United States History Essays - Monopoly, Market Structure

United States History Essays - Monopoly, Market Structure United States History "From 1790 to the 1870?s, state and national governments intervened in the American economy mainly to aid private economic interests and promote economic growth. Between 1890 and 1929, however, government intervention was designed primarily to curb and regulate private economic activity in the public interest." Assess the validity of this statement, discussing for each of these periods at least TWO major areas of public economic policy. The statement is essentially true, in the time of 1790 to 1870?s private business was at its peak, government and state did little to control or usually was in favor of big business. Laissez-faire was the common policy towards regulations and business dealings in general. However form 1890 and 1929 the attitudes changed, more people were concerned with the well being or the people, concerned with the ever growing power of big businesses; government and state started to regulate them in the very ways that the previous time period. I. 1790-1870 a. regulation 1. many businesses were free to do as they pleased i. Carnegie Steel ii. RR 2. monopolies were established i. multimillion dollar industries were formed a. Standard Oil b. Carnegie Steel ii. little done to regulate these "big businesses" a. not until Sherman Anti-trust Act was there an attempt made to regulate monopolies 1. even that didn?t have teeth 3. with the monopolies prices can be fixed, nothing was done to stop this until the late 1800?s 4. laissez-faire policies were favored at the time b. business in general 1. conducted in the way the top 1% saw fit i. Andrew Carnegie ii. John D. Rockefeller iii. J.P. Morgan 2. big business prospered while the small business owners were left to the mercy of the big guys 3. economy was based on the few people that had all the money i. this resulted in many poor, few rich ii. yet again government/state didn?t do a thing till after the late 1800?s 4. strikes and unions illegal at the time II. 1890 - 1929 a. regulation 1. Acts begin to show their teeth i. Sherman Anti-Trust Act ii. Interstate Commerce Act 2. Monopolies started to be broken up i. "Trust Busters" a. Teddy Roosevelt b. Woodrow Wilson ii. regulation of business more strict 3. People start to realize the evils of a laissez-faire economy i. no one but big business would profit 4. old styles of thing are soon taken over by a new thinking i. all people are important ii. economy which was mainly directed towards the few wealth was now being directed towards the majority, not the minority b. business in General 1. unions legal i. AFL 2. per capita income rose from $450 to $567 3. even presidents view changed with the election of Roosevelt i. " President was steward of the people" ii. Hepburn Act a. regulated RR b. moved to rid laissez-faire 4. Corrupt business tactics reformed i. Pure Food and Drug Act a. to control the unscrupulous tactics of the big businesses and to help the conditions of life. 5. important people are more concerned with the poverty of the country i. presidents a. Taft b. Wilson ii. some rich iii. writers 6. policies changed towards rich being all important to a more conscious moralistic view of the people being important In conclusion I believe that the economic policies during 1790 to 1870 were in fact set up to aid private interests of the few wealthy in the U.S. because of the ever prevalent growing wealth in individuals such as Rockefeller and Carnegie. Monopolies and securities grew without restraint in this time period. Things fundamental to the peoples needs were neglected, such as unions and price regulations Whereas in the 1890 to 1929 policies and views were shifted to a more central focus on the public interests and monopolies were starting to be toppled by "trust busters" and laws and regulations set against them such as the Sherman Anti-trust act and the Interstate Commerce Act which were first made effective with president Roosevelt.

Biological Weapons - Description and Potential List

Biological Weapons - Description and Potential List Biological Weapons Biological weapons are toxic materials produced from pathogenic organisms (usually microbes) or artificially manufactured toxic substances that are used to intentionally interfere with the biological processes of a host. These substances work to kill or incapacitate the host. Biological weapons may be used to target living organisms including humans, animals, or vegetation. They may also be used to contaminate nonliving substances such as air, water and soil. Microscopic Weapons There are a variety of microorganisms that can be used as biological weapons. Agents are commonly chosen because they are highly toxic, easily obtainable and inexpensive to produce, easily transferable from person to person, can be dispersed in aerosol form, or have no known vaccine. Common microbes used as biological weapons include: Bacteria -  these prokaryotic organisms  are capable of infecting cells and causing disease. Bacteria cause diseases such as anthrax and botulism. Viruses - are  about 1,000 times smaller than bacteria and require a host to replicate. They are responsible for disease including smallpox,  flesh-eating disease, Ebloa disease, and Zika disease. Fungi - some of these  eukaryotic organisms  contain deadly toxins that are harmful to plants, animals, and humans. They cause diseases such as  rice blast, wheat  stem rust,  aspergillosis (caused by inhaling fungal  spores), and bovine foot rot. Toxins - poisonous substances that can be extracted from plants, animals, bacteria, and fungi. Toxic substances that can be used as biological weapons include ricin and venom from animals such as snakes and spiders. Distribution Methods While it is possible to develop biological weapons from microbes,  finding a means of distributing the substances is difficult. One possible way is through aerosols. This can be ineffective as the materials often get clogged when spraying. Biological agents distributed by air may also be destroyed by UV light or rain may wash them away. Another method of distribution may be to attach the toxins to a bomb so that they may be released upon explosion. The problem with this is that the microbes will most likely be destroyed by the explosion as well. Toxins could be used to contaminate food and water supplies. This method would require extremely large amounts of toxin for a large scale attack. Protective Measures A number of measures can be taken to protect individuals against biological attacks. Should an aerosol attack occur, removing your clothing and showering are good methods for removing toxins. Biological weapons dont typically adhere to clothing or skin, but can be dangerous should they enter cuts or lesions on the skin. Protective clothing, such as masks and gloves, can provide protection against airborne particles. Other types of protective measures include administering  antibiotics and vaccines. Potential Biological Weapons Below is a list of a few biological organisms that may potentially be used as biological weapons. Microbe Natural Environment Target Host Mode of Contraction Diseases/Symptoms Anthrax Bacillus anthracis Soil Humans, Domestic Animals Open Wounds, Inhalation Pulmonary Anthrax Septicemia, Flu-like symptoms Clostridium botulinum Soil Humans Contaminated Food or Water, Inhalation Clostridium perfringens Intestines of humans and other animals, Soil Humans, Domestic Animals Open Wounds Gas gangrene, Severe Abdominal Cramps, Diarrhea RICIN Protein Toxin Extracted from Castor Bean Plants Humans Contaminated Food or Water, Inhalation, Injection Severe Abdominal Pain, Watery and Bloody Diarrhea, Vomiting, Weakness, Fever, Cough, and Pulmonary Edema Smallpox Eradicated from Nature, Now Obtained from Laboratory Stockpiles Humans Direct Contact with Bodily Fluids or Contaminated Objects, Inhalation Persistent Fever, Vomiting, Rash on Tongue and in Mouth, Rash and Bumps on Skin

Personal statement Essay Example | Topics and Well Written Essays - 1250 words

Personal statement - Essay Example My short-term plan is to get an Associate degree in accounting to gain new knowledge and refine my existing accounting skills and knowledge. My long-term goal is to start my own business where I can use my professional accounting skills and knowledge to achieve success. My aim is to become an invaluable part of the development and economic progress of my native country, Cambodia. I want to play a key role in the economic development of my country by running a successful business. An advanced knowledge of accounting and related subjects would be helpful for me as an entrepreneur to ensure and achieve business success in the present fluctuating economy of my country. I am of the viewpoint that economic status and educational opportunity go side by side in ensuring quick personal and professional progress and achievement. This is the reason for me to get a degree in the field of professional accounting. This degree would help me in acquiring key accounting skills and knowledge, as well as in running a successful business. I have had some working experience that proved to be very helpful for me to understand the value of the practical professional life. For example, I have recently worked in a local TV station broadcast in Long Beach, which is called Khmer TV. I worked there as an interpreter and gained experience of managing the office work. This working experience has improved my English language skills and has allowed me to become more socialized and able to do successful communication with other people. At present, I am also working part time for a local retail business, namely Bigfish Tackle, in Seal Beach California as a salesperson. My duty is to contact with the customers all the time and make successful deals with them related to the sale of the company’s products. Both of these practical experiences have helped me in developing professionally. I have come to know the ways to run a

Alfred Hitchcocks Psycho Movie Review Example | Topics and Well Written Essays - 3000 words

Alfred Hitchcocks Psycho - Movie Review Example Alfred Hitchcock is considered a good film director of thriller movies like "Psycho," aired in 1960, which is considered one of the most famous films ever made.3 Hitchcock has been engaged in filming and directing suspense-thriller films, even before the filming of Psycho. He was so remarkable and an almost authority in these films that his approach is called "Hitchcockian" by contemporary film students. 4 In Psycho, just like in his other films, Hitchcock explored themes trailing from the confines of the conventions of the melodrama, the popular entertainment during his time. Through an elaborate approach to images and cinematic devices, he explored his so-called 'obsessions' on exploring loneliness, sexual ambiguity, voyeurism, oppressive load of the past, and triumph of evil over goodness.5 He had been making films for thirty years when he came across filming Psycho, making him no longer new and whimpering about the techniques he was going to use in the different scenes of the mov ie. A box-office hit, the movie depicts of a mysterious murder of a woman - who was guilty of stealing a huge amount of money in order to live a new life -by an old woman called Mother whose identity is revealed only in the last part of the movie. It made the viewers wonder who the murderer was all along , and allows them to be surprised beyond expectations after finding her real identity. This paper describes the different techniques employed by Hitchcock in creating and maintaining suspense in Psycho as a film director. It also aims to answer the question, "Does Hitchcock deserve the title of Master of Suspense" Only after thoroughly dissecting and examining Psycho and the approaches and techniques Hitchcock used on it, will this question be finally answered. The Film Techniques Hitchcock Used in Psycho Film techniques are important parts of a movie, and its usage is indicative of how the movie will be presented vis--vis its scenes, movements of characters, and meaning. Film directors usually have a certain style and prosodic approach, which identify them from the rest, and Hitchcock is no exemption to this. Techniques allow for diversification of plots into one that heightens or captures a thing from the ordinary. The use of objects coupled with emotions, colors, and distance all contribute to the tone of a particular scene. Their usage makes the film employ the kind of emotion or air that a director wants to convey to his audience. In Hitchcock's Psycho, it is as important to use these varying techniques, and Hitchcock himself is able to successfully convey the meaning and suggestiveness in sequences through their usage. In this paper, these techniques are content technique, theory of proximity, random camera movements, silent scenes, suggestive gestures, color, usage of material configuration, and mystery. Content Technique One technique used by Hitchcock is ensuring that each scene is going to affect the viewer to the point that the content engages them. The characters are used to tease the viewers in many different ways. Hitchcock is fond of employing indirect movements and dialogues to signify the intention of a film, such as guilt, ill motive, and murder. He sees this as a necessary tool to capture the breath of the audience and make them think and analyse a certain situation. Hitchcock brings the audience

Careers In Early Childhood Education Essay Example for Free

Careers In Early Childhood Education Essay Part AFredrick Frobel believed that children learn when they are lively and free. He also believed that children’s education should be based on their interests and their active involvement. An activity using Frobel’s’ parquet gifts for 3 – 5 year olds would need to be simple enough that they would be able to manipulate the pieces involved and complex enough to challenge their minds. To start our activity I would take thin pieces of wood about 1010 inches. I would outline a very simple drawing of different animals on the pieces of wood. The children can use the parquet shapes to fill the animal in, or to trace the outline of the animals. The animals would require 7 – 10 shape pieces to complete. This activity would interest the children because of the puzzles and the animal shapes. The constructive play would develop several skills such as hand/eye coordination and mental activity. The children would also be learning about different animals and their parts, like legs, heads and bodies. It also provides a small step towards the next level of play, symbolic play, by mimicking animals out of other materials. Part BMaria Montessori believed that children are internally motivated to interact with the world. She believed that children’s play was a waste of time they could be using to learn. The activity with Frobel’s parquet gifts would use the same animal outlines on the thin 1010 inch pieces of wood but they would be hollowed out to create the depression of the animal. By adding small knobs to the shape pieces it would teach the children the correct way to hold a pencil. Together these make the puzzles themselves self correcting and keep the children using the activity in the way it was designed. Montessori believed there was only one way to use her education materials. There is a key difference in Fredrick Frobel and Maria Montessori methods. The activity designed for Frobel’s method allows children to create their  own ways to manipulate the pieces, like outlining the puzzle. Since his method was not self correcting it requires more thought to keep the pieces in the right area when adding another piece. Montessori’s method was much more stringent, while she believed children learned by natural exploration she didn’t allow materials to b e used other than the designated way. Scenario 2: Learning Activity 1, Pet ParadePet parade is a learning activity where children make pet masks and take turns describing their pet and showing the things their pet like to do. Children naturally like to create and draw. Letting the children choose which animal they would like to represent encourages them to use their minds to make decisions. The children would be creating art by cutting, gluing and coloring their masks as well as planning how they will represent their chosen animal. Standing in front of a class full of children gets the up and moving. They would be speaking and encouraged to answer questions about their pet from the other children. This activity is a fun way to further nurture many skills. Learning Activity 2, What’s Different?What’s different is a real life version of the popular spot the difference books. Children take turns covering their faces or putting heads on their desks while the child whose turn it is changes something about his/her appearance. The change doesn’t have to be big, just rolling up a pant leg, put a sock on their hand or perhaps a funny paper mustache. Then the other children uncover their eyes and take turns guessing what’s different. This activity helps the children to learn about taking turns and being the leader. It also gets them up and moving and helps them with problem solving skills. When the children Letters don’t have to be precise and artistic; they should be fairly constant and readable. They should not float like a balloon or sink below the line and should be formed from the top and not the bottom. Practice forming letters with letter formation drills promotes reading and writing for all children. Children with a visual impairment may have the materials modified. Use brightly colored pens with a black contrasting paper. Enlarge all workbook pages and lined paper, double lines work well for children with visual impairment. For children with epilepsy traditional approaches need to be modified. Some student struggle with motor skills as a result of their epilepsy and they are especially vulnerable to inattention and work incompletion. Further breaking down the letters into simpler steps has been proven to promote writing skills in a child with epilepsy. A few easy steps can be taken to ensure the classroom is suitable for hearing impaired students. When possible, turn off equipment that creates background noises, such as fans and projectors, when not in use. Eliminating extra noise helps students with hearing impairments focus on the class lecture and assignments. Remember that hearing aids amplify every sound, including tapping pencils and air conditioners. Area rugs and heavy curtains can also eliminate a great deal of extraneous noise. Students with Attention Deficit Hyperactivity Disorder, especially those with the inattentive subtype, may take longer to process information. Be sure to give them extended time to complete their assignments. Practice letters that  are similarly formed (l/t/I; c/d; v/w), and work on those that are more frequently used — s, m, r — before he tries those less commonly found in words — j, q, z. Engage in different sensory methods for letter formation such as sand, or on an iPad white board using their finger. Scenario 4- Cause, technique, solution and reason: Temper TantrumCause: Connor wants attention. Guidance Technique: Ignore negative behavior. Appropriate Solution: Move to the other side of the room until Connors tantrum is over and then invite him to sit beside you while you read a story. Praise him for sitting beside you nicely. Reason: By ignoring the negative behavior and giving attention to the positive behavior it will effectively stop the tantrums. â€Å"Mommy, don’t go!†Cause: Insecure attachment Guidance Technique: Encouragement Appropriate Solution: Encourage Angela to play with her favorite toy or read a book when she is dropped off in the morning; also speak to Angela’s mother about becoming a secure base and not leaving without saying goodbye to help Angela acclimate. Reason: Positive support and encouragement can help the transition to a new place easier. BullyCause: Power Guidance Technique: Restructure and Reinforce Appropriate Solution: Restructure the environment so there are fewer opportunities for bullying. Help Jenny realize she has power over her decision by letting her choose and activity and choosing to play with someone instead of taking over. Reinforce positive behavior when she makes the right choice. Reason: Restructuring the environment will provide an assurance of protection to the other children while reinforcing Jenny’s positive behavior shows her that you respect her decisions and care and care for her while paying attention.

adam smith Essays -- essays research papers

Adam Smith And Jean Jacques Rousseau ADAM SMITH AND JEAN JACQUES ROUSSEAU. Adam Smith(1723-1790) and Jean Jacques Rousseau(1712-1770) each provide their own distinctive social thought. Smith, political economist and moral philosopher, is regarded as the father of modern economics. Rousseau, a Franco-Swiss social and political philosopher, combines enlightenment and semi-romantic themes in his work. Thus Smith’s work places emphasis on the relationship between economics and society, whereas, Rousseau focuses his attention on the social inequalities within society. Therefore, Smith and Rousseau, of the Scottish and Continental Enlightenment respectively, provide unique insights on their existing society. Adam Smith is one of the main figures in the Scottish Enlightenment. Smith’s main concern was the establishment of the free market, as laid out in his work â€Å"The Wealth of Nations†(1776). In the â€Å"Wealth of Nations†, Smith is very critical of the division of labour. The emphasis falls equally on the economic and social consequences of the division of labour(Smith, 1998:26). Moreover, â€Å"What is significant about the contribution of the Scottish Enlightenment to Sociology is the clear awareness that society constituted a process, the product of specific economic, social, and historical forces that could be identified and analyzed through methods of empirical science. Society was a category of historical investigation, the result of objective, material causes†(Smith, 1998:26). Smith...

Disciplinary Process †Case Study Essay

No written warnings in Sam’s personal employee files. There were no formal notes kept in Sam’s file in regards to performance reviews. No disciplinary meetings or hearings prior to Sam’s dismissal Nil documented timelines for reviews of Sam’s improvement or progress. No performance reviews or development plans presented by employer. Sam was dismissed from employment as there was a claim Sam had struck her manager. No investigation into Sam striking Manager – Nil Evidence. Sam should have had formal meetings discussing her poor performances. None noted in her files. Coaching and Mentoring should have been offered and a time line drawn up and put into place. The manager should have notified Supervisor immediately after the alleged physical abuse. The organisation should have kept copies of Sam’s Medical certificates. B, WHAT THE ORGANISATION SHOULD HAVE BEEN DOING FOR IT TO HAVE SUCCESSFULLY DEFENDED ITS POSITION AGAINST SAM’S CLAIM OF UNFAIR DISMISSAL. Kept formal notes in Sam’s file about formal performance reviews and meetings that have taken place. Sam should have had written/formal warnings that have been issue to her. Sam should have had meetings with Human Resource Managers for performance improvement. Including evidence of training coaching or mentoring. Follow up reviews regarding training etc. The manager that claimed Sam had hit her should have filed a report with supervisor, not waiting until Sam had called in sick before reporting the matter. This claim should have been fully investigated by the organisation and the outcome documented. 3 WHAT WOULD HAVE BEEN THE CORRECT WAY TO TERMINATE SAM IN ACCORDANCE WITH LEGAL AND ORGANISATIONAL REQUIREMENTS? To give employees 3 written formal warnings to improve performance. For employee to have received reasonable time and support to improve performance. After the alleged attack on manager from same, a full investigation taken place. If evidence is clear of a crime, the investigation should be handed over to the police. In section 17 of the Fair Trading Work Act – The organisation is required to provide an employee a notice of termination in writing. In Sam’s case, In order to terminate correctly, all processes including non-performances through to support measures and follow up action should have been documented, before termination. RISK ANALYSIS OF THE CASE AND STRATEGIES TO MITIGATE FUTURE RISKS Identified Risk Strategy to Mitigate Risk Employee continually under performing Provide on Job training, coaching and mentoring. Support for underperforming employees with time lines, opportunities for improvement. Written warnings where there is no improvement. Compensation claim through Fair Work Australia successful Performance management, misconduct and dismissal strategies to be implemented and communicated to entire organisation. Follow up on procedures. Employee lodge unfair dismissal claim with Fair Work Australia Ensure organisation has all evidence and documentation required to defend a claim. MISCONDUCT MAY BE DEEMED TO EXIST WHERE An employee has been previously warned about a particular behaviour. That an employee is aware of misconduct. Where an employee has purposely breached guidelines or challenged direct instructions from supervisors. LIST ANY LEGISLATION THAT APPLIES TO THE SITUATION PRESENTED IN CASE STUDY Unfair Dismissal legislation applies to most employees working in paid employment in Australia. In this case, the employee may have physical abused another, and this might come under criminal law as â€Å"assault†. Type Policy’s Procedure Monitoring Regular dates for reviews. To monitor performance, ensuring effectiveness and employees are able to obtain support to achieve performance levels. Upon commencement of employment. The expected performance standards and KPIs are communicated and agreed. Performance reviews 6 monthly Performance review All performance reviews are standard and at regular intervals and all information is documented in employees files. Both employee and supervisor sign review agreement Keep employees files up to date. Performance reviews need to have sign off sheets attached to review notes. For Employees with great responsibilities, management need do follow ups regularly WHAT DOCUMENTS DO WE NEED TO BE DEVELOPED FOR THE ORGANISATION TO EVIDENCE THAT IS HAS IMPLEMENTED A PROCESS TO SUPPORT NON-PERFORMING EMPLOYEES Sign off sheets for the employee and employer to sign after reviews. Note page for recording meeting minutes of performance meetings, where non-performance was identified. A document for recording ‘action plan’ example- what actions are taken to support the employee, this template should also include dates, milestones and deadlines. A template for the issue of warnings and notice of termination. DESCRIPTION OF HOW ALL STEPS OF THE PERFORMANCE REVIEW PROCESS AND DISCIPLINARY HEARING PROCESS SHOULD BE PERFORMED AS PER LEGAL REQUIREMENTS AND THE ORGANISATIONAL POLICIES HAVE BEEN DEVELOPED. What should have been done at each stage? Performance meeting and review should have been held and documented. Review the progress, timelines and support to same in order to assist with performance. Training support and counselling should be offered, provided and documented. A second performance review meeting, at a set date, all documented. If progress not satisfactory, a written warning to be issued. Documented and also a copy of warning letter in file. Further training counselling and support. If after a considerable amount of time there has been no improvement And performance is still unsatisfactory; a notice of termination could have been issued in writing and given to employee. The termination notice must provide notice to employee. WHEN AND WHERE ASSISTANCE FROM HR SPECIALISTS WOULD HAVE BEEN APPROPRIATE. HR should have been notified straight away of Sam’s poor performance. This meeting should have been documented. WHAT SUPPORT SERVICES COULD HAVE BEEN DEPLOYED IN SAM’S CASE? Formal training New mentor or coach Counselling sessions All support should have been documented as evidence that she was given support WHAT DOCUMENTATION WOULD HAVE APPROPRIATE AT EACH STAGE All meetings, training, reviews, coaching and warnings should have been documented.

Certification In Education And Training Essay

Task 1 1, Explain what your main role & responsibilities are as a teacher/trainer in Education and Training (1.1) My role as a Teacher  As a teacher, one of my main roles is to motivate my learners, to develop their ability to learn also to develop my learner’s aspiration to learn. When you train to teach you read about delivering training and how to facilitating learning, but in reality you do much more than that, your role as a teacher is not just about teaching your subject or preparing learners for assessment. The focus of your role as a teacher I feel relates very much to inspiring your learners to change and develop their personal, social and professional skills to the best of their ability. My ultimate aim is to enable my learners to understand how to take responsibility for their own development. I would do this by planning and preparing teaching and learning activities that take account of the needs and well-being of individual learners as well as groups of learners. Some key aspects of my role as a teacher may be: Carrying out initial and/or diagnostic assessments. Clear communication with learners, other professionals. Promoting appropriate behaviour and respect for others. Identifying and meeting individual learner’s needs. Being aware of the support available. Being organised. Being reflective, (which means learning from successes as well as mistakes). My responsibilities as a teacher?  As a teacher, my responsibility is to ensure that learners are enrolled onto the correct course that is suited for them and to make sure of meeting their needs and abilities, also i need to ensure that my learner is on the appropriate course in terms of meeting their award and organizational requirements. To do this you I will probably have to be responsible for the following: Promoting a safe and supportive learning environment. Promoting equality and diversity. Adhering to legislation and codes of practice. Modelling professional behaviour at all times to inspire my learners. Ensuring my own professional development.  Working with a team of professionals in order to improve the experience and achievement of my learners. Designing or contributing to a design of the course curriculum. Negotiating appropriate learning targets for groups and individuals and make sure their appropriate to their needs and aspirations as well as the course aims. Planning learning activities based on the needs of your group and specific individual needs within the group. Amending or designing learning resources that are varied or appropriate to the award aims, to intellectually challenge my learners. Keeping accurate records to contribute to your organisations quality improvement strategy. This will include keeping accurate records of recruitment, retention, achievement and progression of your group, as well as evaluation of how these can be improved; Keeping accurate records of individual learners’ progress and future needs. (This is often recorded in the form of an individual learning plan). Providing learners with appropriate points of referral as required. (Word count 467) 2, Explain how your role involves working with other professionals and what the boundaries are between your teaching role and other professional roles. (3.1, 3.2) â€Å"Professionalism requires us to maintain appropriate standards and fulfil our responsibilities to learners, institutions and colleagues† (Francis and Gould, 2009). This can be achieved by setting professional and personal boundaries which will enable us to be clear about what our limits are and what our professional role involves. It is our responsibility to identify areas outside of the professional boundaries of a teacher, either because of lack of necessary skills or expertise or because it is inappropriate for the teacher to deal with it. This is when external support from other professionals will be required and it is important to identify the appropriate colleague to which to refer the matter. For example a student who is having financial problems should be referred to the appropriate colleague within the institution. With personal matters it is important not to given preferential treatment to one or a group of learners and to treat  everyone equally. Teachers should not give out personal information or get personally involved with a student e.g. not join social networking sites etc. You should avoid touching students inappropriately or give preferential treatment to some students and not others. These boundaries could have a negative effect on us as teachers as well as other professionals within the organisation. We therefore need to deal with these boundaries by referring to the Institute for Learning’s Code of Practice (2008) which outlines the behaviours expected of teachers. (Word count 234) 3, Summarise the key aspics of legislation, regulatory requirements and codes of practice relating to your role and responsibilities as a teacher/trainer. (1.2) . Teachers always have to protect themselves and the best way to do it is to follow the rules of the code of practice. Being a teacher makes me automatically an example for my students so therefore I must not discriminate, abuse (physically or verbally), dress inappropriate, and be late or turn up for teaching intoxicated. The Code of Professional Practice comes in support of all teachers as guidance to how to be a good teacher. In a continually changing society the profession of teaching is becoming more complex and important and in order to keep up with the changes, I need to ensure that I meet the highest possible standards. Following this, I must be committed to my own professional learning, seeking to expand my skills and to deepen my knowledge as a teacher. Confidentiality and Data protection Act (1998) are very important legislations for a teacher, learners expect us to respect and protect confidentiality, this duty extends to any information relating to a learner which we acquire in the course of our work. Confidential information includes personal details. â€Å"Confidentiality can be defined as when one person receives personal or sensitive information from another person, then that person who receives the information has a duty not to pass it on to any other person without the consent of the person who confided in them.† As a professional teacher, I won’t share any information regarding my students unless the situation requires it. I’ll do my best to keep safe the information they are sharing with me and to gain their trust, if they will trust me then they’ll feel safe in my classroom. (Word count  272) 4, Explain how to maintain a safe and supportive learning environment. (2.1) â€Å"Good classroom management depends a lot on how you establish the ground rules at the beginning of a course. Students need to know what you expect from them and what they can expect from you during the course. They need to know where the boundaries lie and what will happen if they step over the boundaries.† (http://www.teachingenglish.org.uk/language-assistant/teaching-tips/establishing-ground-rules) I feel that ground rules are useful strategy to help set the expectations of how a group can achieve a organized and pleasant approach when working together in the class room. When the ground rules have been established and agreed with the group you are working with, this then provides a frame of reference for the future. It can be useful at times for the ground rules to mainly be suggested by the students to give a sense of ownership, however teachers, might at times, wish to include suggestions in the ground rules if not thought of by the group. This is particularly important for teachers of adults, as it is an accepted way of looking at how students will agree appropriate behaviour, and be respectful during the learning process. When there arises some difficulties in the classroom related to behaviour and respect, the teacher can use the ground rules as one way of opening a dialogue or indeed to bring order back to the learning environment. A way of promoting appropriate behaviour and respect is to keep the established ground rules as an existing agreement, so it may be added too during the duration of learning with the group and learn from it and adapt it to other groups for future learning. (Word count 270) 5, explain why it’s important to promote behaviour and respect for others. (2.2) One of the most effective ways to promote appropriate behaviour and repect for others is to model the behaviour yourself. Create a learning environment where people feel comfortable in expressing their interpretation of what they believe appropriate behaviour to be. This may vary slightly or considerably depending on who is involved  within my case. An open discussion at the beginning of proceedings allows an opportunity for everyone to contribute. This may bring up cultural or behavioural differences which can be expressed and may raise issues not previously considered by some. It is important to do this to promote equality and diversity within the learning environment and not to raise issues and complicate learning for my students. (Word count 116) 6, Explain why it’s important to identify and meet individual learner needs and describe the points of referral to meet these needs. (1.4, 3.3) It is important that you identify the needs of your learners so you can design the course to reflect individual differences. Although this is usually described as the first stage in the teaching/training cycle it is a process that may have to be deferred until you meet your learners for the first time and usually should be a continuing requirement throughout the learning journey. However, some organisations interview their learners before the course, or there may be an application process where learner needs can be identified. The range of learner needs can be described by a variety of acronyms – one of which is used is; SPICE: Although inclusion is about supporting learner’s needs, it is not always possible for teachers to do this without support themselves. You should be aware of the limits of your responsibility and know when and where to access support both for yourself and your learners. If you have a line manager, he or she should be your first point of contact for referral. If you have team meetings or contact with other teachers, your colleagues may also be able to help through their own previous experiences. Support may be available in your own organisation, through a learning support department or from Skills for Life specialists. Some organisations have specialist resources for supporting disabled learners or may be able to provide a learning support assistant. It may be appropriate to refer a learner for an Information, Advice and Guidance session either within your own organisation or to an external organisation. Many of the voluntary and charitable organisations have websites with advice about teaching strategies to support people with sensory or physical disabilities or may be able to supply resources. Points of referral will differ according to the type of organisation you work in; it is your responsibility to find out what support is available locally. (Word count 433)

This essay is about Paul Laurence Dunbars poem the seedling. It reviews the poem and Dunbar as the first reconized black poet.

This essay is about Paul Laurence Dunbars poem the seedling. It reviews the poem and Dunbar as the first reconized black poet. Dunbar was one of the first African Americans to gain national eminence for being a poet. He was recognized mostly because he wasn?t just a black leader but his ideas could be applied to anyone and everyone. Through his work he was trying to make the whole world a better place not just his race. He realized that the whole world would have to change before anything would happen about the inequalities that his people faced were changed. He was born in 1872 in Dayton Ohio and only lives to 33 years old. Even though his young death he excelled as a prolific poet.In seedling Dunbar uses a struggling seedling trying to become a beautiful flower as a metaphor of blacks struggling for equality. The seedling in his poem first sets up a mind set that even if I?m not the best I?m going to be the best I can.Dunbar's Number in Twitter ConversationsAfter setting a goal the seedling tries to achieve it, it first looks around and surveys it?s situation. Then it calls on its brother Stem to help out. Soon after two leaves are formed on Stem. Then after that it kept growing and became a plant. After becoming a plant it gathered rain and sunshine, and blossomed into a beautiful flower. Then its work is done and its goal is accomplished.Dunbar used a flower to show his people?s struggles to fight racism and to gain equality. He showed that first you need to set a goal. Then in order to obtain that goal you will need help from others. No matter how smart you are you will need help from friends. After your friends helped you, you need to keep going and work towards your goal. But most importantly even if you are white and reading his poems...

The 55 Biggest Colleges in the United States

The 55 Biggest Colleges in the United States SAT / ACT Prep Online Guides and Tips You might be interested in attending a big college, but just how big are you thinking? Some schools have over 40,000 undergraduates, making them the size of a small city. These schools can provide great opportunities to students, but they can also be a little overwhelming. In this article, I’ll give you a list of the 55 biggest colleges for undergraduates in the US along with student feedback about what it’s really like to be part of such a large college community. Why Are These Colleges So Big? Most of the biggest colleges are public state universities. It makes sense that these schools attract the most students because they provide incentives for students who live in the state to attend. The largest schools are located in the most populous states. Thus, California, Texas, and Florida (the three most populous states in the US) are home to many of the schools on this list. These schools are also large because they are meccas for academic research and offer a wide variety of programs to students. Being located in populous states means that these universities must cater to diverse groups of people, leading to the creation of more academic options and research facilities that encourage even more students to enroll. It’s essentially a cycle of increasing returns for the schools. Public universities also have the resources to grow their campuses and facilities through government support. There are some very large private colleges, but it’s difficult for them to rival the size of government-funded public universities. Other circumstances have contributed to the growth of big private colleges, from wealthy alumni to religious connections. For example, Brigham Young University- the private college with the largest undergraduate population- has grown so large mainly due to its affiliation with the (rapidly expanding) Mormon Church. What’s It Like at a Huge College? Here are some testimonials from students about what it’s like to attend three of the largest colleges in the country. Texas AM University â€Å"I don't regret one moment, because I loved the overall camaraderie of the school- they don't call it the friendliest campus in America without reason!† â€Å"I am a theatre major at Texas AM, a program most people are unaware even exists. It is tough being in a small department in a large school, but simply due to the Aggie Network and facilities present for all students, even those of us in small departments are learning as much as we possibly can.† â€Å"Students have access to different student services, like a writing center that will help with papers and research, a testing center that will help you to study better and make learning easier, an on-campus health center, and even small things that make huge differences like 300 free prints a semester in the computer center and access to free programs at the recreation center.† â€Å"Texas AM is an excellent university for those students who love or don't mind traditions.† The administration building at Texas AM Purdue University â€Å"I really enjoy the classes I am taking, and the social life is awesome! There is definitely something for everyone. Whether you are wanting to get involved in Greek life or maybe just a few clubs, it all is available at Purdue. Being able to attend Big Ten sporting events isn't so bad either.† â€Å"Purdue has something to offer for everyone, no matter where they come from, what their major is, or what their interests are. It is a well-rounded university, full of students who are proud to study there.† â€Å"I used to think I wanted to go to a small school, but at Purdue, you get both the big-school and small-school experience. Attention in classes (sometimes you have to seek it out, but it's there), but huge atmosphere where the possibilities are endless.† A fountain on Purdue's campus UCLA â€Å"It will be entirely up to you to do homework problems and to go to office hours for questions and insight. Self-motivation, especially in science and math courses, is a key factor to success here.† â€Å"At UCLA, the world awaits. Shy and overly reserved people will miss out on all that the school has to offer.† â€Å"At this university, I am receiving the total package: academics, research, and world-renowned athletic programs. I can honestly say that the balanced undergraduate experience I am obtaining is worth every penny.† â€Å"With hundreds of student organizations available every year, UCLA makes it easy to find one’s niche.† â€Å"The diversity here is truly astounding, with people from all types of backgrounds, and you truly gain a more global perspective.† The UCLA campus At these schools, you can expect virtually endless resources, diversity, and extracurricular activities, but you have to be willing to get yourself out there and be self-motivated. If you’re a driven, outgoing student, you’re likely to thrive at a huge college. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. The Biggest Colleges (Public and Private) I’ve included two lists: one for the biggest public colleges, and one for the biggest private colleges. The public colleges below have more than 25,000 undergraduates, and the private colleges have more than 15,000 undergraduates. I did not include colleges where a large portion of the student body is composed of online students because this doesn’t create the same environment as a school that has a huge on-campus population. All schools below are arranged by undergraduate enrollment, from largest to smallest. In addition, all enrollment statistics are for fall 2018 unless otherwise noted. Biggest Public Colleges in the US by On-Campus Undergraduate Enrollment College Undergraduate Enrollment University of Central Florida 58,913 Texas AM University - College Station 53,743 The Ohio State University - Columbus 46,820 Arizona State University - Tempe 42,844 UT Austin 40,804 Penn State University - University Park 40,363 Michigan State University 39,423 Utah Valley University 39,397 Florida International University 37,047* Rutgers University - New Brunswick 36,039 University of Florida 35,491 University of Arizona 35,223 California State University - Northridge 34,900 California State University - Fullerton 34,468 Texas State University 34,200 University of Illinois at Urbana-Champaign 33,673 University of Alabama 33,028 Indiana University - Bloomington 32,991 Purdue University 32,672 Kennesaw State University 32,274 University of South Florida - Tampa 32,238 University of Washington - Seattle 32,099 Texas Tech University 31,957 UCLA 31,577 University of Minnesota - Twin Cities 31,455 California State University - Long Beach 31,447 University of North Texas 31,347 University of California - Berkeley 30,853 University of Maryland - College Park 30,762 University of California - Davis 30,718 San Diego State University 30,392 University of Wisconsin - Madison 30,360 University of Michigan - Ann Arbor 30,318 University of Colorado Boulder 30,152 University of California - Irvine 29,736 Temple University 29,672 Iowa State University 29,621 University of Georgia 29,611 Florida State University - Tallahassee 28,728 University of Texas at Arlington 28,329 California State University - Sacramento 28,317 University of Texas at San Antonio 27,988 Weber State University 27,465 San Josà © State University 27,271 Georgia State University 27,190 Northern Arizona University 27,078 University of Cincinnati 26,932 University of South Carolina 26,733 San Francisco State University 26,436 George Mason University 26,192 *Fall 2019 data Biggest Private Colleges in the US by On-Campus Undergraduate Enrollment College Undergraduate Enrollment Brigham Young University 31,441 New York University 29,406 University of Southern California 19,907 Boston University 18,515 Northeastern University 18,448 More Resources for Researching Big Colleges If you know you're interested in attending a big school but aren't sure which one is right for you or are worried about how different it will be from high school, consider checking out the following books: Princeton Review's The Complete Book of Colleges and the Fiske Guide to Colleges - These huge, comprehensive tomes include information about hundreds of colleges across the US, so you can easily compare and contrast your options. Where You Go Is Not Who You'll Be: An Antidote to the College Admissions Mania by Frank Bruni - If you're stressed about finding the perfect school, check out this argument for being a bit more relaxed when planning your future. The System: The Glory and Scandal of Big-Time College Football by Jeff Benedict and Armen Keteyian - If you're interested in a college with a big sports program, this deep dive into the scandals of college sports is essential reading. Educated by Tara Westover - This memoir describes the author's journey from her isolated, abusive childhood to college at Brigham Young University and graduate school at Cambridge. Fangirl by Rainbow Rowell - This popular novel recounts Cath's difficulties adjusting to college life in her first year at University of Nebraska. What's Next? Is a big college the right choice for you? Read my article on deciding whether big or small schools will work better for your goals and personality. Worried about increasingly higher tuition price tags? Find out how much it really costs to attend college. Another decision you'll have to make before you apply to college is how far away you want to go. Check out this article on whether you should attend college close to home. These recommendations are based solely on our knowledge and experience. If you purchase an item through one of our links, PrepScholar may receive a commission. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

My target audiences are students Essay Example | Topics and Well Written Essays - 1500 words

My target audiences are students - Essay Example Audience-subject relationship I think my audiences probably know that texting is distracting, but they think they can handle it anyway. They do not know how distracting texting might be and how it can impair their ability to think and act while driving. I expect my audience to be open to learning more about the effects of texting, but they must be persuaded through logic and emotions to improve their awareness about the harms of this practice so that they can change their texting-while-driving mindset and behaviors. Audience-writer relationship I want to build a strong relationship with my audience because I am part of them and I want them to trust me. They can trust me if they see that I approach the subject with balanced rationality and emotionality. I want to be seen as a credible source of information that they can trust because I truly care for their welfare. I want to come across as a communicator of expert and real-life opinions and insights on this matter. Text and Drive at Y our Own Risk: The Perils of Texting while Driving Vehicular accidents are the leading cause of death among young drivers. Drivers with ages of 15 to 20 years old compose only 6% of all drivers in the United States, but they are involved in 19% of all crashes (West et al., 2011, p.37). The youth nowadays are highly proficient in multitasking, including texting while doing other activities, and many think that they can easily text and drive (Hosansky, 2012, p.405). Those who already text and drive and have not yet experienced any accidents increase their belief that they can text and drive without serious difficulty. This paper synthesizes the opinions and findings of different stakeholders, specifically victims and their families, citizens, government agencies, telecommunication service providers, researchers, and the media. Stakeholders agreed on the negative effects of texting while driving because of the prevalence of primary and secondary sources that provide evidence that suppor t the latter, but they disagreed on the effectiveness and usefulness of bans on this practice because of differences in arguments about cause and effect and differences in the importance placed on values and interests. Stakeholders agreed that texting while driving directly affects the welfare of drivers, especially the youth, because they all value human life and confirm that driving impacts driving abilities. They have similarities in their values, where human life is more important than individual freedoms. Agency Group 06 (2012) focused on the view of the government on how vehicular accidents can be reduced. It interviewed government officials, all of which value life and have responsibilities in ensuring public safety and quality life. Agency Group 06 (2012) reported the active participation of U.S. Transportation Secretary Ray Lahood in promoting bans against texting while driving. Because of his responsibility for the safety of drivers and commuters, Lahood lobbies for safe d riving practices and supports texting-while-driving bans, one of which was applied in Ohio (Agency Group 06, 2012). He emphasizes the importance of human life over the freedom to do anything inside one’s car and calls the attention of young drivers who are mostly affected by the harmful texting-while-dri