Effect of behavioral interventions on inappropriate antibiotic prescribing among primary care practices: a randomized clinical trial.Jama,315(6), 562-570.

Unions and Compensation in Major League Baseball

Baseball as a game in the U.S. traces its origins back to the year 1978, when the game had no formal rules and special equipments. Although the game at this time was â€Å"crude† due to lack of rules, proper organization and representation, this never prevented its spreading because of its popularity that was spreading fast among the American citizens. Advertising We will write a custom essay sample on Unions and Compensation in Major League Baseball specifically for you for only $16.05 $11/page Learn More By late 1860’s there was calls for need to professionalize the game; something that contributed to its development into a national game. Due to many complications that were arising due to the uncontrolled rate at which the game was expanding, there was need for formation of a national body that was to govern the game; hence the formation of the National Association of Baseball players (NABBP). Although not all clubs joined the organizati on, at least those that joined it made it to grow as a national organization that managed baseball activities. With time due to diversification of the game, there has been many major transformations and re-organization of the game, hence its present status as a well-known and respected game. For example, although previously individuals had tried to professionalize the game, there efforts achieved less due to many divisions and wrangles that existed. In many ways, this managerial wrangles and divisions were the main contributors or major building blocks of the currently existing baseball developments. For example, the managerial wrangles led to the formation of the USA Baseball in 1978; an organization mandated with the role of governing the game in the U.S. this organization closely collaborates with the U.S. Olympic committee in trying to improve the quality of the game. It achieves this through promoting of several activities that include major tournaments, minor and major leag ues. Majority of participants in these activities are either high school students or individual who have embraced the game as their professional activity. This organization has led to the success of the game, because it has enabled the team to win a number of medals both in national and international tournaments (History of Baseball, (n.d.), p.1). This paper will discuss concepts of the unionization of professional baseball, impacts of the unionization of the game to players, managers and the game in general. It will further discuss the roles played by the baseball unions as concerns player remuneration and compensation; primarily on factors that determine player compensations.Advertising Looking for essay on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More History of Professional Baseball Unions Prior to 1871, baseball had no organized professional management bodies, but rather the game followed informal procedures and rule s. In addition, because of the informal organization of the game, there were no special playing equipments and standards, which players and teams were to meet. Although this was the case, it never lasted for long with the formation of the National Association of professional Baseball players in 1871. The government mandated this organization with the overall role of controlling the game, organizing tournaments, and dealing with problems that arose in during the game or among different participants and stakeholders. Although this was a professional body, which in common scenarios is supposed to be well organized and structured, NABBP lacked the required structural organization, something that made it hard for it to control player’s affairs (Baseball Labor History, 1997, Para. 1-2) . This is because many players had no single clubs they could identify themselves with, because they kept on moving from one to another in for search â€Å"greener pastures†. This never las ted for long, because later on in 1876 under the leadership of Hulbert, the National League of Professional Baseball Players came to existence. The primary aim of this organization was to control the unrestrained movements of players across different teams with no formal procedures. In addition, William’s another aim was to ensure that, club managers had major control over these teams and not as the case was previously where players had all the freedom of doing whatever they wished. Many changes came as a result of the formation of this organization, an example being the selection of five best players to join major clubs that managements decided at the termination of each playing period. The managements named this the â€Å"reserve Clause†, something that contributed to the introduction of contractual terms. Contractual terms in many ways came with many limitations on players in that, there freedom was now limited because of denial of transfer rights. In addition, pre viously players could negotiate their payment terms, however with the introduction of this clause, such rights were limited to players, instead the team owner had the rights of deciding the remuneration and benefit amounts. On the other hand, these introduced a new concept of contract renewing, whereby clubs could â€Å"sell’ their players to other clubs in exchange for money although players were unwilling to join such clubs. The whole idea of baseball players’ remuneration underwent many changes as time advanced because the quality of the game was deteriorating; a factor that resulted due to low motivational levels in players because, clubs denied then chances of joining clubs of their choices. Advertising We will write a custom essay sample on Unions and Compensation in Major League Baseball specifically for you for only $16.05 $11/page Learn More In addition, the introduction of the salary cap by one baseball club proprietor; Goodwill Spalding led to increased wrangles in baseball management. This is because each club player was to receive approximately $2500 annually, an amount that was far below what was appropriate. Many individuals received this with mixed reactions, hence causing the formation of another baseball union called Brotherhood Professional Baseball Players. This organization came into being because majority of individual felt that club owners were overexploiting players hence, misusing their talent. This received a revolt from club owners, because they too felt isolated and despised by simple players whom they could control. This prompted them to react back by imposing some uniform fees on players (Baseball Labor History, 1997, Para. 4). Although this league helped to fight for players’ rights, it never lasted for long because of the opposition that it faced from club owners; primarily Spalding, hence the re-adoption of the previous reserve clause. Many players opposed this clause because it constrained their rights, something that led to the filing of a court case in early 1920’s, which the baseball won. This marked the onset of the many cases that followed due to wrangles between baseball players and club owners; a factor that primarily contributed to the call for reformulation of the baseball antitrust law. This calls yielded little because, the overexploitation continued for some time, hence making players to consider the option of forming a giant baseball organization to defend their rights. In addition, the fact that players had problems with club owners as concerns pension plans also contributed greatly to the call for the formation of a grand organization that was to foresee the articulation of players’ rights. Although most baseball leader’s efforts gained little, the fight to unionize baseball never stopped because as time advanced many other individuals and players came up with initiatives whose main mandate was to fight for baseball players rights. For example, in early 1990’s through collaboration with other baseball stakeholders, baseball players formed the Player’s Protective Association (PPA). This organization’s main mandate was to fight for players’ remuneration rights and enhancement of playing conditions. Later on in 1912, through collaboration with other bodies that fought for other sport players’ rights, baseball players came up with the Fraternity of Professional Baseball Players; an organization that also was to fight for their rights. Little success of these organizations never stopped players from struggling for representation, because in 1946 they formed another body that was to articulate their rights called the American Baseball Guild (Major League Baseball Players Association (MLBPA), 2010, p.1).Advertising Looking for essay on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More Still up to mid the 19th century these formed organizations had achieved little as concerned the abolishing or restructuring of the reserve clause. It is important to note here that, the major reason why the players wanted to eliminate or change the reserve clause is because, it had tied players to specific clubs hence, denying them transfer rights to clubs they longed to move to. The little achievement by previously formed baseball unions was not a demoralizing factor to players. This is because although the fruits from such organizations were less, in 1965 players re-organized themselves in order to develop proper strategies of putting forward their grief. Their struggle for recognition made then to seek help from external sources; hence the appointing of Marvin Miller as their leader. This marked the onset of a major transformation in terms of baseball unions because the appointment later turned out to be success factor because of his representational skills. Players appointed h im because they believed that Marvin had the power of influencing the government and negotiating with club owners on players’ rights. The concept of miller leading the players association received many oppositions from club owners, whereby their struggles to eliminate him from this leadership position were fruitless. Miller fought to ensure the union had enough funds to manage its affairs. To achieve this, he came up with the concept of a licensing plan that was to ensure that all baseball players were registered and accepted members of a specific representational organization. In addition, he came up with a tutoring and mentoring programs, whose main aim was to ensuring players expressed their grief with solidarity, hence the need to abolish differences that existed amongst them. His efforts gained many fruits for example, in 1968 through his leadership and using his influencing power, the union won a case that led to the formulation and signing of a collective bargaining agreement (CBA) is the sports sector. This agreement was one of its kinds in this industry because; it prompted most club managements to increase players’ salary to $10,000 (MLBPA, 2010, Para. 5). His struggle to see respect of players’ rights never stopped here, because in 1970 through negotiations with club owners and other stakeholders, players received arbitration rights, when it came to handling of players’ problems. Granting of arbitration rights marked the onset of many achievements that followed as concerned baseball players’ rights. It is necessary to note here that, Miller’s achievements not only enhanced the respect of baseball players, but rather it had impacts in all sports sectors; hence, the accordance of respect to professional sport. Throughout Miller’s reign much happened in the sports world, in terms of developments and respect of players’ rights. His great achievements included the introduction of licenses in spo rts, improvement of contractual terms, and adoption of correct pension schemes by organizations. In addition, his struggle to increase the unions saw the expansion of the union to international standards, something that unions and individual feel even today. This is because currently, MLBPA is one of the most prominent and powerful sports organizations in not only America, but also globally (Korr, 2003, p.1). The concept of the reserve clause received much opposition and faced many court challenges, whereby finally under arbitration the concept of free agency came into being. This abolished the monopoly enjoyed by many clubs in that, it helped to abolish the continuous tendencies of clubs renewing players’ contracts without their consent. MLBPA has undergone many changes, and has seen many leaders come an go, whereby some of the leaders who have seen the union sail through changing hard times include Ken Moffet (after miller) and Fehr. Other developments after Miller’s achievement include increase in revenue amounts, restricting of the free agent market that made club owners enjoy the monopoly as concerned the signing of new contracts. This in any ways has contributed to compensation of players for their rights abused by club owners, for example in 1990; players received $280 million from club owners. Achievement of these has never been smooth in that, it had to involve unrests and boycotts from players for example the 232-day boycott in 1994 to 1995. This in many ways enhanced negotiation standards and agreements rates, something that was very clear during the 2002 signing of a new sort contract (MLBPA, 2010, p.1). Impacts of the Unionization on Players, owners and the Baseball Game In common practice, the main aim of all players’ organizations is to fight and a ensure team managements and club owners respect all player rights. The case has not been different in MLBPA; owing to the many struggles, it has undergone to achieve its present status, primarily because of the much turmoil, which it had to undergo in the past. For example to achieve its present status, the union had to organize many strikes and work boycotts. In addition, in some instances it had to file court cases, whereby it lost and won some. On the other hand, where the court cases failed, arbitration had to prevail, hence the current achievements of the union. Although the quality of the game has had a major boost, players have benefited most because of the freedom that abolishing of the reserve clause granted them. Currently baseball players have employment rights, a scenario that contrasts to what existed previously where, club owners enjoyed the monopoly of controlling all baseball activities. Under Miller’s leadership, club owners granted players collective bargaining opportunities through agreements signed between the two parties; players and club owners. Such like developments have contributed to the currently earned good salaries by b aseball players, as compared to the past when their salary was little to sustain a good living (Goodman, 2000, p.1). In addition, players have arbitration rights, something that is a major boost to the formalities of solving players’ problems. These rights have achieved a lot for example, in 1989, players benefited from a damage compensation that amounted to $ 38 million. In addition through this arbitration rights, player have received other benefits either in form of salaries or compensations from club owners incase something in cases where problems occur during playing time. Currently players have information access rights, something that the club owners tried to constrain during early times when there existed many contending issues between the two parties. Apart from material gains, the unionization of baseball has created strong baseball teams whose solidarity has brought many achievements, which has contributed to talent exploitation hence the coming up of many stars fo r example, Barry Bonds and Sammy Sosa (MLBPA, 2010, p.1). On the other hand, the unionization has contributed greatly to the increasing bargaining power of players. MLBPA represents all players’ grievances in court and to baseball club owners. Hence, due the nature of the power they posses, they have helped baseball players to express their grievance hence, bettering their negotiating terms. Although the unionization of professional baseball has contributed a lot to players’ well-being, to some extent it has contributed to the downfall of players who never participated in the strike. This is because to the union the young players’ act of not joining others in the strike deviated from the union’s rules hence, the only way of punishing them is by denying them union memberships. This has greatly contributed to talent wastage, because they are not entitled to benefit from any deals by the union (Kendrick, 2010, p.1). To club owners, considering the amount of fines resulting from compensations, management of most baseball teams have little to celebrate for, because these compensations are major sources of looses. Baseball unions from time to time have challenged any management orientation club owners adopt; any time they feel, such changes are violating player’s rights. In many ways, this has made management hard in that, from time to time there are policy changes, something that costs club owners substantial amounts of money. Although the above is the case as concerns managements, at least the same has helped to shape management practices of teams. This is because currently, clubs give players the required respect and recognition, something that was rare previously during the reign of Albert Spalding as a club owner. The game has received a major boost in terms of quality and standards. Previously, the â€Å"reserve clause† and the contractual terms was a major demoralizing factor because, players could not afford to play for their dream teams. With the formation of MLPBA, club managers adopted better managerial policies that saw the change of contractual terms hence, guaranteeing players their individual freedoms. On the other hand, previously there were much segregation in terms of players in specific baseball teams, whereby there existed clear divisions between the whites and black Americans. This led to the formation of the Negro League Baseball Players Association. However, due to unionization such segregations have vanished because of equal representation. This in many ways has contributed to the development of the game to international standards, because every registered player has equal chances of exhibiting their expertise as far as the game is concerned (Negro League Baseball Players Association, 2007, p.1). Factors that Determine Player Compensation Packages in Baseball Currently, professional sport has undergone many transformations in terms of diversification, hence making the entire fi eld a multifaceted field. Depending on one’s competence in terms of playing skills and how much fans like one, one becomes a good marketing tool of clubs they belong. Majority of organizations adopt the incentive plan, for most management considers it the most appropriate mechanism of encouraging performance. The same is not different when it comes to professional sports, because for players to maintain high playing standards, club managements have to adopt the same measures. The overall role of determining the remuneration packages of baseball players rests with the Major League Baseball players Union. The league achieves its mandate by employing the use of collective bargaining agreements. Depending whether a player is in the national league or in the American league, the remuneration packages vary accordingly. In addition, negotiation also forms the foundation of any remuneration package a player receives hence, the importance of unions as main negotiators (Manzano, 2006 , p.1). Any baseball player is entitled to a specific minimum salary. In addition, to the minimum salary, clubs add other performance related monetary benefits; depending on terms of agreements. For a player to have arbitration rights, they have to be in the league for a minimum of three years, whereby contractual renewal terms determine the amount of salary that a player earns. After the third year; when the clubs are renewing contracts, the salary varies depending also on the new contractual terms. Generally, a player’s remuneration package depends on achievements; in terms of game quality and the representing union’s agents during negotiations (Miller, 2000, pp. 87-88). Roles of Unions to Player Compensation The remuneration packages of baseball players in most cases depend primarily on the strength of the negotiator(s). Players on their own cannot afford to negotiate good contractual terms hence, the need for representation by agent provided by unions where they be long. This is the case, because sometimes working conditions may be unfavorable or their may exist many contending issue under consideration. In addition, because majority of players have little knowledge about the nature of benefits they should receive from their clubs, special representation by union agents ensures club managers do not take advantage over them. This ensures club owners award players good remuneration packages through the process of structuring the wage benefits (Milkovich Newman, 2007, pp. 94-97). Although one may argue that, contractual terms are clear hence, no need for one to be represented by a union member, it is necessary for individuals to remember that, contractual term are alterable before one signs a contract. Hence, the use of an agent guarantees improved contractual terms, which translates to better benefits. In addition, unions’ representation can act as a security measure because many changes can occur in terms of skill demand and competiti on (Milkovich Newman, 2007, p. 504). Therefore, to ensure there is job security and assurance of continuous gaining, it is important for players to have representation from a union, it being a corporate and registered body, hence has rights to defend an individual in case something wrong happens in the course of the game. Conclusion In conclusion, baseball unionization has undergone a major transformation process. This is because a comparison between the past and present quality and standards of the game clearly shows that, the game has undergone an evolution. The evolution is in terms of managerial qualities, policy developments, and changes in the general practice of the game. Reference List Baseball labor History. (1997). An old fashioned game with old fashioned traditions. Retrieved from http://xroads.virginia.edu/~CLASS/am483_97/projects/brady/labor.html Goodman, A. (2000). Sports Law History: the role of Marvin Miller. Retrieved from http://www.sportslawnews.com/archive/his tory/MarvinMiller.htm History of Baseball. (n.d.). Baseball. Retrieved from http://www.rpi.edu/~fiscap/history_files/hisproj1.htm Kendrick, S. (2010). 1994-95 effects are felt, at least on video games. About Baseball. Retrieved from http://baseball.about.com/b/2010/02/03/1994-95-strike-effects-are-still-felt-at-least-on-video-games.htm Korr, C. (2003). Baseball union. Dictionary of American History. Retrieved from http://www.encyclopedia.com/doc/1G2-3401800383.html Major League Baseball Players Association (MLBPA). MLBPA information. MLBPA Players. Retrieved from http://mlbplayers.mlb.com/pa/info/ Manzano, C. (2006). The business of baseball: how do players earn such Big salaries. Law Offices of Catalina L. Manzano. Retrieved from http://manzanolaw.com/articles/baseball.html Milkovich, G., Newman, J. (2007). Compensation (9th e.d.). New York: McGraw-Hill/Irwin Publishers. Miller, P. (2000). A theoretical and empirical comparison of free agent and Arbitration-eligible salaries ne gotiated in major league baseball. Southern Economic Journal, 67(1), 87-104. Retrieved from http://www.jstor.org/pss/1061614 Negro League Baseball Players Association. History of Major Negro Leagues Association. NLPBA. Retrieved from http://www.nlbpa.com/history.html This essay on Unions and Compensation in Major League Baseball was written and submitted by user Elisa K. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Term Vs Whole Life Essays - Life Insurance, Whole Life Insurance

Term Vs Whole Life Essays - Life Insurance, Whole Life Insurance Term Vs Whole Life TERM VS WHOLE LIFE If you're like most people, there's nothing more important to you than your family. As difficult as it is for you to imagine not being there for them, it's a risk we all face. To help be sure your loved ones have the financial protection they'll need, it's important to not only think about the unexpected, but to plan for it. If you were gone, who would provide for your loved ones? Who would help... Provide cash for family income? Cover the cost of raising your children? Pay off your mortgage? Pay off your debts? Life insurance can help give your family the protection they need while providing you with peace of mind. It can help provide continuing income and help pay the billskeeping your family's hopes and dreams alive even after your death. or to find out if you're approved for up to $150,000 of immediate 10-year term life insurance that could save you up to 30%.* Coverage starts today with no medical exam if you're approved.** Or, get more information on other life insurance coverage offered through U.S. Bancorp Insurance Services: in higher coverage amounts for maximum coverage at the lowest premiums that can be designed for long-term protection while providing flexibility in terms of premium payments and cash value accumulation. Applying for 10- and 20-year underwritten term and universal life insurance involves an interview and a medical exam (including blood and urine samples). Term Insurance Advantages Initially, premiums are lower than those for various forms of whole life insurance, thus allowing you to purchase higher amounts of insurance coverage. It is good for covering specific needs that will disappear in time, such as mortgages and other loans. Disadvantages Premiums will increase as you grow older and at the end of the term of the policy you purchase, such as 10 year term. In the 11th year the premiums will increase. Eventually, coverage may lapse due to the expense of the policy the older you do get.Generally, the policy does not have cash value. Permanent Insurance Advantages As long as the necessary premiums are paid, the life insurance policy is guaranteed to be there for your entire life. Your premium can be fixed or flexible to meet your own personal needs. The policy accumulates a cash value that you can borrow against. Loans would need to be paid back with interest or your beneficiaries will receive a reduced value of benefit if you pass away prematurely. If you ever needed to have your premiums paid for with you existing cash value, you can. If you surrender your policy, the cash value will be returned to you. Disadvantages The required premiums may make it to expensive to purchase the necessary amount of insurance you and your family needs. It may cost more than term insurance if you do not keep the policy long term. I think I would take the whole life insurance because it will adjust to your personal need as the term wont it is just a fixed rate but the whole life also has a fixed rate but it will fluxuate to fit your personal needs at the time that your in that would be why I pick whole life over term life. TERM VS WHOLE LIFE If you're like most people, there's nothing more important to you than your family. As difficult as it is for you to imagine not being there for them, it's a risk we all face. To help be sure your loved ones have the financial protection they'll need, it's important to not only think about the unexpected, but to plan for it. If you were gone, who would provide for your loved ones? Who would help... Provide cash for family income? Cover the cost of raising your children? Pay off your mortgage? Pay off your debts? Life insurance can help give your family the protection they need while providing you with peace of mind. It can help provide continuing income and help pay the billskeeping your family's hopes and dreams alive even after your death. or to find out if you're approved for up to $150,000 of immediate 10-year term life insurance that could save you up to 30%.* Coverage starts today with no medical exam if you're approved.** Or, get more information on other life insurance coverage offered through U.S. Bancorp Insurance Services: in higher coverage amounts for maximum

The Children by Nina Fedorova Essay Example | Topics and Well Written Essays - 750 words

The Children by Nina Fedorova - Essay Example Lida is the main child. Manchuria is China and hard. Many peoples refugee there and Japan controlled. Lida and her mother are Russian and escape violence in Russian Revolution. Lida sings good and loves Jimmy from U.S. They will have marry some day and mail letters, but Lida stops getting them. When traveling to sing. Lida sees friends in Harbin and Shanghai. She sees the Platova, Mother Abbess, and Mme. Militza. Mainly Lida worrys for Jimmy, because must marry to be happy. Glafira marrys George and they are happy with brothers in Australia. Mother Abbess even wants to marry, but she dies. Jimmy has accident in hospital and Lida sad and sick but Leon downstairs send her letters. Lida writes Jimmy how that Leon asked her to marry and Jimmy doesn't write until he leaves so she choose. Leon is in Spain and Mrs. Clark finds out about Jimmy to help Lida to go to U.S. Before Lida leave, her home flooded. Piano can't be sold. Rooms Mother rent are full of peoples without house, so Lida has no money to leave. Lida's friend Alla is sick because her mother did not like her husband. They stay with Lida but Alla dies. "Fate deprived Alla of many pleasures in life now refused her even the traditional accessory of death." (Fedorova 340). The city was under water. People moved in boats and tubs and rafts. With no place to bury Alla. Mother sew her in sackcloth and she in General took body on boat to Hei-ho river and push her in. Japan soldiers sit in boats over fences because of blockade. The town is almost dry when Second World War happens. Russians have party for Lida because Miss Clark pays for boat. Lida travels with Mr. Rind and Professor Kremenetz, but she is careful without Japanese permission. Mr Rind is American but Professor Kremenetz is Russian and says "A Russian girl is almost ridiculous in her devotion. A Russian heart is the pathetic heart of a child rushing for an illusion, hurting himself and others - still refusing to take reality as it is." (Fedorova 375). Lida gets to Seattle and Jimmy buys her oranges. Everyone is child and Russian child have to learn. Many learn in The Children. The Shanghai student are get impressed by Lida and come see her sing. The boys stop changing Mme. Militza's sign and bring her flowers because a book told them how. Nikitka's mother rents him to Mrs. Pitcher and she sends him to school with English. He learns with younger child and then he cheats. No other English students like him and Nikitka gets beat for cheating so he runs away. Comrade Dasha is Communist. She read newspapers for Mr. Rind in Harbin. When Lida watches the frozen river at Christmas, she talks that God means she is never lonely. Dasha laughs because she is atheist. Dasha take Mr. Rind to Communist meeting where she is dead. Dasha saves the speaker from a bullet and has a big funeral because she was a worker. Lida tells Mother Abbess and the mothers pray because Dasha was atheist. Sinner Vera is a liar about everything. Her parents are killed at six years old. Mother Abbess says "To lie i s perhaps her way to believe that one can change the facts." (Fedorova 145). Lida's cousin Dima in England. He can go to U.S. but stays to fight for Mrs. Parrish in England. Dima has plan for children. He writes to Lida and her Mother to tell them about plan. He takes all from all fighting countries and they go to island.

How to Keep A Good Job Essay Example | Topics and Well Written Essays - 500 words

How to Keep A Good Job - Essay Example Hence having a perspective is good, however keeping a few things to oneself is better for the period that the individual is at the job. b) Do not Excel at the Job nor underperform: At a job it is best not to try to excel, this is because it will cause unnecessary attention and talks in the office. Same is the case with underperformance. Hence it is best to keep a low profile and complete the job in hand at time and keep up with all the jobs that have been assigned. c) Make a Clear Decision: Making a clear decision as to the choice of wither staying or leaving the job needs to be planned and well decided. There is nothing worse than being on the edge and not being able to decide whether to stay or leave the job. This will only lead the person to show low performance and also unprofessional behaviour. It is however better if the plan is clear and if a person des want to leave the job, it is best to provide the employers with the notice and work professionally until the last day of the job to leave the place with a good name (MPR News, 2008). Also in some cases taking time out and thinking about the factors that affect the job is a good option rather than just jumping to conclusions. d) Be happy with the Job and No Complaints: In the current period having a job is a very great thing. It is essential that employees understand this and also do not complain about their job or the work that is involved in the job. It is always better to keep what one feels to themselves rather than sharing the issues within the office. At the current time the employers are not interested in the hearing the issues of the employees as the current economy is already quite taxing especially for the management. e) Being Content with the job and the salary: In the current period if one needs to keep the job it is essential to be content with the salary and to cope up with all the

Strategic Human Resource Management Essay Example | Topics and Well Written Essays - 1000 words

Strategic Human Resource Management - Essay Example Horizontal fit refers to the congruence among various HRM practices (Baird & Meshoulam, 1998), and vertical fit refers to the alignment of HRM practice with strategic management process of the firm (Schuler & Jackson, 1987)†. Several approaches have been developed to strategic international human resource management and each of these has their own advantages and disadvantages. The following section will detail the various approaches and aims to compare and contrast these approaches. Approaches to Strategic International Human Resource Management: There are four main approaches to strategic international human resource management. These include: a) Strategy Focused Approach: Some authors are of the view that human resource management and strategic HRM are the same. Authors believe that the nature of HRM is strategic (Dowling, Festing, & Engle, 2007). However this view has not been clearly accepted by a number of authors and it is believed that strategic human resources and HRM a lthough might be similar in a few aspects are not the same. This approach focuses on the strategy based view. b) Decision Focused Approach: Authors like Tichy et al express that there are three main levels of management. These they explain include, the long term, i.e. strategic, medium term, i.e. managerial and the short term, i.e. operational (Dowling, Festing, & Engle, 2007). Authors believe that the functions of human resources that are completed at strategic level together form strategic international human resource management. However there have been arguments that the managerial or also the operational level of human resource functions are more so the... This paper stresses that several approaches have been developed to strategic international human resource management and each of these has their own advantages and disadvantages. The following section will detail the various approaches and aims to compare and contrast these approaches. This report makes a conclusion that some approaches clearly include different views of the organization and also take into account different aspects of the organization which help give rise to the strategic human resource planning. Here it is important to note that although most of these are interlinked the main difference among them is the nature of the approach. Each approach takes into account various elements of business and on how the strategic international human resource management is developed within the organization. The author talks that it is also important to note here that these approaches are based on six main elements which include, a) The transformation of the human resource staff and structure, b) improving the overall administrative efficiency, c) creating a sync between human resource and strategic planning process of the organization, d) creating a fit between the human resources practices and the business strategy itself, e) taking into account the impact of the human resources on the business and also f) development of relationship with the line management. These elements clearly indicate all the areas that together help in the development of Strategic International Human Resource Management. Although all the approaches might be different and might undertake different areas to develop the human resource management, the main crux of all the approaches is clearly the above mentioned six elements.

Developing Learning Spaces in University

Developing Learning Spaces in University Science Learning Spaces and Transition into First Year Bachelor of Science Significant investment has been made in the past ten years in universities and schools in regard to learning spaces and engagement and retention of students as well as preparing students for the world of work outside of the education system. A learning space is one where the teacher and student engage in learning, where a task is realised and the ability to adopt new ways of seeing the world are understood. Research looking at learning spaces and the interaction between architecture and education, show that there is a disconnect between the designing of the learning space and those that teach in the learning space. Student feedback on the success of the learning space is not often considered or is the transition of the students from a school learning space environment to a university/tertiary learning space environment. Learning spaces have many different contexts school spaces, university spaces, virtual spaces, however the area of interest for this study is the transition of students from an innovative learning space in a secondary school environment to an innovative space in a tertiary environment. When researching and gathering information, the premise is that space (natural and built environments) shapes practices and outcomes in teaching and learning, in particular with students moving from secondary to tertiary environments. According to Oblinger (2006), the relationship and social practices that make up learning spaces are only one aspect of the complex relationships of teaching that inform learning outcomes. However, a learning space can improve conditions and mediate relationships that improve student learning along with the physical, mental and cognitive indicators (Oblinger 2006). The use and effect of learning spaces, particularly physical learning spaces are often related pedagogicall y and organisationally to changes in use and demands in any point of time. Arnot and Reay (2007) discuss an example any one particular space could be used for individual pathway planning, team teaching, personalised learning, teamwork, problem solving, community based learning, which can all be done in open multipurpose learning spaces that link the education to the real world environment. Bruckner (1997) and Nespor (2004) state that temporality is a key factor in how organisations, teachers and students respond to new learning spaces over time. Souter, Riddle, Keppell, Sellers (2010) suggest that innovative learning spaces such as the purpose built spaces that universities are investing in today, should support a constructivist approach to learning and support student centred learning that is collaborative and experiential. Often spaces are built for design without considering the learning and comfort of the students, as well as the success and retention of students in a particular program. Designing built environments on sound pedagogical and architectural principles that are appropriate to community needs provides new opportunities for academics to create new partnerships and new pedagogical possibilities (Blackmore et al, 2011). However, Elmore (2007) indicates that this means focusing on the purpose and rational for change which include teaching and learning practices to support the learning environment and student needs. Currently there is a lot of research looking at the transition of students from secondary to univer sity (Johnson, Johnson, Farenga Ness (2005); Sleeter 2008; Zeichner 2008, 2010) however the area of research looking at the use of traditional pedagogy and learning spaces at university show that there is a need for change (Zeichner 2010). The DEECD authorised The Connections between Learning Spaces and Learning Outcomes: A Literature Review (Blackmore et al. 2010) which concluded that while the investment of building new spaces has been based on sound architectural and educational principals, there was little evidence that showed the connectedness to improved student learning, and how the spaces were used by teachers, students and communities pedagogically, as well as what effect they had on different student social groups. The question then is how does community and governance in higher education relate to learning, teaching and space? Temple (2008) suggests that this is an under researched area and one that may have significance in retention and enjoyment of students at university. Often what universities and architects think people think about their buildings is unsupported when university staff members and students are actually asked (Temple 2008). Student-centred approach to university design often focus on issue s of pedagogy and the curriculum rather than the physical environment (Temple 2008). Some writers have noted that teaching and learning should drive design, rather than visa versa (Jamieson et al. 2000; Jamieson 2003). Guiding principal for new learning spaces secondary and tertiary. Case Studies New Chem labs, physics learning space and GCF and Education Perspectives on learning spaces and pedagogical needs. Learning spaces and pedagogy Retention and Attrition of students in tertiary education Pat Sanders Brighton Grammar Science lab, thorough case study Scotch College science labs Comparative analysis of planning between case studies planning, methodology and outcome References Arnot, M. and D. Reay (2007). A Sociology of Pedagogic Voice: Power, inequality and pupil consultation. Discourse: Studies in the Cultural Politics of Education 28(3): 311-325. Bruckner, M. (1997). Eavesdropping on Change: Listening to Teachers During the First Year of an Extended Block Schedule. NASSP Bulletin 81(593): 42-52. More and more high schools are moving to a block scheduling arrangement, which results in longer and fewer classes each day. Changes in teaching strategies are essential to the success of such programs, for without significant revisions in classroom time use, block scheduling results in lengthy lectures or multiple lessons forged together, sometimes without logic. Nespor, J. (2004). Educational scale-making. Pedagogy, Culture Society 12(3): 309 326. The article explores the complexities of educational scalemaking. Educational scales are defined as the spatial and temporal orders generated as pupils and teachers move and are moved through educational systems; scales are envelopes of spacetime into which certain schoolbased identities (and not others) can be folded. Scale is thus both an object and a means of power in educational practice. Using data from life history interviews with an elementary teacher in the USA, the article illustrates the multiplicity of scale-making processes, and raises the question of how certain scale definitions become more widely accepted and authoritative than others. Oblinger, D. (2006). Learning Spaces. D. Oblinger, Educause. Space, whether physical or virtual, can have a significant impact on learning. Learning Spaces focuses on how learner expectations influence such spaces, the principles and activities that facilitate learning, and the role of technology from the perspective of those who create learning environments: faculty, learning technologists, librarians, and administrators. Information technology has brought unique capabilities to learning spaces, whether stimulating greater interaction through the use of collaborative tools, videoconferencing with international experts, or opening virtual worlds for exploration. This e-book represents an ongoing exploration as we bring together space, technology, and pedagogy to ensure learner success.

Humanitys Fall in John Miltons Paradise Lost :: Milton Paradise Lost Essays

Humanity's Fall in Paradise Lost      Ã‚   The original sin that led to humanity's fall in the Garden of Eden is by far the worst sin committed by humankind.   It is this sin that led to future sins.   This original sin   must be emphasized by writers to depict the evil involved in it.   In writing Paradise Lost, John Milton recognizes this fact and uses a variety of literary techniques to stress the evil in the story over the good.   The techniques used include a series of parallels with the parallel between good and evil being first and foremost as well, as symmetry to keep the poem in balance.   Paradise Lost is a poem essentially about the origin of sin and evil, as a result, Milton presents evil in a more coercive manner than good.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Satan and his followers in Paradise Lost are presented as being more evil than God and his disciples are good.   God addresses the Son to be in the likeness of himself in Book three by saying, "The radiant image of his glory sat, his only Son."(Bk. 3, 63-64).   Although this implies that the Son is a model of perfection as is God, it does not clarify it by stating it outright.   Milton definitely portrays Satan's evil in Book four by asserting that Satan is hell and that evil is his good because good has been lost to him. (Bk. 4, lines 75, 108-110).   Satan's moral state further decays in Book nine as detailed in a soliloquy at the beginning of the book by Satan.   Satan recognizes his descent into bestiality after once being in contention with the gods to sit on top of the hierarchy of angels.   He is unhappy with this "foul descent" and in turn wants to take out his grief on humanity.   Despite recognizing that revenge eventually becomes bitter, Satan wants to make others as miserable as he is.   It is i n destruction that he finds comfort for his ceaseless thoughts.   (Bk. 9, lines 129-130, 163-165).   Satan is described at length in an epic simile that compares his great size to that of mythical figures.   This simile drags on for sixteen lines of direct comparison.   This comparison to mythical figures makes the reader think more about the subject therefore invoking more thought about

Education teaching and learning process education essay

Different literatures were studied to specify and to warrant the importance of the different keywords as they relate to the survey every bit good as to hold a good background on the organic structure of cognition. This certainly will be good to the apprehension of the kernel of ICT tools in Education as they are merely referred as Educational Technology Tools. Technology is going an progressively influential factor in instruction. The usage of computing machines and nomadic phones as complements to educational patterns are really up-to-date development in the country as we are speaking about on-line instruction. The detonation of computing machine usage in different economic countries brought about the ICT dimension in about everything we do these yearss. The demand of new accomplishments and apprehension of pupils and Educators are enforcing itself as a world, besides the environment in which instruction and acquisition is taking topographic point is under changeless alteration every bit good as the direction of the pupils. It is of import to observe that, in order to put the context, by and large talking, there is no 1 accepted definition of what constitutes engineering. Technology is the word associated with anything that aims to ease the human life through alteration. Ursula Franklin, in her 1989 â€Å" Real World of Technology † lectures: defines engineering as a â€Å" pattern, the manner we do things around here † . The Merriam-Webster dictionary offers a definition of the term as: â€Å" the practical application of cognition particularly in a peculiar country † and â€Å" a capableness given by the practical application of cognition † .2.2 Education, Teaching and Learning ProcessEducation from the Webster ‘s 1828 Dictionary read as follows: The conveying up, as of a kid, direction ; formation of manners. Education comprehends all that series of direction and subject which is intended to edify the apprehension, correct the pique, and organize the manners and wonts of young person, and suit them for utility in their hereafter Stationss. To give kids a good instruction in manners, humanistic disciplines and scien tific discipline, is of import ; to give them a spiritual instruction is indispensable ; and an huge duty remainders on parents and defenders who neglect these responsibilities. Education is a construct in which Instruction, Teaching and Learning are major pillars: Direction refers to the facilitating of larning toward identified aims, delivered either by an teacher or other signifiers. Teaching refers to the actions of a existent unrecorded teacher designed to leave larning to the pupil. Learning refers to larning with a position toward fixing scholars with specific cognition, accomplishments, or abilities that can be applied instantly upon completion. For, instruction is any act or experience that has a formative consequence on the head, character or physical ability of an person. In its proficient sense instruction is the procedure by which society intentionally transmits its accrued cognition, accomplishments and values from one coevals to another. However at that place has ever been a treatment on the affair of guaranting continuity of go throughing on cognition and a affair of furthering creativeness, which propels the scholars to the universe of terra incognitas and forces the coming out of it with invention and inventiveness. Both of these maps relate every bit to knowledge and attitudes, to understanding and behaviors. They are the kernel of the teaching/learning procedure. We want creativeness, but we want it to emerge from what is known and understood. We want continuity and that excessively from what is known and understood. Learning environments in schools typically involve one or more grownup instructors connected with a figure of pupils, normally in good defined physical scenes. Physically it may be in a room, full of peculiar furniture and equipment. The topographic point of computing machines in larning for the bulk of kids is most likely to happen in the schoolroom and, for an increasing figure, at place. However, most experts in the field of educational calculating would characterize computing machines as synergistic and therefore acknowledge them a topographic point within the relationship constructions of the schoolroom acquisition environment, non merely the physical environment. The course of study is concerned with What is learned and taught: includes aims, content, and larning results ( the cognition, accomplishments and attitudes that pupils are intended to show ) . How this acquisition and instruction occurs: concerns teaching/learning methodological analysis, learning schemes and media resources. Most teaching/learning methods and schemes involve the usage of some equipment. Some learning methods may merely include the usage of a chalkboard and chalk while others may do usage of a telecasting or overhead projector. This equipment and its usage within the course of study are frequently referred to as educational engineering.2.3 Educational Technology and ICTEducational engineering concerns the engineering that is used to ease the teaching/learning procedure. As such it is included in the how portion of the course of study. We could see educational engineering as the tools of the learning trade, portion of the medium used to convey the course of study. Thus the engineering used is determined by the intended course of study. Besides portion of the context of the course of study concerns the function of the instructor, the physical scene and the general pedagogical positions of the instructor and instruction system. These are likely to impact the engineering used and may affect t he usage of computing machines. Technology can be seen to be impacting the course of study both in footings of content and methodological analysis, there are a figure of cases where the course of study has been changed due to alterations in engineering, innovation of new engineering has added content to the course of study ( e.g. engineering based on electricity ) or new engineering has made parts of the content obsolete ( e.g. utilizing reckoners alternatively of logarithms for computation ) . Information and communicating engineerings ( ICTs ) are a â€Å" diverse set of tools and resources used to pass on, make, circulate, shop, and manage information. † These engineerings include computing machines, the Internet, airing engineerings ( wireless and telecasting ) , and telephone. Nowadays there is an increasing involvement in how computing machines and the Internet can better instruction at all degrees. Older ICT engineerings, such as wireless and telecasting, have for over 40 old ages been used for unfastened and distance acquisition. There is a assortment of nomenclature that describes the ways computing machines are integrated into the acquisition procedure and in the schoolroom: technology-mediated acquisition, computer-aided direction, distance instruction, distance acquisition, educational engineering, place acquisition engineerings, computer-based instruction, instructional engineering, multimedia, communications systems, Web-based acquisition, educational m ultimedia applications, and computer-mediated communicating etc are merely a sample of those. This variableness in nomenclature is non a affair of dissension among research workers, but merely implies that engineering is a word that is used to depict different things to different people. Technology is a term that is used by many to depict, survey, and measure the assorted ways computing machines are integrated into instruction, both inside and outside the schoolrooms.2.4 Integrating Technology in TeachingFurthermore, there is no consensus about what constitutes engineering in larning or learning. However, the common nexus tends to be some usage of the personal computing machine to help instruction or acquisition in some signifier or manner. These engineerings run the continuum of integrating in instruction from full classs put on the Web to engineering integrated into a specific lesson. Though most research surveies focus on computer-based engineering, there are other learning and l arning engineerings that are non computer-based. These can include overhead projectors, papers cameras, optical maser arrows, robotics, telecasting, VCR, DVD, presentation equipment, sound systems, Cadmiums, tape recordings, simulation machines, and theoretical accounts. Some research workers even consider the traditional piece of chalk and chalkboard a type of engineering. Many pedagogues have argued that the appropriate usage of ICT by pupils can help instructors in finding and providing for the anterior cognition of pupils. Further, it is normally besides argued that ICT can help pupils in prosecuting cognitively to a greater deepness with cognition spheres. That is pupils are supported in using the full scope of believing accomplishments within reliable contexts. This is frequently discussed in footings of cognitive taxonomies such as that provided by Bloom ( 1964 ) . Knowledge The scholar must remember information ( i.e. convey to mind the appropriate stuff ) . Comprehension The scholar understands what is being communicated by doing usage of the communicating. Application The scholar uses abstractions ( e.g. thoughts ) in peculiar and concrete state of affairss. Analysis The scholar can interrupt down a communicating into its constitutional elements or parts. Synthesis The scholar puts together elements or parts to organize a whole. Evaluation The scholar makes judgements about the value of stuff or methods for a given intent. By and large talking, there is an premise that engineering Fosters larning simply by its usage in the educational procedure. Ehrmann ( 1999 ) sums up this premise really nicely: Technologies such as computing machines ( or pencils ) do n't hold predetermined impacts ; it ‘s their utilizations that influence outcomes. This statement seems obvious, but many establishments act as though the mere presence of engineering will better larning. They use computing machines to learn the same things in the same ways as earlier, yet they expect larning results to be better. ( p. 32 ) In his essay, Clark ( 1983 ) said compactly: â€Å" aˆÂ ¦media are mere vehicles that deliver direction but do non act upon pupil accomplishment any more than the truck that delivers our food markets causes alterations in our nutrition † ( p. 445 ) . â€Å" if learning occurs as a consequence of exposure to any media, the acquisition is caused by the instructional method embedded in the media presentation. ( p. 26 ) Further, he posited that different types of media could be substituted for each other, because media are non responsible for any acquisition that might take topographic point. Media are non the causal agents in the acquisition procedure ; instead, instructional method is the active ingredient or accelerator that causes larning to take topographic point. In contrast to Clark ‘s statement, Kozma ( 1994 ) believed that the more appropriate inquiry was non whether media do influence acquisition, but will they act upon larning. He besides contended that merely because we have non established a relationship between media and acquisition does non intend that one does non be. He believed that, since we do non to the full understand the relationship between media and acquisition, we have yet to mensurate it, and the failure to set up this relationship is caused in portion by our theories of acquisition, or more specifically, behaviorism, with its basic premise that a stimulus causes a r esponse. Therefore, if the stimulation is non present, there is no possibility for response. Kozma ( 1994 ) explained that in Clark ‘s position media are merely â€Å" mere vehicles † or conduits for an instructional method ( stimulation ) that elicit a response ( larning ) . Kozma argues that larning is a much more complex procedure than merely a series of stimulus-response connexions. Learning, in his position, is defined as â€Å" an active, constructive, cognitive and societal procedure by which the scholar strategically manages available cognitive, physical and societal resources to make new cognition by interacting with information in the environment and incorporating it with information already stored in memory † ( p.8 ) . Therefore, in Kozma ‘s position, since the definition acquisition has evolved to incarnate more of a constructive procedure, our measuring of this procedure must germinate every bit good. Still others have argued for a complete reframing of the argument over engineering and its consequence on acquisition. Jonassen, Campbell, and Davidson ( 1994 ) believed that the Clark/Kozma arguments focused excessively much on direction and media and non plenty on the properties of the scholar who finally constructs the cognition. With all the assorted sentiments on the relationship between engineering and acquisition, it begs the inquiry: who is right? It appears that each theoretician brings an of import position to the tabular array. Clark is right that engineering has non needfully revolutionise the procedure of acquisition. Technology has non helped worlds develop a new manner to larn. Learning is still something that is performed by the person. However, in Clark ‘s position, all an teacher would necessitate to make is implant the appropriate instructional method into his/her lesson and acquisition should take topographic point. We know, nevertheless, despite many teachers ‘ best attempts and superior instruction abilities, larning does non ever take topographic point. Kozma is besides right that we must analyze engineering and larning beyond a behavioristic context. Learning is an knowing act ( Jonnasen, 1994 ) and the human being making the acquisition should non be discounted. Research workers have established that there is no important difference between larning with engineering in distance instruction classs and larning in a traditional schoolroom, but they do non discourse how human motive is influenced by engineering. This could be a really of import losing component in the argument. Which side you take in this argument depends mostly upon how you define larning. If you subscribe to more behavioristic positions of acquisition, Clark will do more sense to you. If you conceive of acquisition as a more cognitive or constructivist procedure, you would be more likely to hold with Kozma or Jonnasen. From a pedagogical attack, Information-processing theories emerged from a subdivision of cognitive psychological science that focused on the memory and storage procedures that enable larning. Theorist in this country explores how a individual receives information and shops it in memory. The construction of memory that allows the acquisition of something new, relate to and is built on something learned antecedently and besides how a scholar retrieves information from short-run and long-run memory and applies it to new state of affairss. The well-known information-processing theoretician, David Ausubel, proposed that the manner a scholar receives and shops information affects the utility of the information, for illustration, by reassigning current acquisition to larning other accomplishments. On the other manus, the theoretical account of the behaviorist B.F. Skinner, infers that portion of the Educator ‘s occupation is to modify the behavior of pupils through positive support, therefore under puting behaviour alteration techniques in schoolroom direction and programmed direction. To this we may state that, the stimulus-response interaction between pupil and engineering can be introduced through computing machines so as to help direction, by supplying drills and patterns on antecedently learned accomplishments, from pattern and tutorial package. The cognitive constructivist, Jean Piaget ‘s theory has two major parts: one constituent that predicts what kids can and can non understand at different ages, and a theory of development that describes how kids develop cognitive abilities. The cardinal deductions to these are: First, acquisition is an active procedure where direct experience, doing mistakes, and looking for solutions is critical for the assimilation and adjustment of information. The presentation of information is of import, when it is introduced as an assistance to job work outing. It functions as a tool instead than an stray arbitrary fact. Second, larning should be whole, reliable, and â€Å" existent. † Therefore, in a Piagetian schoolroom there is less accent on straight learning specific accomplishments and more accent is laid on larning in a meaningful context. Technology, peculiarly multimedia, offers a huge array of such chances, with the support of educational package on videodiscs and CD-ROMs, Educators can supply a acquisition environment that helps to spread out the conceptual and experiential background of the audience. The societal constructivist, L. S. Vygotsky ‘s theory has much more room for an active and involved Educator. He claimed that the cardinal point of his psychological attack is mediation. Through mediation human cognitive growing and acquisition as equals and other members of his community engages in relationships with the stuff and societal environment. Thus the usage of engineering can be used to link pupils to each other via electronic mail, forum, newsgroups etc. Now, from here, which approach to take? Which is best suited to heighten larning? What hardware or package to utilize? There is no right or incorrect replies to these inquiries, geting hardware and package bundles will partially decide the job. It is up to the Educator, who knows the lesson aims, the expected consequences and the pupils, to take which attack to utilize and what engineering should attach to the attack. However the finding of the engineering ‘s worthiness for a given lesson could be answered by the undermentioned inquiries: Is the lesson content worthwhile? ( Are at that place clear aims, connected to criterions or important inquiries, etc? ) Make the lesson activities engage pupils? How does engineering heighten the lesson in ways that would non be possible without it? Educators should so look for the best agencies to ease a diverseness of larning manners, and need to be competent perceivers of the societal surroundings in which scholars interact every bit good as knowing about the content to which they wish to expose scholars. Hence, pedagogues ‘ development is perfectly indispensable if engineering provided to schools is to be used efficaciously. Simply by puting computing machines in schools, supplying cyberspace installations, passing on IT hardware and package, without financing the pedagogue professional development every bit good, is uneconomical. Educators ‘ preparation of the usage and application of engineering is the cardinal finding factor to better pupil public presentation for both knowledge acquisition and accomplishments development enabled by engineering. Information engineering professionals have an maxim that â€Å" an unsupported engineering is an fresh engineering. † In an article for The Chronicle of Higher Education titled â€Å" When Good Technology Means Bad Teaching, † Jeffrey Young made the instance that a ill supported engineering is really worse than no engineering at all. He argued that giving instructors engineering without preparation has frequently done more injury than good to learning and larning. This is doubtless true. At the teacher degree without proper preparation and back up the pedagogues are faced with: the fright of embarrassment in forepart of students and co-workers, loss of position and an effectual degrading of professional accomplishments ( Russell & A ; Bradley 1997 ) schoolroom direction troubles when utilizing ICT, particularly where pupil-to-computer ratios are hapless ( Drenoyianni & A ; Selwood 1998 ; Cox et Al. 1999 ) deficiency of the cognition necessary to enable instructors to decide proficient jobs when they occur ( VanFossen 1999 ) Educational engineering is non, and ne'er will be, transformative on its ain ; it requires pedagogues who can incorporate engineering into the course of study and utilize it to better pupil larning. In other words, computing machines can non replace pedagogues, as they are the key to whether engineering is being used suitably and efficaciously. They need to understand a topic adequate to convey its kernel to pupils. While traditionally this has involved talking on the portion, new instructional schemes put the pedagogue more into the function of class interior decorator, treatment facilitator, and manager and the pupil more into the function of active scholar, detecting the topic of the class. Even if pupils could larn independently with small or no engagement from their instructors on how to utilize engineering to heighten their acquisition and accomplishments development, they are extremely improbable to hold those chances if pedagogues do non allow them hold entree to the engineering. The term â€Å" computer-assisted acquisition † ( CAL ) has been progressively used to depict the usage of engineering in learning. Educators besides need professional development in the pedagogical application of those accomplishments to better instruction and acquisition. They should be empowered to develop their cognition and accomplishments actively and experientially, in a assortment of larning environments, both single and collaborative. This, include a assortment of larning schemes, embracing direct direction, tax write-off, treatment, drill and pattern, tax write-off, initiation, and sharing. Therefore accent in the classs should be on the ways engineering can ease and heigh ten his profession lives. Educators ‘ readying plans are indispensable and as described by Kook ( 1997 ) it is â€Å" the important issue to be addressed † ( p.58 ) . The instructor of the hereafter will depend on the computing machine for both personal productiveness and for instructional activities. Kook lists 33 primary computing machine accomplishments for instructors, runing from voyaging the Windows desktop environment, to utilizing IRC confab, to put ining package. Kook suggests that these accomplishments should be portion of the needed classs for prospective instructors and insists that in the following century â€Å" teacher instruction will be forced to suit a considerable sum of transmutation to let instructors to work efficaciously in the Information Age † ( p.59 ) . Computer engineering can non be effectual in the schoolroom without instructors who are knowing about both the engineering itself and about how to utilize it to run into educational ends. The most common barrier to adequate preparation is the disbursal involved. Without preparation, nevertheless, other engineering disbursement has a fringy consequence ( Boyd, 1997 ) . Learning to run computing machine hardware, turning comfy with many different package applications, developing direction systems for pupil computing machine usage, and redesigning lesson programs to do usage of engineering, takes a great trade of clip. When combined with thwarting hardware bugs and package bugs, the undertaking can go dashing for even the most determined. Often, what stops people is one small thing that they did n't cognize how to make. If you have a room full of childs when something goes incorrect, it discourages you from seeking it once more ( Zehr, 1997, p.3 ) . Leading to the inquiry why school instructors do n't utilize, and sometimes defy, the usage of computing machines? Hannafin and Savenye ( 1993 ) name some research-based possible accounts for instructor opposition to utilizing computing machines. These grounds include: ill designed package, uncertainty that computing machines improve larning results, bitterness of the computing machine as a rival for pupil ‘s attending, unsupportive decision makers, increased clip and attempt required of the instructor, fright of losing control of â€Å" centre phase, † and fright of â€Å" looking stupid. † in forepart of the category. Sing the instructor ‘s function as a continuum, Hannafin and Savenye ( 1993 ) besides put the function of traditional lector and imparter of cognition at one terminal and the function of manager, observer, and facilitator at the other terminal. They so generalize that the traditional terminal of the continuum embraces an objectivist larning theory while the other terminal is likely to encompass constructivism. The instructor ‘s position of acquisition, so, could be another beginning of opposition to classroom engineering. A instructor may be unfastened to engineering but resist the attach toing alteration in larning theory. This would propose that in add-on to supplying developing in engineering, schools and territories need to supply information, preparation, encouragement, and support to instructors in traveling toward a more constructivist position of instruction. The direction should defend the alteration, policies has to be adopted as from the direction degree down t o the pupils, everybody contributing and attach toing the reform for it to be successful and to be able to take out the maximal benefit. This issue is addressed with trouble, because â€Å" Principals, on norm, are 50 old ages old. We ‘ve got a coevals of people who are really barriers to the extract of engineering in school systems and are afraid of it themselves † ( Quoted in Trotter, 1997, p.1 ) . It has â€Å" become clear over the past decennary that simple motivational and short-workshop strategies are immensely deficient to enable veteran ( and even new, computer-generation ) instructors to learn otherwise, and to learn good with engineerings † ( Hawkins and Honey, 1993 ) . The grounds suggested that instructors who use engineering in their schoolrooms are more effectual if they have received preparation, if they have district-level support and if they have a web of other computer-using instructors to portion experiences with. Swan and Mitrani province that â€Å" computing machines can alter the nature of instruction and acquisition at its most basic degree † ( 1993 ) . We need to guarantee that we are utilizing our current cognition about the application of engineering in instruction as a footing for continuing in the hereafter. The direction has besides its portion in the integrating of the the educational engineering in the school. Policies and support plans must be initiated from the top direction and they must be portion of and attach to the alteration. The most of import barrier to this integrating is the fiscal barriers. They include the cost of hardware, package, care ( peculiar of the most advanced equipment ) , and widen to some staff development. Froke ( 1994b ) said, â€Å" refering the money, the challenge was alone because of the nature of the engineering. † The initial investing in hardware is high but the costs of engineering have to portion of the cost of direction. The integrating reveals the institutional support through leading, planning and the engagement of instructors every bit good as directors in implementing alteration.