Do Large Lecture Halls Offer a Good Learning Environment? :: Teaching Education

Do Large Lecture Halls Offer a Good Learning Environment Higher information comes in many forms, from small private colleges with one professor for every seven scholars, to enormous universities which utilize teaching assistants for almost all offered classes. The question I have as a student at Purdue, a university with around 35,000 students, is are large lecture halls with more than two hundred students effective places for tuition to occur? When there are that many pupils in a classroom, it is nearly impossible for an instructor to take attendance. What is the motivation to attend class? Further, are students competent to down the stairsstand material presented in a classroom when there are hundreds more people in the classroom rustling papers, dropping pens, and whispering satirical comments about the lecture?In order to answer some of the above questions, I decided to study one of my largest lecture classes, Psychology 120 under Bob Melara. Class is held in an enor mous lecture hall, which seats over five hundred students. In order to learn the answers, I did research for several(prenominal) weeks. I handed out questionnaires to other students at Purdue and observed Melaras class for about two weeks. In amplification, I interviewed Saree Strom, a student in the honors section of Psychology 120.The class of Melaras that I studied meets every Monday, Wednesday, and Friday between 430 and 520 PM. Class is held in the giant lecture hall on the first floor of the Lily Hall of Sciences on State Street. There are about five hundred students in this section, and the seats are set up like a stadium so that each row is higher than the one below it. In addition to the regular class, the honors students meet Wednesday from 530 to 620. As honors students, their responsibilities increase to planning and leading small groups for each of the four labs that all students are require to do during the semester. There are twenty honors students in this section.T he students in psychology discovered on the first day of class that the professor was a lesser out of the ordinary. He walked into class and announced, Hello, my name is Robert Melara, but I am not overly fond of that name. What you refer to me as when I am not around is unimportant, but please address me only as Bob. His hair is sort of long and shaggy, and it appears as though he never combs it.

Isolation in Another Country :: Another Country

Isolation in Another Country Another Country is possibly the only apologue of its time in which every character suffers from a feeling of isolation. All the main characters share in the feeling of isolation. Whether the characters isolation is a result of race, sparing situation, or even sexual orientation, each characters life is affected. The feeling of isolation causes the characters to lose touch with reality. This isolation is evident in the story of Rufus. Rufus is a unexampled black jazz musician who grew up in Harlem, a young Black man fighting the system to attain his dreams. Later in the novel, Rufus reveals his inward turmoil. Rufus feels isolated from society. He knows, yet is unable to accept, the racial barrier between himself and his only close friend, Vivaldo. Vivaldo is a true friend, but despite their friendship, Rufus has a continuous feeling of resentment toward Vivaldo. Rufus is tormented by thoughts such as No one dared look at Vivaldo, out with any girl whatever, the way they looked at me now...This is because Vivaldo was white (Baldwin 31). The racial isolation is compounded when Rufus breaks all(a) family ties in order to sustain his interracial relationship. Knowing his familys open disapproval of interracial relationships, Rufus decides to return his family and live with his girlfriend, Leona. Despite his deep love for Leona, her presence constantly reminds him of the barrier between them. She becomes, in his mind, a emblem of the society that oppressed him. She becomes a symbol of the things he could never obtain in life. As his life becomes consumed, he plunges into the depths of despair, committing horrendous crimes against his loved ones. Rufus refuses the help of his friends. He turns to life on the streets and eventually jumps false a bridge. Before Rufuss death, Baldwin narrates His own loneliness, magnified so many million times, made the night air colder. He remembered to what excess, into what traps and nightmares, his loneliness had driven him and he wondered where such a violent emptiness might drive an entire city. (60) Vivaldo, a close friend of Rufus, deals with his own form of isolation. A product of dysfunctional Brooklyn family, Vivaldo mat he was never loved thus, he forces himself into loveless relationships. In these relationships he establishes a barrier between himself and his girlfriends. Vivaldo seems to be searching for love in all the wrong places--street corners and bars.

Duffys Feelings in War Photographer and Stealing :: Carol Ann Duffy War Photographer Stealing Essays

Duffys Feelings in War Photographer and StealingExplain how Carol Ann Duffy conveys her feelings towards the subjectsof the two poems War Photographer and Stealing.War Photographer and Stealing by Carol Ann Duffy be both poemsabout outsiders. She often uses dramatic monologues when writingpoems, and Stealing is an effective example.War Photographer was written after Duffy had a conversation with awar photographer named Don McCullin. I call up that he must haveinspired her to write this laudable poem. Stealing too is based on atrue event. When Duffy lived in Wimbledon her neighbours snowman wasstolen.The setting of this poem is schematic on the first line this beingin a dark room where he is finally alone. Because the setting isaway from the action of the war, it describes the results indirectlyso that it is less graphic, whereas Stealing explores the psychologyof an anon. outsider with anti-social behaviour and feelings. LikeWar Photographer, Stealing is about someone who is isola ted fromsociety and shows evidence of being distressed. However, in this poem,the narrator is the character and he is angry and resentful.In both of the poems she uses the expressions and speech rhythms of aneveryday conversation. Stealing starts with a caput, The mostunusual thing I ever stole?, which I think, makes the poem moreinteresting and ambitious for the readers as well as making it moreconversational. The question is then answered with A snowman. Thisis quite a shocking and unusual thing to steal and I recollect this willgrab the readers interest. By making the poem more conversational, itmakes it more personal and gets us more intrigued and makes us thinkabout the unusual question at the start of the poem. This is effectiveas it makes the poem feel more realistic to the readers and conveysher feelings to the poem in a more personal manner.Both of the poems are about anonymous people. In War Photographerthe main character is identified as a man. Duffy portrays this man asan outsider. She refers to him as a priest preparing to intone amass. All frame is grass is another effective example of religiousimagery. I believe it means that there was so much death where he wasphotographing that the grass was covered in bodies. It is also linkedto the Bible as it is said to mean walking on death. The use ofreligion in this poem has a strong link to Duffy as she is said to bea Catholic. This makes the poem more personal as it shows that

Islam :: essays research papers

ISLAMThere has been much talk about Muslim beliefs and the Islam nation altogether. The basis of the worship is peaceful and understanding. While mint twist the belief around to fit their own needs. It is based on the teachings of Muhammad. He was born in Mecca, which is the capital of Muslim belief.Muhammad was born and raised in the metropolis of Mecca. He grew up as a merchant and had a wife. He would wander around outside of the city by himself often. He wandered so much that he had no job but his wife believed in him so she supported him. One day he had a vision of the angel Gabriel. Gabriel told him that he was a prophet and he should spread the word of god. He went back to Mecca and told everyone what had happened and decided to teach everyone the way of God. No one believed him and he was ridiculed for his beliefs. So he decided to go on a trip which was called the Hijra. When he came back to Mecca he had many converts. Then the people of Mecca started to believe him and b ecame converts themselves. This is the story of Muhammad and his teachings. All this and more were written down in the Muslim holy book, the Koran.The five pillars are the five ways to be a good and decent Muslim. The first pillar is Shahadah which is to declare your belief by saying shahadah. Which means declaring god or Allah is almighty, and believing in the prophethood of Muhammad. The back up pillar is Salah or prayer. Prayer must be done five times a day towards Mecca or the general direction of Mecca. The 3rd pillar is Zakah or tax on the wealth. Everyone must give a percent of their earnings to the poor. The fourth pillar is Sawm which is fasting during the month of Ramadan. The fifth and put up pillar is to at least once in their lives to Hajj or make a trip to Mecca when one is willing and able to.There is so much trouble in the world because of guys who like to change the meaning of some things in religion when it is obvious what they mean.

Biography of Moses Essay -- Biographies Bio Religion Judaism

Main focus will be on Moses. He was the greatest prophet, attracter, and instructor of Judaism. By focusing on Moses, Ill incorporate the importance of certain passages that prove the Old Testament and show how Moses role was significant and essential to the Hebrews.Moses 1400 B.C.E In a nutshellMoses was born in a very difficult time Pharaoh had ordered that all male children born to Hebrew slaves should be drowned in the river (Exodus. 122). Moses mother hid him for three months, and when she could no longer hide him, she put him in an ark and placed it on the river where Pharaohs daughter bathed (Ex. 22-3). Pharaohs daughter found the child and had kindness for him (Exodus. 26). Although Egyptians raised Moses, the compassion he felt toward his people (the Hebrews) was so great that he could non bear to see them beaten by Pharaohs taskmasters. oneness day, when Moses was about 40 years old, he saw an Egyptian beating a Hebrew slave, and he was so outraged that he struck and killight-emitting diode the Egyptian (Exodus. 211-12). Both the Hebrews and Pharaoh condemned him for this actions, and Moses was forced to flee from Egypt (Ex. 214-15).G-d appeared to Moses and chose him to lead the Hebrews out of Egyptian slavery and to the Promised Land, Israel (Ex. Chs. 3-4). With the help of his brother Aaron, Moses spoke to Pharaoh and triggered the plagues against Egypt (Ex. Chs. 4-12). He then led the people out of Egypt and across the sea to freedom, and brought them to Mount Sinai, where G-d gave the people the Torah and the people accepted it (Ex. Chs. 12-24).G-d revealed the entire Torah to Moses. The Torah includes the first five books of the Bible (Genesis, Exodus, Leviticus, Numbers and Deuteronomy) that Moses wrote as G-d instructed him. It also includes all of the remaining prophecies that would later be written down in the remaining books of scripture. Furthermore, it contains the entire Oral Torah the oral tradition for interpreting the Torah, wh ich would later be written down in the Talmud. Moses spent the rest of his life writing the first five books, essentially taking dictation of G-d.After Moses received argument from G-d about the Law and how to interpret it, he came back down to the people. There he found the Hebrews idolizing a golden calf. This is a very significant accounting in the Bible. It show... ...nomy. According to some, Moses wrote the last few verses from a vision of the future, but according to others, the last few verses were added by Joshua after Moses death. Moses position as leader of Israel was not hereditary. His son, Gershom, did not inherit the leadership of Israel. Moses chosen successor was Joshua, son of Nun (Deut. 349).Moses was 120 years old at the time that he died (Deut. 347). That lifespan is considered to be ideal, and has become proverbial one way to wish a person well in Jewish tradition is to say, whitethorn you live to be 120As important as Moses was to the Children of Israel, it is always important to remember that Moses himself was not the deliverer or redeemer of Israel. It was G-d who redeemed Israel, not Moses. Moses was merely G-ds prophet, His spokesman. The traditional text of Passover does not even mention Moses name. In order to prevent people from falsely worshipping Moses, his grave was left unmarked (Deut. 346). Bibliography and Resources Fields, Lanny B., Barber, Russell J., Riggs, Cheryl A. The Global Past. Bedford Books, 1998. Reilly, Kevin. Worlds of History. Bedford/St. Martins, 2004 The Internet

Biography of Moses Essay -- Biographies Bio Religion Judaism

Main focus will be on Moses. He was the great prophet, leader, and teacher of Judaism. By focusing on Moses, Ill incorporate the importance of certain passages that prove the Old Testament and show how Moses role was prodigious and inbred to the Hebrews.Moses 1400 B.C.E In a nutshellMoses was born in a very difficult cadence Pharaoh had ordered that all male electric razorren born to Hebrew slaves should be drowned in the river (Exodus. 122). Moses mother hid him for three months, and when she could no longer hide him, she put him in an ark and placed it on the river where Pharaohs daughter bathed (Ex. 22-3). Pharaohs daughter found the child and had compassion for him (Exodus. 26). Although Egyptians raised Moses, the compassion he felt toward his people (the Hebrews) was so great that he could not bear to see them beaten by Pharaohs taskmasters. One day, when Moses was about 40 years old, he saw an Egyptian beating a Hebrew slave, and he was so outraged that he infatuated an d killed the Egyptian (Exodus. 211-12). Both the Hebrews and Pharaoh condemned him for this actions, and Moses was forced to flee from Egypt (Ex. 214-15).G-d appeared to Moses and chose him to lead the Hebrews out of Egyptian slavery and to the Promised Land, Israel (Ex. Chs. 3-4). With the help of his brother Aaron, Moses spoke to Pharaoh and triggered the plagues against Egypt (Ex. Chs. 4-12). He therefore led the people out of Egypt and across the sea to freedom, and brought them to Mount Sinai, where G-d gave the people the Torah and the people accepted it (Ex. Chs. 12-24).G-d revealed the entire Torah to Moses. The Torah includes the first five books of the Bible (Genesis, Exodus, Leviticus, Numbers and Deuteronomy) that Moses wrote as G-d instructed him. It also includes all of the remaining prophecies that would afterwards be written down in the remaining books of scripture. Furthermore, it contains the entire Oral Torah the oral customs duty for interpreting the Torah, wh ich would later be written down in the Talmud. Moses spent the rest of his life writing the first five books, essentially taking dictation of G-d.After Moses stock instruction from G-d about the Law and how to interpret it, he came back down to the people. There he found the Hebrews idolizing a golden calf. This is a very significant story in the Bible. It show... ...nomy. According to some, Moses wrote the last few verses from a vision of the future, but according to others, the last few verses were added by Joshua after Moses death. Moses position as leader of Israel was not hereditary. His son, Gershom, did not inherit the leadership of Israel. Moses chosen successor was Joshua, son of Nun (Deut. 349).Moses was 120 years old at the time that he died (Deut. 347). That lifespan is considered to be ideal, and has become proverbial one way to wish a person well in Jewish tradition is to say, May you live to be 120As important as Moses was to the Children of Israel, it is always impo rtant to remember that Moses himself was not the deliverer or redeemer of Israel. It was G-d who redeem Israel, not Moses. Moses was merely G-ds prophet, His spokesman. The traditional text of Passover does not even mention Moses name. In order to prevent people from falsely worshipping Moses, his grave was left unnoted (Deut. 346). Bibliography and Resources Fields, Lanny B., Barber, Russell J., Riggs, Cheryl A. The Global Past. Bedford Books, 1998. Reilly, Kevin. Worlds of History. Bedford/St. Martins, 2004 The Internet

Life in a Hostel

The life in a inn is different from that of the home. At home, sometimes it sprains different to frame suitable timetable of studies. There whitethorn be relatives or guests visiting frequently and making the atmosphere of home quite unfit for right studies. In such situation hostel-life seems to be largess for a student. Far from his/her home, he/she finds all facilities that are essential for sound studies in a hostel. Hence, hostel life is welcomed by most of the students. Hostel life is regular and helpful to study.Hostel is a place where students are given proper environment for all cps development resulting in sober careers. Here they find safety against many social evils. Living in a hostel students have to follow its prevalent rules and regulations which are meant to make their life regular and punctual, the basic needs of success. They are taught to be self dependent also they are given guidelines so that they may prove themselves worthy citizens of the nation. In sch ools, more emphasis is given on text books and the students are kept busy in completing homework in different subjects.In hostel too text books are taught with great care but at the same time, the students are given education on morality, debt instrument and other basic norms of human life. In a hostel, a student comes in contact with a number of other students. He acquires many good qualities from them. When a student sees his next door neighbour daily taking morning exercise, he also gets inspired and starts doing the same. One good student becomes an usage for other hostellers.Thus a good environment is created where the hostellers sole aim becomes to devote their time to useful activities, in which studies comes at the top. Hostel life makes the students competitive. They do ruffianly labour in company of their room-partners and accordingly dream for bright future. At times they help the weak students in their studies. They support each other by sharing their joys and sorrows . Thus, hostel life not only develops the spirit of healthy competition, but also teaches the lesson of mutual cooperation. But hostel life has many drawbacks.Students approach path for the first time to a hostel, find entirely new atmosphere. Sometimes they misuse the freedom, they get in the hostel. They begin to smoke and at times, even to drink. Studies become secondary for them. Such students must not be sent to hostels. Instead they should live under parental care. Overall hostel life is a boon and a bane-both at the same time. It is a boon for those students who take advantage of it and make their life successful. On the other hand it is a bane for those who tell on to realize the, very purpose of hostel life and spoil their future.

Crime Scene Investigation

Research Paper Crime Scene Investigation (first draft) If a murder, a homicide and or a suicide occur, the nuisance scene investigator(s) collects the clues and bear witness that for get be analyzed by the forensic scientist(s) which can lead them to their suspect(s). The purpose of a Crime Scene Investigation is to serving victims meet justice. When a detestation has been reported, the responding officer and/or detective guide to note the dispatch information such as address/location, time, date, type of c every last(predicate), parties involved. The officer(s)/detective(s) bugger off to be observant when approaching, entering and exiting a villainy scene such as look, listen and smell.Next thing they wipe out to do is to secure the crime scene. Officers have to scan the area for sights, sounds and smell that may cause danger to forcefulness and other individuals such as gasoline and explosives. They also have to survey for some(prenominal) dangerous civilian around t he scene and control the situation. If there are any dangerous civilian, officer will immediately call for back-up and while the officer(s) are waiting for the back-up, they have to handle the situation thoroughly. They would first position the Crime Scene DO NOT CROSS tape around the perimeter, this allows authorized personnel to cross the area of the crime scene.Following this procedure will preserve the scene with minimal contamination. Officers and detectives have to be alert and attentive about their surroundings. The detective(s) have to tell apart all the individuals around the crime scene. They have to identify the witnesses and secure them. Identify possible suspects and secure them and also separate them from the witnesses. They also secure and separate the victims/family/friends and found compassion to them. They must also exclude the media, bystanders that are just watching what is going on and the law enforcements that are off duty.When the crime scene investigator(s) generate at the crime scene, they have to do a walk- by. Investigators have to avoid contaminating the crime scene by using the established trend of way. They have to make sure that before they entered the crime scene, nothing in the scene should have been moved. While they are going through a walk-through, they may have to construct theories about what happened in the crime scene based on visual examination. Investigators have to take photographs of the scene and will later on be collected. Taking photographs of the scene will help them realise the crime ecause there are some points of the investigation that investigators may have overlooked evidence, and that evidence could be found in the photographs. After taking photographs of the scene, they will start to collect clue and evidence that may lead them to their possible suspect(s). What they may find in the crime scene are fingerprints which can be done using colored powder and a brush, other thizngs such as blood, firearms, hair, methamphetamine and many more things that can be found in the crime scenes. After doing their job in he crime scene, the evidence they took will be taken to the forensic scientist.Crime scene investigators will look at the photographs and connect their theories based on the crime that occurred. The forensic scientists will also examine the victims clothes, while the medical examiner will analyze the victims body for more clues and evidence that they may find and they will all be doing this in the crime lab. The things they may find could be hair, fiber, semen, blood, another persons DNA, bruises and many more. After the forensic scientists have done their job, they will give their report to the crime scene investigators. Just if he forensic scientists could not find any trace that can lead them to their suspect, then the investigators have to go back to the crime scene and find fore more clues and evidence that could help them. The new evidence will be taken to the forensics for them to be examined. When the crime scene investigators receive the report from the forensic scientists, they will invite their possible suspect(s) for questioning or if they could not reach the suspect, they could question the suspect through the phone. After this, the investigators need to go to the suspect(s) place.The investigators may ask the suspect(s) about the victim on what they know about the crime and may also ask for label that are may be connected to the crime that occurred. If it may also help, investigators and detectives may ask the victims family, friends, co-workers or anybody who knows the victim that could help them solve the crime that was committed. Investigators may ask them if the victim has enemies that may want the victim to be killed. The crime scene investigators will do the same procedure until they get the right person who committed the crime and be placed in jail.The suspect may still deny what is being accused of committing a crime and asked for a lawyer, the investigators and witnesses have to be prepared with strong evidence so that they can place the suspect in jail and pay for the consequences from what the suspect has done. When the crime scene in no longer needed to be processed for any evidence, the crime scene saucyers/Biohazard Technicians will start to clean the scene. They have to clean the place deal nothing happened. Like gathering all the blood, brains and bugs then casting them in the extractor.What the extractor does is kill to the bacteria in bodily fluids with a special enzyme. They also need to eliminate the horrible smell in the scene and may have to cut off things like the mattress, curtains and many more. The crime scene cleaners are dedicated to assist the law enforcement, public service agencies and property owners/managers in restoring property that has been contaminated as a result of crime, disaster or misuse. If theres a murder, a homicide or a suicide, the CSI investigators are to call.In Crim e Scene Investigation a lot of things will happen, but mainly it is about collecting physical evidence. The process of what be revealed at a crime scene is very difficult. It involves a number of different searches and collections that help to solve a crime. After solving the crime, this means that the victim received justice for that happened to them. No body deserves to die and no body has the right to kill someone. Being a crime scene investigator is a hero, they used their knowledge for replete(p) reason and not for bad. The good reason is solving a crime that should have not happened.Work Cited Crose, Nicholas. Extreme Careers Detectives Life Investigation Crime. naked as a jaybird York Rosen Central, 2003. Print Cooperman, Stephanie. Extreme Careers Biohazard Technicians. New York Rosen Central, 2004. Print Encyclopedia of Careers and Vocational Guidance. New York Ferguson, 2005. Print Murdico, Suzanne J. Extreme Careers Forensic Scientists Life Investigating Sudden Death. New York Rosen Central, 2004. Print Technical working(a) Group on Crime Scene Investigation. Crime Scene Investigation A Guide for a Law Enforcement. January 2000. Web. December 12, 2009

Is Sex Good for Our Health

When youre in the mood, its a sure bet that the last thing on your mind is boosting your immune system or maintaining a whole weight. Yet good grammatical gender offers those health benefits and more.Thats a surprise to many people, says Joy Davidson, PhD, a New York psychologist and call forth therapist. Of course, sex is everywhere in the media, she says. except the idea that we are vital, sexual creatures is still looked at in some cases with disgust or in other cases a bit of embarrassment. So to authentically take a look at how our sexuality adds to our life and enhances our life and our health, both physical and psychological, is eye-opening for many people.Sex does a body good in a number of ways, according to Davidson and other experts. The benefits arent just anecdotal or hearsay each of these 10 health benefits of sex is backed by scientific scrutiny.Among the benefits of healthy loving in a relationshipSex-Drive Killers Slideshow1. Sex Relieves StressA big health ben efit of sex is lower blood compel and overall stress reduction, according to researchers from Scotland who reported their findings in the journal Biological Psychology. They studied 24 women and 22 men who kept records of their sexual activity. Then the researchers subjected them to trying situations such as speaking in public and doing verbal arithmetic and noted their blood pressure response to stress.Those who had intercourse had better responses to stress than those who diligent in other sexual behaviors or abstained.Another study published in the same journal found that frequent intercourse was associated with lower diastolic blood pressure in cohabiting participants. Yet other research found a link between partner hugs and lower blood pressure in women.2. Sex Boosts ImmunityGood sexual health may mean better physical health. Having sex once or twice a workweek has been linked with higher levels of an antibody called immunoglobulin A or IgA, which can protect you from get ting colds and other infections. Scientists at Wilkes University in Wilkes-Barre, Pa., took samples of saliva, which contain IgA, from 112 college students who reported the frequency of sex they had.Those in the frequent group once or twice a week had higher levels of IgA than those in the other three groups who reported beingness abstinent, having sex less than once a week, or having it very often, three or more times weekly.3. Sex Burns CaloriesThirty minutes of sex burns 85 calories or more. It may not sound like much, but it adds up 42 half-hour sessions will burn 3,570 calories, more than full to lose a pound. Doubling up, you could drop that pound in 21 hour-long sessions.Sex is a great mode of exercise, says Patti Britton, PhD, a Los Angeles sexologist and president of the American joining of Sexuality Educators and Therapists. It takes work, from both a physical and psychological perspective, to do it well, she says.

A day with the president

You whitethorn choose a fictional or real person. You may choose someone you know personally or a figure in history. You may choose a modern day celebrity. You may not choose a close adept or your parents. Place You may choose a fictional or real place. It can be someplace that you have visited or would like to visit. You may not choose Langley High School, the beach, a vacation home, or your own bedroom. Thing You may not choose a piece of Jewelry, an electronic device, or a car.Idea You ay not choose the idea of success or the idea of love or hate. Event You may not choose your graduation day or your wedding day. You may not choose the day of your birth. Introduction Hook The introduction mustiness begin with a quotation that is important to you. You must give credit to the speaker (As my grandfather always says, Transition or Background Sentence Your background or transition sentences must connect the denounce to the thesis. There should be 4-5 of them.Thesis statement This is the claim entence for your entire essay. It must include the three body dissever topics in the order that you intend to present them. clay Paragraphs You will choose three of the topics which you have gathered information about. You will write one paragraph about each topic. The first body paragraph will be significantly weaker than the third body paragraph. Conclusion Your conclusion will be one of the topics that you did not cover in the body or it can be on the future you envision for yourself.Specifics Prewriting callable date Peer review draft due date Final draft due date Paragraph length Introduction 8-10 sentences Body One 8-10 sentences Body Two 10-12 sentences Body Three 12-15 sentences Conclusion 8-10 sentences This is an informal essay. You may use contractions and personal pronouns. Please do not refer to yourself as we however. Please fill out this space with words you look up from a thesaurus to let out your use of influence or change. This will be due on the sa me day as your prewriting.

Computers are not confined to being used for entertainment but its role in education is also vast Essay

A. Introduction A library is a shopping centre in which literary and artistic materials much(prenominal) as books, periodicals, newspapers, pamphlets, prints, records, and tapes, argon kept for reading, reference or lending. A collection of such materials, especially when trunkatically arranged a room of private home for such collection. At first glance, your library is a bunch of books with a librarian to check them out to you, and back in when you return them. Your librarian insures (of tries to, as bullion permits) your library is well stocked with current titles.The librarian likewise has to keep the building neat and in good repair and also these things only shows a few of the things which restrain up your library. Now a day, in a highly technological society, human productivity is made more efficient through with(predicate) the development of electronic gadgets. Now, with the advent of such modernization in education, one way to globalize the process of research is to re alize that technology is advancing at an incredibly fast pace.In check, reading materials are stored in libraries. Library is a place in which books and related materials are kept for office further not for sale. It is also organized for use and maintained by a public body, an institution or a private individual. In addition, it is a place in which we get in bounceation in any unionizeat and from many sources. The librarian has to keep the room neat so that it is conducive for learning. The librarian is also the person who is liable for observeing all the books that are borrowed and returned by the borrowers.B. Background of the Study The proponents bequeath propose the Library bears Borrowing and Returning scheme for global Miguel Malvar Elementary School located at Mangga Ave, Sta Mesa, manilla paper. . The Head Librarian, Mrs. Tina Guerrero stated that they are currently development the Dewey Decimal Library System. They are still utilizing a manual(a) system. The li brary substance abusers and the librarian still use card catalogues in searching for reading materials and use index card for the records of borrowed and returned books.The proponents study was what is which bump to the Library by the user, Librarian and how the Owner or the Administrator of the said school entrust provide a good service to their clients to have a good feedback. The study will focus on transaction which done inside the Library like borrowing, returning of books by students, faculties and staffs. C. Statement of the Problem oecumenical Problem * How to computerized Library System of Gen. Miguel Malvar Elementary School? Specific Problem * How to maintain library records? * How to provide back-up copy?* How to maintain data integrity? * How to make user friendly screen? * How to secure database files? D. Objective of the Study General Objective * To develop a computerized library system for Gen. Miguel Malvar Elementary School using Visual Basic. Specific Objectiv e * To maintain library record by providing add, edit and blue-pencil module to our system. * To create utility module to back up database files. * To maintain data integrity by creating a relational database files. * To make a user friendly screen by designing a unsophisticated screen that plunder be easily understand.* To secure database file by creating a user log-in for security purposes. E. Scope and Limitations The library system can only monitor the borrowed and returned books. It computes the punishment for due date. The system does not include the inventory of the books. F. Significance of the Study As the researchers identify their objectives, they were able to discuss the importation of their topic to certain factors which they are closely related Librarian / Custodian * The Librarian / Custodian will benefit from this project because it will serving him/her monitor the books borrowed and returned.School * The school will benefit from this project because they help p rovide books to student of that school. pupil * The student will benefit from this project because can help the student to easily know if the books he /she need is available or not in the library. Chapter II A. Feasibility Study 1. Operational Feasibility The system is operationally feasible because their library staff is computer literate and is trained to use computer applications plus, they know the basic things they used to do on the manual library system, thereby maintaining the concepts of the originallibrary logic.We can also say that it is operationally feasible because their facility has computers without taking much billet and the main office actually holds the database since they primitively have a main storage of information for the billing of their student. 2. Technical Feasibility The proposed system is technicallyfeasible because the Software and Hardware are available. The Software to be use is Visual Basic. Net and the database is MS Access. 3. Economical Feasibi lity The system is economically feasible. The maintenance of computer hardware and software is updated. a. Initial Investment Computer entrap with printer P15, 000.Computer programmer P40, 000 sum total initial Investment P55, 00 b. Existing Operational Cost Salary of 3 employees P30, 000 recordbook & papers P1, 500 Ball pensP150 electricity P 1, 200 Total operational cost P32,850 c. Proposed System Operational Cost Salary of 2 employees P25, 000 Internet connectionP1, 200 Electricity P1, 500 PapersP 900 Total operational cost P28,600 d. Savings Monthly Operational Cost Existing Supplies P1,650 Maintenance P1,200 Labor P30,000 Total P32,850 coursely Operational Cost Existing beginning(a) P394,200 second P421,794 3rd P449,388 4th P476,982 5th P504,576 Monthly Operational Cost Proposed.Supplies P900 Maintenance P2,700 Labor P25,000 Total P28,600 Yearly Operational Cost Proposed 1st P343,200 2nd P367,224 3rd P391,284 4th P415,272 5th P439,296 SAVINGS/PAY Existing System Proposed System Savings 1st Year 394,200 343,200 51,000 2nd Year 788,400 686,400 102,000 3rd Year 1,182,600 1,029,600 153,00 4th Year 1,576,800 1,372,800 204,000 5th Year 1,971,000 1,716,000 255,00 BACK PERIOD Chapter III ID ID A. Data Flow Diagram 1. DFD of Existing System BORROWED leger BORROWED sustain NO penalisation NO PENALTY ACCCEPTED BORROWED BOOK ACCCEPTED BORROWED BOOK 5 CHECK PENALTY 5 CHECK.PENALTY 4 demand BORROWED BOOK 4 ACCEPT BORROWED BOOK 6 RETURN ID 6 RETURN ID Student Student ID, BOOK ID, BOOK 1 RECEIVED ID & BOOK 1 RECEIVED ID & BOOK M2 BOOK CARD M2 BOOK CARD M1 LOGBOOK M1 LOGBOOK W/ PENALTY W/ PENALTY RECEIPT RECEIPT RECEIVED ID & BOOK RECEIVED ID & BOOK loadingED BOOK DISPATCHED BOOK 2 UPDATE CARD BOOK 2 UPDATE CARD BOOK 7 ACCEPT earnings 7 ACCEPT PAYMENT M2 BOOK CARD M2 BOOK CARD PAYMENT PAYMENT Student Student.3 DISPATCH BOOK 3 DISPATCH BOOK M3 PENALTY M3 PENALTY 2. DFD of Proposed System ID ID 5 RECORD RETURN dealing 5 RECORD RETURN TRANSACTION NO PAYMENT NO P AYMENT RETURNED BOOK RETURNED BOOK.4 CHECK PENALTY 4 CHECK PENALTY Student Student BORROWED BOOK BORROWED BOOK Recorded Return act Recorded Return relations 1 RECORD BOOK CARD 1 RECORD BOOK CARD C1 TRANSACTION info C1 TRANSACTION INFO C1 TRANSACTION INFO C1 TRANSACTION INFO DISPATCHED BOOK DISPATCHED BOOK Recorded Transaction Recorded Transaction 6 COMPUTE PENALTY 6 COMPUTE PENALTY C1 TRANSACTION INFO C1 TRANSACTION INFO 7 ACCEPT PENALTY 7 ACCEPT PENALTY COMPUTED PENALTY COMPUTED PENALTY 2 UPDATE CARD BOOK 2 UPDATE CARD BOOK C2 concord Card C2 criminal record Card PAYMENT PAYMENT CHANGE CHANGE Student Student 3 DISPATCH BOOK 3 DISPATCH BOOK B. Prototyping 1.Program Listing pervade patronage Log-in Form Description This is the log-in form. First the user will input the username and the password then crack the log-in button. If the user inputted the correct username and password it will show the transactions form. Screen claim ERROR get-up-and-go Description This form will sh ow if the user inputted the wrong username and password. To go back to the log-in form dog the OK button. Administrator Screen Title Administrator Description This is where you can view the student account and admin account. If you click the button posting you can see the information of the student and the administration.Admin Account Screen Title Admin Account Description This is where the user can view their account and information. Student Account Screen Title Student Account Description This is where the user can view their account and information. submit cultivation Screen Title Select info Description This is the Select Information Form. If the user wants to view the Student Information he/she will click the Student Information Button. If the user wants to view the Book Information he/she will click the Book Information Button. If the user wants to view or make Transaction he/she will click the Transaction Information Button.If the user wants to view the reports he/she wi ll click the Report Button. If the user wants to view or make another user he/she will click the disposition Button. Student Information Screen Title Student Information Description This form is the Student Information form. It contains the Student No., trace, Grade and Section, Address, and Contact form. In this form the user can add, edit and delete Student information. Book Information Screen Title Book Information Description This form is the Book Information form. It contains the Book No. , Book Title, Book ISD, Book Author, Subject, Location and posture.In this form the user can add, edit and delete Book Information. Transaction Information of Borrowed Book Screen Title Transaction Information of Borrowed Book Description This form is the Transaction Information of Borrowed Book form. The user can input the Book No. , Due fancy and penalty of the Borrowed Book. Transaction Information of Returned book Screen Title Transaction Information of Returned Book Description This form is the Transaction Information of Returned Book form. This form will compute the Penalty based on the due date or how long it was before the book is returned. Database File Structures. Student Information Field Name Type Width Student No amount 15 Name text edition 50 Grade & Section Text 50 Address Text 150 Contact No Number 15 Book Information Field Name Type Width Book No Number 10 Book Title Text 150 Book Author Text 150 Subject Text 100 Location Text 150 Status Text 150 TRANSACTION INFO Field Name Type Width Transaction No Number 15 Student No Number 15 Name Text 150 Book No Number 10 Book Author Text 150 construe Borrow Date N/A Date Return Date N/A Due Date Date N/A Penalty Currency 10 Book Card .Field Name Type Width Name Text 150 Title of the book Text 15 Book number Text 10 Date Borrow Date N/A Date return Date N/A Date Due Date N/A General Miguel Malvar Elementary School Mangga Ave, Sta Mesa, Manila Report of Transaction Transaction No Student No Book No Bo ok Title Date Borrow Due Date Date Returned Penalty 1 1000013 400 Skills in Reading 10/2/2012 10/5/2012 10/8/2012 Php30. 00 2 1000014 401 Modern in Action 10/3/2012 10/5/2012 10/8/2012 Php20. 00 3 1000015 402 English V 10/1/2012 10/9/2012 10/9/2012 Php50. 00 Total ____P100. 00____ Total ____P100. 00____ Prepared By __Tina Guerrero__ Prepared By __Tina Guerrero__ General Miguel Malvar Elementary School Mangga Ave, Sta Mesa, Manila Report of Borrowed Books Transaction No Student No Book No Book Title Date Borrow Due Date 1 1000013 400 Skills in Reading 10/2/2012 10/5/2012 2 1000014 401 Modern in Action 10/3/2012 10/5/2012 3 1000015 402 English V 10/1/2012 10/9/2012 Prepared By __Tina Guerrero__ Prepared By __Tina Guerrero__General Miguel Malvar Elementary School Mangga Ave, Sta Mesa, Manila Report of Retuned Books Transaction No Student No Book No Book Title Date Borrow Due Date Date Returned 1 1000013 400 Skills in Reading 10/2/2012 10/5/2012 10/8/2012 2 1000014 40 1 Modern in Action 10/3/2012 10/5/2012 10/8/2012 3 1000015 402 English V 10/1/2012 10/9/2012 10/9/2012 Prepared By __Tina Guerrero__ Prepared By __Tina Guerrero__ User Manual I. System Requirements CPU Pentium 4, Athlon XP, Semprov Clock Speed 2. 0GHz or higher System Memory(RAM) 1G Operating System Windows XPVista .HDD free space 2. 0GB DirectX 9. 0 or higher Internet Connection 1Gbps Video Card GeForce FX6600 or Radeon 9800 series Video Memory 512MB II. innovation 1. Run the installation setup, MMESLYS-Setup. exe. Afterwards, users are to be prompted to this screen. Click Next to continue. Welcome to Miguel Malvar Elem School Library System Installation Setup Wizard Welcome to Miguel Malvar Elem School Library System Installation Setup Wizard This will install Miguel Malvar Elem School Library System 1. 0 on your Computer This will install Miguel Malvar Elem School Library System 1. 0 on your Computer 2.They will be asked to confirm if you agree on the End-User license ag reement for them to be able to proceed with the installation. Choose I agree then Next button would be enabled. Click Next. 3. After signing off the EULA, they would now be brought to the page wherein they would choose where to put the cusp for the application. Choose where to put the files and click Next. 4. The wizard will now start installing the system. Just wait for the progress to reach completion and then click Next. The installation has been successfully completed by that and the user just needs to click Close to exit the installation wizard.III. System Navigation 1. This is the log-in form will be welcome to the log in interface. They just need to use the log in IDs provided by the Administrator and then click the Log in button. 2. This is the invalid username password if your username you input is not correct, just click the ok button. 3. This is where you can view the student account and admin account. If you click the button menu you can see the information of the stude nt and the administration. 4. This admin account will show the information of admin and their account 5. This student account will show the information of the student. 6.This is the Select Information Form. If the user wants to view the Student Information he/she will click the Student Information Button. If the user wants to view the Book Information he/she will click the Book Information Button. If the user wants to view or make Transaction he/she will click the Transaction Information Button. If the user wants to view the reports he/she will click the Report Button. If the user wants to view or make another user he/she will click the Administration Button. 7. This form is the Student Information form. It contains the Student No. , Name, Grade and Section, Address, and Contact number.In this form the user can add, edit and delete Student information. 8. This form is the Book Information form. It contains the Book No. , Book Title, Book ISD, Book Author, Subject, Location and Statu s. In this form the user can add, edit and delete Book Information. 9. This form is the Transaction Information of Borrowed Book form. The user can input the Book No. , Due Date and penalty of the Borrowed Book. 10. This form is the Transaction Information of Returned Book form. This form will compute the Penalty based on the due date or how long it was before the book is returned.

A Researched Investigation on Best Practices for English Language Learners Essay

ELL learners represent a large percentage of the population within schools in the United States. This crowd of students is actually increasing more than that of incline speaking students. (Shore, 2001). This group also has a very high drop out rate, coupled with low be grades, pedantic achievement and scholarly expectations. Truly, ELL students ar considered an at-risk population. (Thompson, 2000).In severalize to confront this challenge, instructors are faced with a unique situation that requires a unique dissolvent in order to help these students non only learn the English wording, but also to bring them up to speed with the academic material harmonious with modern acquisition standards. The focus of this investigation asks the question, How outhouse teachers best instruct English Language Learners (ELL) students when these mostly monolingual teachers are often ill-equipped with the undeniable tools and environments for optimum scholarship? The investigation forge t then state a hypothesis as to the proposed best models under which teachers can best instruct ELL students. The motif testament then support this hypothesis, cross-referencing literature reviews which outline non- traditionalistic models of instruction that open proven to be the most frameive in instructing limited English learners. It volition then finally look at just about of the conclusions to be derived from the investigation, reflecting on how teachers can best inspire students, and offering a few real-world application scenarios to the modify models.Hypothesis The new modal that schools wont to deal with ELL students is that of the sorting paradigm. This model normally sorts ELL students into low-quality education computer programs which do not challenge or inspire students. For this reason, umpteen students leave alone drop out of school and will not obtain a high school diploma. It is hypothesized that if ELL reform involve high-quality programs integrating o ther modules that discord from the current monolingual teacher/ traditional principle scenarios, more success can be achieved by ELL students.Despite vast changes in second lecture acquisition possibility and pedagogy in the last fifty years, an English-only classroom fronted by a teacher who is monolingual or who is encouraged to be bear upon over as if he or she is monolingual, has remained the dominant practice in the teaching of ELL. (Ellis 2004) Furthermore, non-traditional teaching scenarios also instill more of a sense of purpose and placement into students who are confronting the challenges of a new culture and a new words.Finally, these nontraditional models incorporate a greater sense of individual self esteem and opportunities for success than traditional models. Non-traditional models help students assimilate the culture, traditions, values, attitudes that are associated with their new language and surroundings. This paper will outline some of the recent literature s upporting the hypothesis in party favour of non-traditional ELL models, and will take a critical analysis that expounds upon some of the downfalls of traditional methods.Review of Literature Studies show that most teachers are ill-equipped at dealings with the different levels of language acquisition. A recent study from the Johns Hopkins University has menti wholenessd some important tools for recognizing these different levels of language acquisition in students. This experimental study of reading programs for English language learners has shown that existing evidence favors bilingual approaches to teaching students, especially paired bilingual strategies that enable teachers to teach students reading in their native-born languages, and English, at the cor replying cartridge holder.This study also showed that English language learners benefited from other models of instruction such as systematic phonics, one-to-one or small group tutoring programs, cooperative learning progra ms, and programs emphasizing extensive reading. In order to rough-and-readyly develop these programs, it is requirement for school systems to increase ELL budgets. Statistics show that there has been a huge increase in the amount of ELL students. (Nunez-Wormack, 1993) Unfortunately, while the number of students is actually growing, there have been huge cuts in budget programs designed to serve ELL students.A nontraditional model of teaching ELL involves a monolingual (English-speaking) teacher who only a traditional ad-lib-classroom. The theory behind this model is that the ELL student will learn more from a monolingual teacher who will not be tempted to revert back to the students mother tongue as a means of conceiveing. This is also a theory that is becoming widely challenged in regard to ELL best practice methodology. Freeman and Freeman (2001) CITE believe that a traditional oral-based classroom does not take into account the multitiered nature of the students experience.The Center for Research on the Education of Students Placed At Risk (CRESPAR) gives us an example of these non-traditional systems of learning involving utilizing explicit teacher talk, think-aloud, story-telling, dramatizing, poetry readings, pantomiming, singing, coadjutor-discussing, read-aloud, shared reading, small group instruction and peer instruction. Qualitative data analysis from a comparative study looking at traditional oral classrooms compared to a computer-assisted classroom also showed that the habituate of technology in ELL programs also showed positive effects for the use of computers in ELL classrooms.(Sullivana, Prattb 1999) Another issue in the traditional versus nontraditional models for ELL learning is that of monolingual versus bilingual (1st language usage) in the classroom. Typically, there has been a widespread acceptance of English-only medium of communication within the control of an ELL classroom. There is a growing body of evidence that support the view that L1 (native language) and/or bilingual teaching methods are actually more beneficial to ELL students. some(prenominal) studies have shown that bilingual scenarios actually support the student both technically and paganly in their advancement ( watch over, e. g. , Judd, 1987). It is widely accepted by ELL teachers today that the use of L1 impedes students from process in the acquisition of English. According to Phillipson, (1992) English is best taught monolingual, by an English is a native speaker, and without the use of other languages, as the standards of English will drop. Recent research suggests that this rationale is not helpful.Currently, the drop-out rate for ELL students is unbelievable high. A study of effective practices for linguistically and culturally diverse students (Garcia, 1991) found that classrooms that integrated L1 were more no-hit in the long run, both in regard to use language and the transition to the English language. An NCLE survey identifies two s tudies that point towards the beneficial effect of L1 language use in subsequent oral and written English acquisition. (Robsons 1982 study of Hmong refugees in Thailand and Burtoffs 1985 study of Haitian Creole speakers in New York City).Rivera (1990) discusses a variety of options for integrating L1 into instruction, stating that because L1 is available, many more students will actually be inclined to participate in the classroom. Often, students will drop-out due to an risk and embarrassment to speak English. DAnnunzio (1991) reports that students had significant success with this model. Strei (1992) reports that drop-out rates decreased from a shocking 85% (with traditional monolingual English instruction) prior to the program to 10% (with the non-traditional bilingual model).Studies also show that this methods reduces social anxiety, increases the effectiveness for learning, takes into account important cultural factors, and fall by the waysides for learner-focused curriculum development. Piasecka (1986) argues that it allows students to use languages as a meaning-making tool for effective communication, instead of an eat up in itself. How can teachers best instruct English Language Learner (ELL) students when these mostly monolingual teachers are often ill-equipped with the necessary tools and environments for optimum learning?Haynes & OLoughlin (2002) introduce the concept of scaffolding. This refers to the teacher offering meaningful support, using questioning techniques to elicit response that can be cogitate to the students own cultural background. Normally, this is not a technique provided within the classroom, and ordinarily on the contrary, the teacher attempts to avoid all associations to the students native language and culture. The study also suggests that sheltering is an effective mechanism whereby the teacher introduces new content through the use of music, story-telling, visual assist and play.Another effective technique is interacti ve teaching. Using this method, the teacher presents and interactive lesson whereby he/she can assess the students comprehension in relationship to the lesson, constantly restructuring lessons in regard to student success. This method is successful in enhancing learning processes, and increases the self-esteem of the student. Proven Best Practice Guidelines for ELL Teachers and Learners What would be the characteristics of the best ELL educator, as well as the optimum program for ELL learning?The avocation is a suggested list from Texas A&M report, State of the Art Research and Best Practices in Bilingual/ESL Education, competent teachers should 1. Use many visual aids 2. Model appropriate behavior and language for students. 3. Use gestures, body language, and facial expressions to develop understanding. 4. Perform demonstrations to ensure comprehension and in depth understanding. 5. Use graphic organizers, story maps, semantic webbing, and paraphrasing techniques. 6. let vocabula ry previews of forthcoming lessons. 7. Ask students to appoint predictions when reading stories aloud. 8. Adapt and simplify material in textbooks to make it more comprehensible. 9. Provide cooperative learning groups. 10. Utilize peer tutoring. 11. Provide multicultural content in classroom. 12. Seek out primary language support for students needing assistance. 13. Create a non-threatening environment where students feel comfortable to take risks with language. 14.Make connections among content being taught and students prior knowledge and experiences. 15. Provide much time for student affair and interaction with the teacher. 16. Allow time for students to practice and apply daily lessons. Related Studies in Best Practice for the ELL Classroom Franco (2002) argues that students who are beginning their studies of English respond to non-verbal stimulus, and display a very limited understanding of language when it is only spoken. Currently, oral-teaching is the standard practice wi thin ELL.Franco argues that students rely heavily on peers for language learning, and indeed benefit from work in small groups, and are particularly successful when this group work involves pantomiming, role-playing, and visual support. The author also concurs that only in subsequently stages of language fluency does a student do well with ordinary conversations and printed-page learning. Many ELL baberen are faced by what Olsen (2000) refers to as language shock, or a struggle to learn a language within a society that is not always open to the diversity of other cultures.ELL students face many obstacles including a dilemma faced by the need to embrace a new language and culture, while at the same time, feeling that are forced to put away their own language and surrender key aspects of their identity. Olsen refers to this as the power struggle between the old and new. Another challenge to students is the fact that they are primarily taught academic English. Many can attest that the languages learned in a classroom is very different than the slang spoken by their peers in the hallways.ELL students are usually separated from native English speakers, and do not have the opportunity to learn slang through social interaction. Olsen believes that ELL students, due to the current method of instruction, end up torn between their native culture and the new culture. (Meyer, 2000) suggests that teachers can help ELL students overcome these barriers though changes in instruction. Meyer suggests the strategy of Vygotskys social interactionist theory. This theory suggests that children internalize language and learning through cultural and group mediation.Vygotsky observed that higher mental functions developed through social interaction. Through these interactions, a child learns speech patterns, oral and written language skills, cultural clues, slang and symbolic knowledge. These things are what allow an ELL student, similarly, to obtain knowledge. The most important contribution of Vygotskian psychology to the ELL best-practice investigation, is called cultural mediation, which refers to the fact the people obtain specific knowledge through a shared knowledge of a culture.This is the process of internalization. Truly, a student cannot be anticipate to succeed without the mediation and internalization process, and equally, students can only gain this knowledge through non-tradition teaching methods. This theory sets up a classroom that fosters learning by such methods (as mentioned before) as modeling, internalization, cultural mediation, scaffolding and constructive understanding of projects. The social interactionist model has the gaol of making the ELL students become independent thinkers and problem solvers themselves.In the article, turn Frustration into Success for English Language Learners, authors Brice & Roseberry-McKibbin (1999) address the issue of language learning disabilities. More than any other student, these students face the most challenge. The authors argue that the current system is an underlying language learning system that is inadequate for learning any language. These studies show that ELL student progress is greater when a speech pathologist and classroom teacher work together with learning in groups.These same studies also showed that progress was greater when these methods of teaching were employed on a ordered daily basis. The following is a summary of best practice strategies from Turning Frustration into Success for English Language Learners Teachers should check in with students as to whether they understand was it is expected of them before starting a new project or lesson Students from similar cultural or linguistics backgrounds should be encouraged to support one another, and even sit near each other Repeating is necessary Teachers should come up with good questioning techniques.Students should be given ample time to formulate answers Students should be given time to think of answers be fore they are called on Teachers should avoid giving content which is beyond expectations Teachers should speak slowly Teachers should use multi-sensory methods (hands-on) Scaffolding should be used Critical Analysis Each of the above mentioned resources state the following conclusion Teachers must incorporate non-tradition methods of instruction into ELL classrooms in order to work with best-practice methodology.It is stated over and over that educators must work with education within the context of a social and cultural climate. Simply put, relationships between teachers and students have a major impact on how well an ELL student will grasp the host language. These articles also point to the issue of power structure and peer struggles among ELL students. Truly, students cannot achieve in a hostile learning environment. It is well-documented in these and other studies, that ELL children are often made fun of my teachers and students when they speak their native languages.This leads to social masturbation and shyness. It is light(a) to see how this problem worsens the situation in regard to language learning, where the goal is free-expression through words. Olsen (2002) is correct in his opinion that ELL students remain torn between two worlds. This leads us to the understanding and backing of biculturalism and bilingualism. This is another best-practice that the above studies and articles support. Truly, a society that embraces diversity, biculturalism and bilingualism will help ELL students not only learn English, but will allow them to maintain their native tongues.Conclusion Upon an extensive review of recent literature, it can be stated that ELL students generally have different needs than native English-speaking students. They generally require more support and individualized attention to their needs. They are undertaking a huge task of attempting to learn their studies, while at the same time aquaria new linguistic and cultural skills, while at the sa me time merging new experiences and environments. It is clear from the presented research that the current traditional, oral-based ELL classroom environment is simply not conducive to learning.The staggering drop-out rates among ELL students are a testament to these findings. It has also been consistently shown that these drop-out rates improve significantly when a bilingual, nontraditional instructional environment is created. It is clear that the best practice for the area of ELL education can be best understood not merely as a task of teaching students English, but of embracing the cultural and linguistic diversity that ELL students bring to schools. Another important conclusion can be cross-referenced to the same social-interaction theories. Students must being to get know-how in ELL classrooms.The mastery of skills occurs through social interaction with the society in question. In this way, true internalization of phenomenon can occur, whereby ELL students make tools their own . Reflection In reflection on the issue, one must not forget that we are talking about human beings. Many do not stop and think about how challenging it must be to leave one country and be forced into social, cultural, linguistic and educational upheaval. Many of these students have reported that they drop out because no one cares about them, people make fun of them, or because they feel that they cannot succeed within the education system.Unfortunately, many teachers see diversity as a problem that they must overcome. However, diversity can actually be a powerful instrument that will allow students to feel at home within the context of the classroom. It is important to reflect upon the fact that many under-represented minorities within the education system actually begin to see their ethnicity as a barrier to success. Many times educators do not explain how learning English, or any other subject for that matter, can be connected to the students traditional culture.Truly, diversity is on the increase in every school in the country, and teachers should begin to accept a move towards bilingual and multi-cultural settings. The following section will outline easy applications that can incorporate some of these best practices into the everyday lesson plan. Applications Practically, teachers can begin the apply some of the non-traditional methods of instruction that have been outlined in this essay. The following section discusses some of the real-world practical application of best-practice ELL instructional methods.These suggestions are designed to be practical and easy to adhere to. They require no special training and are practices that any ELL teacher can begin to incorporate into the classroom, whether they are monolingual or bilingual. Best-practice methods can be as simple as seating ELL students in the middle of the classroom (if mixed with native English speakers) so that they may see/ determine what other students are doing. Teachers can assign a peer-bud dy to the ELL student. They can also provide pictures and illustrations to illustrate new words and terms. Using pictures, maps, globes, tables, movies, slide shows, etc., will help the student to grasp concepts more readily than a standard oral-instruction. Educators should give clear examples of words and concepts. Another useful tool for teachers is a mag tape recorder and listening material, as well as supplementary pictures, newspaper clippings and periodicals. A wonderful way of making ELL students feel comfortable is to ask them to key out cultural events or famous people from their home country, in English. This shows them that the educator is interested in their lives and home-culture. Cooperative groupings are great way to allow the student to begin expressing in English.The small group is less intimidating than a larger one. Prepare students by giving them vocabulary lists, with bilingual aids, and consistently sleep with each and every student. Teachers can make learn ing English fun by collecting high interest, low-level books such as comic books or childrens books that portray events and cultural characters in simple English. Teachers can use games in small groups, drawings, cartoon bubbles, and music to make the challenge more fun. elongation List Auerbach, Elsa. TESOL QUARTERLY Vol. 27, No. 1, Spring 1993. Reexamining English Only in the ESL Classroom.University of Massachusetts at Boston Brice, A. and Roseberry-Mckibbin, C. 1999. Turning frustration into success for English language learners. Educational Leadership, 56, 7, 53-55. Accessed through WilsonWeb on-line database on June 10, 2001. Ellis, Elizabeth Margaret. Bilingualism among Teachers of English as a Second Language A Study of Second Language Learning come as a Contributor to the Professional Knowledge and Beliefs of Teachers of ESL to Adults. Institution. 2004 Franco, Lydia. A Multisensory Program for English Language Development. ESL MiniConference.July 2002 Haynes, Judie and O Loughlin, Judith. Meeting the Challenge. of Content Instruction. HYPERLINK http//www. everythingEsl. net http//www. everythingEsl. net (21 Aug. 2002). Meyer, L. 2000. Barriers to meaningful instruction for English learners. Theory into Practice, 39, 4, 228-236. Accessed through WilsonWeb on-line database on June 10, 2001. Nunez-Wormack, Elsa. Remarks. Conference Proceedings ESL Students in the CUNY. Classroom Faculty Strategies for Success. 5 Feb. 1993. Olsen, L. 2000. Learning English and learning America Immigrants in the center of a storm.Theory into Practice, 39, 4, 196-202. Accessed through WilsonWeb on-line database on June 4, 2001. Phillips, J. State of the Art Research and Best. Practices in Bilingual/ESL Education. A Cornucopia. Professional Development Model. Texas A&M University. Rudnick, B. 1995. Bridging the chasm between your English and ESL students. Teaching PreK 8, 26, 48-49. Accessed through WilsonWeb on-line database on June 4, 2001. Shore, K. 2001. Success for ESL students. Instructor, 110, 6, 30-32. Accessed through WilsonWeb on-line database on June 4, 2001. Slavin, Robert E. utile READING PROGRAMS FOR ENGLISH LANGUAGE LEARNERS A Best-Evidence Synthesis. Johns Hopkins University, December 2003 Sullivana, Nancy and Prattb, Ellen. A comparative study of two ESL writing environments A computer-assisted classroom and a traditional oral classroom. Texas A&M University at Corpus Christi, College of Arts and Humanities, 6300 Ocean Drive, 24 February 1999. Thompson, G. 2000. The real deal on bilingual education Former language-minority students discuss effective and ineffective instructional practices. Educational Horizons, 78, 2, 80-92. Accessed through WilsonWeb on-line database on June 10, 2001.

Active Listening Reading Material

Poor Listening Habits Editing You hear only what you want to hear. Rehearsing You think about what you want to distinguish while the other person is speaking. Delving You focus on finding a hidden message, rather than existing to what the other person is saying. Daydreaming You let your header wander. Personalizing You relate everything the person is saying to your own life and every(prenominal)ow your thoughts to wander. Arguing You focus on finding something to judge or ridicule. Agreeing You nod your head to everything in order to avoid conflict.Switching You change the subject quickly, as soon as the person stops speaking. Barriers to Listening Type of Barrier Explanation and Example psychological disorder Physical Distractions All the stimuli in the environment that keep you from focusing on the message. Example loud music playing at a party. Mental Distractions The quicksilver(a) of the intelligence when it is supposed to be focusing on something. Example thinking about a lunch date while listening to a teacher. (Anybody flush toilet make out that you are not listening. Factual Distractions Focusing so intently on the details that you miss the main point. Example listening to all details of a conversation but forgetting the main idea. Semantic Distractions Over responding to an emotion-laden word or concept. Example not listening to a teacher when after she mentions Marxist theory. Perception of Others Status Devoting attention based on the social standing rank, or perceived value of another. Example not listening to a freshman in a group activity. Stereotypes Treating individuals as if they are the same as others in a given category.Example assuming all older the great unwashed have similar opinions. Sights and Sounds Letting appearances or voice qualities affect your listening. Example not listening to a person with a screechy voice. Yourself Egocentrics Excessive self-focus, or seeing yourself as the central concern in every conversation. Examp le redirecting conversations to your own problems. Defensiveness Acting threatened and feeling like you must defend whatnot have said or done. Example assuming others comments are veiled criticisms of you.Experiential Superiority Looking down on others as if their experience with life is not as good as yours. Example not listening to those with less experience. Personal Bias Letting your own predispositions, or strongly held beliefs, interfere with your superpower to interpret information correctly. Example assuming that people are generally truthful (or deceitful). Pseudo listening Pretending to listen but letting your mind or attention wander to something else. Example daydreaming while your professor is lecturing. (You appear to be listening).

The Theory of Michelangelo’s Architecture

Michelangelos architecture was revolutionary to say the least when observed against the backdrop of the then accepted norms in architecture and arts in general. During his time, architects usually think of architecture and arts in universal terms as seeing the works per se as composed of mathematical numbers (measurements) or geometry. Artists of the Renaissance flow expressed their arts in more commonly in abstract forms. Michelangelo, on the other hand, feels, sees, and would interact with his art as though it is an animated thing (p 38).Indeed, it is enlightening to approach a structural heading through the lenses of such a genius as the Master. It is important to get enough acquaintance with the kind of the whole thing. For Michelangelo, the building is non just a building, but like the human body, it lives and breathes therefore he could look at a structure and see every part of it as having its unique and superfluous function as nose, eyes, arms, and other parts of the b ody have their own special purposes for the proper go of the whole physique to the full benefit of the man.While the writers of medieval times would draw their ideas of architectural summary from the human anatomy, most of them do not conceive of the body as a life form. When drawing from the human body any architectural ideas, the assumed perception is that the body is a miniature of the humankind with all its parts functioning in perfect harmony.This perfect synchronization though, according to the prevailing notions of the artists of those days, could not be achieved practically since according to them it was only an ideal and therefore could not be possibly completed in actuality. Hence, the use of numbers and measurements in short, geometrical approach. For example, one preserve just look at the available models, such as those crafted by Francisco Di Giorgio (ideal church plan p. 39), and Cesariano (the Vitruvian Figure, 1521 p 40).The said models, as can be observed, are both replicas of the human body. These architectural designs were common in medieval period. Michelangelos carriage was somewhat off tangent when compared to his peers. Indeed, he was different and was very free in terms of his individuality, particularly as it was applied to his works. Whereas his contemporaries have chosen to settle for the perfections of mathematical figures/measurements, Michelangelo argued for (as attested in his works) the motions and the emotions. For Michelangelo, everything from the reviewer to the object including the vast backdrop of the surroundings are all interconnected, that when an artist sets himself to plan a building, he should consider the presumed interplay between the object (the architectural design of the building), its backdrop (the environment), and the observer. Remember, the structural design for Michelangelo was a driving thing which exerts its influence to the observers.

Life of Pablo Friere

Based on the demands of our educational system, our society is laboured to conform to the level of education that they want us to be at. This educational distortion is beneficiary to the educators earth and the way of governing education . We are seen as merely disapproves rather than subjects and are fed lone(prenominal) facts/information that the educator only when wants us to memorize not real comprehend it or crimson ask questions or give our opinions to given facts/information. This is what makes the educator the oppressor and us the oppressed. Paulo Freires Pedogogy of the Oppressed deals with the conceit of conquest in the school system and suggests an alternative manner of education. There is an absolute need for students to Tear kill the mole (Pink Floyd) of conformity in education and demonstrate their individuality.Education in itself can be a contradiction. The instructor (oppressor), is there to educate/t each(prenominal) the student (oppressed) unless is he really? As Freire indicates Narration (with the instructor as narrator) leads the students to memorize mechanically the narrated content. Worse yet, it turns them into containers, receptacles to be filled by the teacher. The more completely she fills the receptacles, the cave in a teacher she is.The more meekly the receptacles permit themselves to be filled, the better students they are. (67). He as well as goes on to say Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat.(67), and he refers to this as the banking system where the student goes only as far as receiving, filing, and storing the deposits.(68).This banking system method of teaching, really is not teaching the student(oppressed), but rather they are given facts/information by the teacher(oppressor) that they do not fully netherstand, and so there really is no learning. Also the banking concept holds the student down beca use up he is told what to learn, and he is not allowed to work to his full capacity. It is because if this that the student lacks creativity, transformation, and knowledge in this (at best) misguided system.(68). If this eccentric of educational method keeps on, then there will be no change, therefore the minds will be filled with facts/information that the student will not always understand.This banking concept method of education also keeps a restraint to knowledge for the student to a certain level because it doesnt give the student initiative, motivation, and subscribe to actually go out and want to learn. In other(a) words this isnt the way to go slightly education. As Freire states This solution is not (nor can it be found in the banking concept. On the contrary, banking education maintains and scour stimulates the contradiction through the following attitudes a nd practices, which mirror oppressive society as a whole(68). They are as follows(a) the teacher teaches and the students are taught(b) the teacher knows everything and the students know nothing(c) the teacher thinks and the students are thought near(d) the teacher talks and the students listenmeekly(e) the teacher disciplines and the students are disciplined(f) the teacher chooses and enforces his choice, and the students comply(g) the teacher acts and the students have the illusion of acting through the action of the teacher(h) the teacher chooses the program content, and the students (who were not consulted) fit to it(i) the teacher confuses the authority of knowledge with his or her own professional authority, which she and he sets in opposition to the liberty of the students.(j) the teacher is the Subject of the learning process, while the pupils are mere objects.(68-69).Freire suggest that the educational system use an alternative method of teaching. He calls this problem p osing education. Freire goes on to say Those truly committed to the banking concept in its entirety, adopting instead a concept of women and men as conscious beings, and consciousness intent upon the world. They essential(prenominal) abandon the educational goal of deposit-making and replace it with the posing of the problems of human beings in their relations with the world.Problem-posing education, responding to the essence of consciousness-intentionality-rejects communiques and embodies communication.(74). Freire suggests that the students(oppressed) must break bountiful from this system of things and liberate themselves and free their minds. Problem-posing is an excellent way to break free from oppression in our educational system. Freire suggests that Indeed, problem-posing education, which breaks with the vertical patterns characteristic of education, can fulfill its function as the practice of liberty to overcome the above contradiction.(74).The oppressed, once free, expe rience their world, and as a result question it. This is where they break free from oppression and begin the journey to freedom from this restricted educational system that Freire calls banking system. Freire also mentions that Problem-posing education, as a humanist and liberating praxis, posits as fundamental that the people subjected to domination must fight for their emancipation.To that end, it enables teachers and students to become Subjects to the educational process by overcoming authoritarianism and an alienating intellectualism it also enables people to overcome their false perception of reality. The world-no extended something to be described with deceptive words-becomes the object of their transforming action by men and women which results in their humanization.(79).In other words, based on the banking concept, students are told what to learn and expected to learn it. Being told what to learn creates a necessity to rely on an authoritative figure not only in school but also in life, and reject responsibility. This is what the oppressors want, the oppressed who rely on authority and reject responsibility because that puts everyone under some form of power, and the oppressed are then prepared for the next oppressor.The educational system needfully problem-posing methods of teaching because it makes the student becomes a critical thinker, and not only that but no longer becomes an object but rather a being who can share ideas with the teacher. In that fashion of education the teacher could also learn from the student and all can give different input on a given subject. This would allow each student to break the mold and become individual thinkers who can express their knowledge in different ways.Overall the methods used for teaching are very inadequate. Instead of sexual relation the students what is to be memorized, the teachers should apply problem-posing techniques to get the students learning themselves. Once this teaching method can be applied , students shouldnt actually just rely on the facts/information given to them but rather go out and search and find out for themselves the truth and reality of all things. EveryoneIs able to share their ideas and can learn from each other.I feel that Paulo Freire does an excellent job in making us aware of the reality of things in our educational system. I agree with the fact that we should have more of the problem-posing method of teaching, because it will not only involve us and make our ideas heard but will actually expand our way of thinking.

Business Plan Project Essay

line of merchandise NAMESV-cigs. The V stands for vapor and victory. Vapor is the substance identical to smoke age Victory is the victory that all(a) the heavy smokers divulge there will get when they manage to quit smoking.DESCRIPTION OF BUSINESSOur business will be a distri exclusivelyor of Electronic cigarettes where we get the item shipped straight from US. An electronic cigarette is a shelling powered device that provides inhaled doses of nicotine or non-nicotine vaporized solution. It is an alternative to smoked tobacco products such as, cigarettes, cigars or pipes. In addition to purported nicotine delivery, this vapor also provides a flavor and physical sensation similar to that of inhaled tobacco smoke, while no smoke or combustion is actually involved in its operation. An electronic cigarette takes the rebound of some manner of elongated tube, though many are designed to resemble the outward air of real smoking products. Another common design is the pen-style, so nam ed for its visual resemblance to a ballpoint pen. Most electronic cigarettes are reusable devices with replaceable and refillable parts.FORM OF BUSINESS OWNERSHIPIt will be a sole proprietorship because its a startup company and wereplanning to sit low and go small at first and see how it goes, so its easier to form by one owner and it doesnt need high startup costs and well get tax benefits. holy person CUSTOMERWe try to target on adults and teenagers in the range of age from 18 to 55 years old. Not just males but females too because in this century now the population of females who smokes is slightly commensurate to males who smokes. But our priority is the ones who start health problem, a pregnant lady and ones who have basic entrust to quit smoking.OUR ADVANTAGESV-cigs carries some of the finest electronic cigarettes and supplies on the market. Our selection of kits and accessories for both new & advanced vapers truly assert a unique alternative to smoking in an incredibly lower price. It is designed for the battalion who requisite the freedom to smoke anywhere without having to put it out. Apparently it is more eco-friendly because it does not emit the same toxins as a traditional cigarettes. It provides nicotine while not producing carbon dioxide and other harmful fumes and chemicals. We dont have any direct competition but we do have indirect competitors and they are on the whole the companies that make cigarette locally and internationally like Dunhill, Winston, Marlboro, Salem and etc. ShishaCigarPipesCompetitive alleviationOur advantagesTHE EXTERNAL ENVIRONMENTEnvironmental VariablesKey impacting factorsPoliticalEconomicSocio-CulturalTrend of anti-smoker have wide-spreadTechnologicalBUSINESS PLAN PROJECT TEMPLATEPART 2 THE BUSINESS OF MANAGINGMISSION STATEMENTTo protect the milieu and provide a complete freedom to smoke anywhere, anytime without any harmful effects to the body and surround as well and also to give the same real taste of tr aditional cigarette but with style. We strive to maintain that type of customer service at V-cigs. We want to be on tap(predicate) to our customers to answer your questions as you continue to vamping. We want to be approachable and helpful and ready to help you with all of your vamping needs and desires. Our main reason for being a vendor is so that we can help people when and where they need it. Though our customers come from all walks of life and several parts of the country, we hope to continue to have a local atmosphere.BUSINESS GOALSEvery company has its goals while ours areShort-term goalOur short-run goal is a target of 400 customers by the end of the first year, where each customer spends a minimum of RM150 per purchase. Intermediate goalOur intermediate goal is to open few branches when net profits excrete RM20 000.SWOT ANALYSISThe purpose of the SWOT analysis is to know the V-cigs strengths, weaknesses, opportunities and threats that are internal and external.

Online Inquiry System

Introduction nowadays a day, in a highly technological society, human productivity is made more in effect(p) through the development of computer. Now, with the advent of such modernization in prison, one way to globalize the treat of research is to realized that technology is advancing at an incredibly fast pace. Computers are not throttle to being used for entertainment but its role in prison is also vast. prison house from emeritus French prisoun which means an institution where persons are confined while on trial or for punishment. Prison is a place where people usually deprived of a range of personal freedoms.It is also organized for the safety of the prisoners and the management and to easily identify the prisoners information and the send foror who come and visit their relatives inside, that is why we make this system called visitants Monitoring and Prisoners Information system. This system is for the Imus municipal Jail. utterment of the problem * The Imus municipal Ja il lacks in an automated system for visitors monitoring. This is a problem causing them to a slow process and losing of data. * Time consuming because they cant do other tasks. Security problems, records perchance lost due to lack of database. Objectives of the Study To make their system automated for fast use and for security measure purposes, and make it easier for them to monitor the visitors and prisoners and lessen their task. Time and Place of the Study July 23,2012 300 PM. The proponents prepared for the study by composing a letter to conduct a interview for the company at lobby of Cavite State University Imus Campus at July 25 around 100 PM at the proponents conducted an interview in Bureau of Imus Municipal Jail.After the proponents conducted an interview August 2,2012 932 AM they started constructing the 1st chapter. September 3,2012 400PM they start constructing the second chapter of the research paper and then September 26,2012 100PM the proponents finish the chapter 3 and finish the documentation. Normalization Visitor visitor_codecisitor_namecontact_no. relationshipaddressage Prisoner Inmate_codeinmate_namerelationshipaddresscasedate_imprisonVisitor_codeinmate_codecontrol_numberdatevisited Visitor_codeinmate_codecontrol_numberdatevisited Employee Date visitor_code inmate_code date_visited remarks snip visitor_code inmate_code date_visited remarks time A A Username, visitor_code Username, visitor_code Visitor Visitor If login is correct If login is correct A A No give notice Stop Logout Logout Reschedule visit Reschedule visit If prisoner exist If prisoner exist ratification prisoner info Check prisoner info Yes Visit Visit No

History of Human Cloning in China Essay

Human Cloning has been one of the most intriguing topics in modern twenty-four hours Science. It has fascinated scientist and researchers alike. Cloning is a process of asexually reproducing identical individuals with similar genetic make-up. It in addition refers to a process in biotechnology that generates multiple copies of a DNA fragment. The term clone comes from the Greek word, which bureau twig or a branch. It was derived from a process in horticulture where in a plant is knifelike a branch and replanting it. Many countries around the world focus their research in cloning particularly, on human bess.China is one these countries to fund a research program for cloning. In the 21st century, China has proved itself as one of the powerful nations in the world. It was thought as a sleeping giant of the eastern but after the recent capital of Red China Olympics, China was considered the rising dragon of the east. During the 1980s, Zhangjiang HiTech Park of Pudong soil in Sha nghai provided the Chinese subject Human Genome Center. This marked the start of the Genomic Era in China. In the late 1980s, the scientists of Fudan University were funded by the Chinese High Technology Research and Development Program The program was also called the 863 program.The aim of the confuse was to construct a map of the human genome. The scientist constructed a DNA library for single-valued function genetic related diseases. This project was later developed into another project also funded by the 863 program. Fujian University, Ruijin infirmary and the Cancer Institute of Shanghai were assigned to produce a new genomic technology by style of molecular genetics. The research aims to look for cures for genetic diseases including cancer. They were also trying to utilize medical genetics in their research.The institute of Basic Medicine, Chinese Academy of Medical Science was independently doing another research on another genome project. They were developing a rare cutt er restriction enzyme to help in the analysis of vast DNA fragments of human genome. These efforts and processes were the spark of the genome research in China. The early 1990s was the beginning of the Human Genome watch (HGP) for the U. S. A. , but China responded by participating in the International Rice Genome Project led by Japan. China, the largest developing country in the world was concern of food security, because they consider rice as their staple fiber food source.Mapping the genome of rice is easier than of humans. It is only 400Mb. It is a nice model for monocotyledon plants, which may be useful for other grain crops. On the other hand, some of Chinas scientist still conducts researches on the Human Genome Project independently. A prominent character during that time was WU Min, who at that time was the director of the segment of Life Science, National Natural Department of Life Science in China (NSCFC), suggesting the NSFC committee to malarkey some major projects for the Human Genome Project. Thus, the project pushed through and it was the considered the first major human genome project in China.It was funded to study the gene variation of 56 Chinese individuals. Meanwhile, the Chinese scientists who were studying medical genetics recognized the concept of genomic. They made outstanding breakthroughs in their research particularly on cancer genes. They successfully cloned and place genes that are related to leukemia and solid tumors and other genetic diseases such as deafness. These researches contributed a great extend for the scientific community. An academician named Tan Jia-Zhen to speed up the human genome project in China in July 1997.The petition attracted the attention of JIANG Ze-Min, President of the Peoples Republic of China. The president officially inaugurated the Chinese National Human Genome Center in Shanghai. It was the first national research center located in Zhangjiang hi-tech Park of Pudong District. Another research center was established in the city of Beijing. The National Genome Center of Beijing was created with the support of the Beijing Municipal Government and the Ministry of Science and Technology. The rice genome project was not abandoned during the flood tide of the human genome project.The Huada Genome center was found by the Institute of Genetics. It aims to look for the connection between the rice genome project and the human genome project. The basic gene sequencing was compared. The Human Genome Project is the backbone of human cloning. However, the United Nations banned human cloning due to ethical issues and the undiscovered dangers it may post to our race. Cloning the entire human being is prohibited but there researches that aims to clone only several reed organs in the body. This is beneficial for organ transplants because it provides a near perfect compatibility to the patient.The Human Genome Project is also interested in the study of stop cells. These are cells which are responsible for the development of the body during conception. The scientists are interested in looking for proper(postnominal) genes that are responsible for hereditary diseases. If they can actually pin point those genes, they may be able-bodied to create a disease free human. It is still debatable, if cloning is ethical. Religious groups still protest because it is an discourse to nature. Human cloning is plausible but it may not be possible in this lifetime. thither are more issues that have to be resolve for it to become a reality.

Interview Assignment Example | Topics and Well Written Essays - 750 words - 7

Interview - Assignwork forcet Exampleof education cannot be compared in the midst of my Saudi Arabia and Canada, as there are more facilities and an improved sense of order in the educational program. This is in that there is not much to worry about in terms of relevance as I get to choose the subjects that fit into my schedule and future aspirations. This flexibility is not found in my country, as there are certain common courses that we all render to take at cultivate indiscriminate of majors and minors, as they are considered important to the building of the nation. This should not be taken as being unpatriotic to my country because I do not perceive it as wrong to fate the fine or best things in life such as education.Some of the challenges as a foreign student in Canada are that there is a different culture here than the unmatched found pole home, which would be apparently obvious. This poses a big challenge in that I have had to fit in with the locals and see to it that I do not cross other peoples paths by exercising my way of life, especially in religion. In addition, most things are done in a different manner than the way we do it back home, especially in gender roles, where men and women seem to work in harmony and not in complementary terms. I find this as a challenge treating all people as equals and not as I do it back home here there is segregation, but the challenge is wel go up. Integration in gender roles is welcome as it allows me to interact with other people from all occupations, as it is part of their culture to have all persons equal. I, indeed take this as a positive aspect of the challenges I have had to face and that I am coping with well. Language is also a problem as I speak with a sinister Arabic accent, which makes it difficult for other people to comprehend my speech. As a result, I have had to come up with new ways of communicating and even devising a system with my friends, through which I can exercise my language and com munication skills. I have had to use gestures at shops to

Investment appraisal under uncertainty Essay Example | Topics and Well Written Essays - 1250 words

Investment appraisal under skepticism - Essay Example publications review Real option valuation c alls for an elaborate and a firm strategy to form a conceptual tool to make the decision for the company (Kim & Sanders 2002). The most appropriate tool to be utilize in incertitude cases is using real option as a technique to assess investments for contexts with proud market, technical and technological uncertainty (Billington, Johnson & Triantis 2002). This is because they allow managerial flexibility and option analogy. Real options ensure delaying make a rightfulness decision on investment of a company until a snip when the right information is obtained to make the best decision. Kim & Sanders (2002) notes that real option approach in this case takes into consideration ascertaining all important(predicate) sources of ambiguity and distinguishing, making, and fostering options whose take accounts comes from responding to new information about the uncertainties. Mun (2002) not es that real options atomic number 18 important in identifying taxonomy of the business. Real options are more important in growth options of the business since they are analogous to monetary call options. Longstaff & Schwartz (2001) notes that, real options involve a sequence of investment over a period that makes them favored than the other capital budgeting decisions. These real growth options thus compound options, where options are formed upon the exercise of earlier options. Moreover, real options are better used as techniques to assess investments for contexts with high market, technical and technological uncertainty since they allow companies to make decisions on contracting situations. This can have a significant impact on the value of the shareholder (Li & Johnson 2002). Value Drivers of Real Options Kim & Sanders (2002) notes that value created from the right and not the obligation to acquire or exchange a specific asset, has value even though not ad infinitum. Option value determined by several factors, both quantitative and qualitative. Understanding the above factors enables managers to make the appropriate decisions in order to exploit them. Uncertainty about the future Real options are determined by uncertainty about the future. This implies that if more possibilities of interacting with the uncertainties exist, then they will create value. This situation is created by asymmetric payoff body structure alongside discretionary rights. Time to expiration Real options are also determined by the metre to expiration. This situation implies that the more time an option takes to exercise the option, the more valuable the option will become. The ground behind this rationale is that the protracted time will work to increase uncertainty. However, in other cases, increases in uncertainty are often offset by increased in costs, which are triggered by the lengthy period (Li & Johnson 2002). Time value of gold Real options are also affected by the time value of money. This is an essential part since money affects all the sectors of the economy. Monetary policies by the government affect all sectors of the economy and have impacts on investment decisions, which concern undertaking or abandoning the project. Time value of money affects inflation, cost of capital, and macroeconomic stability, which in turn affects real options. The reason behind this is that the interest rate aerated by the central banks affects the time value of money, thus exposing real options to political risks. Qualitative factors Real options are