The Bushmen vs. the Romans essays

The Bushmen vs. the Romans essays In this paper I compare the non literate society of the African Bushmen to the ancient agricultural society of Rome. I specifically compare the human institution of family. The other institutions are religion, education, economy, and politics. These five institutions are ways that all humans meet their needs. They connect all humans. The men and women of the Bushmen, play two different roles in the family. Men provide for the family when in reality the food the wife scavenge sustains the family. The men are the hunters of the family. The women are the gatherers. They find nuts, berries and other vegetation. Whatever the wife brings home from a day of scavenging is hers to share with her family. When a man comes back from the hunt with meat, it is divided up it portions and distributed throughout the tribe. The parents job is to provide food and nurture their children. The children are the main concern for Bushmen parents. For example, in the video the father gets baby birds to make broth for his child. He says that he nor his wife will drink any of the broth. Bushmen parents are very loving as seen when they play with their children and take special pains to entertain them. Perhaps one motivation behind the parents being concerned primarily about the baby is because they want the baby to grow strong so as to carry the family line in a good way. The children start looking to carry the family line after their rite of passage to adulthood. For boys the rite of passage comes after the boys killing of a large animal. This shows that he can help his community, which acts as a bigger family. A girls rite of passage comes around the time she is able to gather and care for children and she then marries. The wedding ceremony is probably not very elaborate although some magical elements are probably used to bring the new couple good luck. Couples are married for the rest of their lives after the ceremony. In the Bushmen s...

Creating 10x Visual Content With John T. Meyer Of Lemonly

Creating 10x Visual Content With John T. Meyer Of Lemonly Exclusive interviews continue from Garrett Moon’s book, The 10X Marketing Formula, which features top marketing professionals who uncover uncommon marketing mindsets, methods, and growth strategies. In this episode, we’re talking to John T. Meyer, CEO and co-founder of Lemonly, which is a visual marketing firm. John started Lemonly as a way to educate people about how digital media is a way to reach customers, and eventually the business ended up specializing in infographics. Lemonly helped build and pioneer the infographics industry, and it has evolved into visual storytelling the secret sauce. Humans are visual creatures bombarded by messages; infographics make the world less noisy and confusing Infographics transitioned from visualizing data to a storytelling formula, where there is a beginning, middle, and end Core types of stories offer familiarity and ability to predict what will happen Lemonly starts with content by creating an outline that features the goal, 3 main points, and summary/call to action Web of Content: Where will content live to connect and hook pieces on mediums Issues related to driving traffic through visuals on various social media mediums Visuals grab people’s attention, but you need a good story for ROI Other options available, but Lemonly offers person-to-person relationships Examples of 10X ROI results from visual content Infographics fail and don’t live up to full potential when delivery is blurry, squished; don’t do all that work, and then stumble at the end. Links: Lemonly 9 Clouds 10X-Marketing Formula by Garrett Moon Donald Miller’s StoryBrand Canva Infogram Piktochart Pablo by Buffer Write and send a review to receive a care package If you liked today’s show, please subscribe on iTunes to The Actionable Marketing Podcast! The podcast is also available on SoundCloud, Stitcher, and Google Play. Quotes by John T. Meyer: â€Å"We’re going to help really build and pioneer this industry of infographics, and now it’s really evolved to what we call visual storytelling.† â€Å"When we say info, or data, or content, it doesn’t necessarily have to mean quantitative.† â€Å"How do you tell a story in six seconds? I think you can, but it’s a different beast.†

Australian Uni Important assignment(Minitab17 required) Assignment

Australian Uni Important (Minitab17 required) - Assignment Example tion between whether there are any pre-school children in the household and the likelihood of the household renting DVDs from a DVD rental service in a typical week (PreSchoolers and Rental). The Nordic Ecolabel is the official Ecolabel of the Nordic countries and was established in 1989 by the Nordic Council of Ministers.The Nordic Ecolabel evaluates a products impact on the environment throughout the whole life cycle. The label guarantees among other things that climate requirements are taken into account, and that CO2 emissions (and other harmful gasses) are limited.The "Swan" symbol, as it is known in Nordic countries, is available for a large number of product groups. Companies can obtain the right to use the Nordic Ecolabel on their†¨product via a licensing process. Environmental criteria, performance criteria and quality and regulatory criteria must be satisfied. A Nordic Ecolabelled bakery is a bakery that has been awarded a Nordic Ecolabel licence subject to strict requirements that cover the entire business. Criteria are set on ingredients, energy use, packaging, transport, cleaning chemicals, the working environment and waste management. A Nordic Ecolabelled bakery must ensure that the manufacturing of the bread has a low environmental impact from a life cycle perspective. This applies to the baking as well as the supplier chain. One of the requirements is that the total energy use in the bakery’s production processshould not exceed 1.50 kilowatts per hour per kg. Another is that at least 95% of the palm oil used in the bakery must be certified according to a standard that includes balancing financial, ecological and social interests and this standard must promote and contribute towards sustainable forestry agriculture. A study of Bread Basket Bakeries, a chain of Nordic bakeries, found that the average amount of energy used in their bakeries follows a normal distribution with a mean of 2 kilowatts per hour per kgand a standard deviation of

Seugman Rhee's relationship with China Term Paper

Seugman Rhee's relationship with China - Term Paper Example The common perception is that China was a common enemy in the Korean War. However, some scholars have intimated that China played a role in the outbreak of the Korean War by siding with the Soviet Union. While the issue of China’s desire to curve their identity as a recognizable entity, there is also the belief that being a communist state they felt obliged to defend their ideologies by supporting the like-minded North Korea. Having been led by Seugman Rhee since independent, South Korea was directly leaning towards United States’ capitalism and democratic ideologies. South Korea became an enemy of the communists North Korea and China supported by Soviet Union. Seugman Rhee was a strong advocate of free market economy and democracy, probably due to his education background in the United States. South Korea’s Seugman Rhee had a strained relationship with China during his rule, largely due to his belief in free market economy and democratic leaning ideologies front ed by the United States, as opposed to China’s communism ideology spearheaded by the Soviet Union and North Korea. Although Rhee had a link with China after his early years in a Chinese school, he loathed at the communism ideology, and instead favoured capitalism. In order to understand this relationship, it is important to understand Seugman Rhee’s background as a young man, student and political life. The Life of Seugman Rhee Seungman Rhee was the first president of Korea, and later became the first president of the Republic of South Korea. Born in March 26, 1875, Rhee led Korea when the country was in serious turbulence both internally and externally. Considered an anti-communist in an era when communism was rampant in the region, the Korean strongman led the country in the Korean War. Rhee’s presidency between 1948 and 1960 was adversely affected by the threats from Cold War in the region. Rhee later resigned as a president after facing protests from the mas ses who accused him of rigging an election against his opponents. Exiled in Hawaii, United States, Rhee later died in July 19, 1965. The Korean War of 1950s happened during Rhee’s reign, and he was accused by the communist North and his political opponents in South Korea of instigating war. Despite having close association with China over his schooling years, Rhee did not find communism ideologies acceptable. Although Rhee was born in a rural family in the Province of Hwanghae Province, the family moved to Seoul when he was two years old. He was later got introduced into the Chinese language through early education on the Chinese literature. His family was poor and worse still this did not improve even as he grew up. However, Rhee received a critical break when he began his classical Chinese education at the age of twenty. The school, Paejae missionary institution was meant to prepare Rhee for a career as a government serviceman. It is during this period that Rhee joined the Independent Club and the Debating Society founded by the United States’ educated reformers such as Chae-pil. The expulsion of Chae-pil from Korea in 1898 gave way for the new leadership of the organization, which included Rhee and others (Sutter 27). Rhee’s move to United States helped him acquire a degree from George Washington University, Harvard, and Princeton. It is during his stay in the United States that he formed the

A great friendship Essay Example for Free

A great friendship Essay A great friendship is formed because of two reasons; First is to find out the similarities, Second is to respect the differences. Our friendship has both reasons.Our friendship is a priceless gift that cant be bought or sold, but to have an understanding friend is far more worth than gold. You are a gift wrapped in ribbons of thoughtfulness and trimmed with kisses and smiles, given by God to stay not just for a day, but for life. So I hope youll be always there when I needed you the most. I will be always here for you my friend. When you have a problem you can come to me and share what problem youve got. I wont promise to be your friend forever, because I wont live that long. But let me be your friend as long as I live. I hope you know I would not be the person I am today, without you. My friend. Read more: Example of speech about friendship essay There is a gift that gold cannot buy and a blessing thats rare and true. It is the gift of a wonderful friend like the friend that I have in you. Thank you, friend, for all the things that mean so much to me and for the concern and understanding you give abundantly. We gain and lose things every day. But trust me on one thing: You will never lose me. I will always be there as a friend. Friendship is like a tree. It is not measured on how tall it could be, but is on how deep the roots have grown. I do not think much, I do not think often, but when I think, I think of you. My Friend, Stay true and be patient in having me into your life. Always remember that Jovie Ann is always here for you my friend.

Life Of The Settlers :: essays research papers

The Life of the Settlers ( Book Report ) Book : Tubman Harriet Ross Tubman was one of the youngest of the eleven children born to Benjamin Ross and Araminta Rittia Green Ross. Since her parents both were slaves, she was born a slave. Harriet was the fourth generation of her family to be enslaved in the United States. Harriet lived in Bucktown, Maryland as a slave. When she was five years old, Edward Brodas, her owner, hired her out to other people, who would pay him for her services. As a custom for slaves, she took another name when she was hired out, calling herself Araminta or "Minty." As a slave Harriet was treated brutally. She was beaten and whipped about her face, neck and back. She had the scars for the rest of her life. This all happened because her owners said it wasn’t good enough, without thinking that the work she did was to the best of her abilities because she was five years old. She received no education and so she couldn’t read or write. Yet in later life she gave speeches in support of women’s rights. Harriet was described as a wilful and moody child. She was determined to do outdoor work, and Brodas finally gave in when she was nine years old. She was hired out as a field hand. She did well in the fields. She enjoyed the outdoors, feeling of almost being free since she wasn’t being closely monitored. It also gave her strength and endurance, both of which later served her well. It also brought her in contact with slaves who travelled north with their owners. Harriet almost killed herself while trying to help Jim, another slave, escape. McCracken, Jim’s owner, had chased him and finally caught him. He demanded Harriet to tie Jim up, but she refused. Jim then bounded out the door and Harriet blocked the door. McCracken responded by throwing an iron which hit Harriet on the forehead. Since the head injuries she suffered sleeping seizures. Harriet, at the age of 24 got married to John Tubman, a freed black man. When Harriet learned from John how he gained freedom, she checked out from a lawyer and found out that her mother was supposed to be free but was tricked into thinking she was a slave. In 1849 Harriet over heard that her and two of her brother’s were to be sold far south. Life Of The Settlers :: essays research papers The Life of the Settlers ( Book Report ) Book : Tubman Harriet Ross Tubman was one of the youngest of the eleven children born to Benjamin Ross and Araminta Rittia Green Ross. Since her parents both were slaves, she was born a slave. Harriet was the fourth generation of her family to be enslaved in the United States. Harriet lived in Bucktown, Maryland as a slave. When she was five years old, Edward Brodas, her owner, hired her out to other people, who would pay him for her services. As a custom for slaves, she took another name when she was hired out, calling herself Araminta or "Minty." As a slave Harriet was treated brutally. She was beaten and whipped about her face, neck and back. She had the scars for the rest of her life. This all happened because her owners said it wasn’t good enough, without thinking that the work she did was to the best of her abilities because she was five years old. She received no education and so she couldn’t read or write. Yet in later life she gave speeches in support of women’s rights. Harriet was described as a wilful and moody child. She was determined to do outdoor work, and Brodas finally gave in when she was nine years old. She was hired out as a field hand. She did well in the fields. She enjoyed the outdoors, feeling of almost being free since she wasn’t being closely monitored. It also gave her strength and endurance, both of which later served her well. It also brought her in contact with slaves who travelled north with their owners. Harriet almost killed herself while trying to help Jim, another slave, escape. McCracken, Jim’s owner, had chased him and finally caught him. He demanded Harriet to tie Jim up, but she refused. Jim then bounded out the door and Harriet blocked the door. McCracken responded by throwing an iron which hit Harriet on the forehead. Since the head injuries she suffered sleeping seizures. Harriet, at the age of 24 got married to John Tubman, a freed black man. When Harriet learned from John how he gained freedom, she checked out from a lawyer and found out that her mother was supposed to be free but was tricked into thinking she was a slave. In 1849 Harriet over heard that her and two of her brother’s were to be sold far south.

Learning via observation

Abravanel and Gingold (1985) conducted a study on learning specifically on deferred imitation and immediate imitation. Its review of previous studies conducted on learning revealed that a child at the second year of life shows evidence of deferred imitation, which is imitation of modeled behavior after an interval where other events have intervened between modeling and reproduction of behavior. Classes of object/action combinations used in the current study were taken from the study by McCall, Parke and Kavanaugh (as qtd by Abravanel & Gingold, 1985). The current study however further classified these classes of actions with objects into three: simple/single actions, reiterative actions and sequentially coordinated actions.Simple/single actions required demonstration of one behavior. Tasks measuring this were the Barrels where the child had to reveal contents of the large barrel by separating it into halves, and the Doll and crown, where the child has to put the crown on the bald-hea ded wooden doll. Reiterative actions were simple actions that had to be repeated several times. Tasks for this include the Spacemen, where the child is expected to produce vertical column of five spacemen toys in a feet-to-head order, the Blocks, where the child had to stack the cube block, disc block and pyramid block in that order, and Screwtoy, where the child had to turn the screwnut counterclockwise until it is free of the screw. Sequentially coordinated action tasks require two or more actions that differ from each other but have to be performed in some specific order.Tasks for this include the Cylinder and doll, where the child has to insert a drumstick into a cylinder and push the doll out to let it fall into the table, and the Xylophone, where the child was expected to lose one tube from the base of the xylophone and strike each of the other two metallic pieces.The study was conducted to children aged 12 months (12 ~ 13 months), and 18 months (18 ~ 19 months). There were 42 girls and 40 boys aged 12 months and 45 girls and 40 boys aged 18 months. These children were randomly grouped into two: the treatment group, where children were able to see a model perform a task, and the control group, where the children did not have models to imitate from. Having a control group was hoped to take into account the children’s familiarity to the materials, task and examiner.Both groups follow four phases in every task: 1) Pre-test, where the child was presented with all of the materials for the task and allowed to handle them for 60 seconds. 2) Modeling followed where the treatment groups saw the target actions modeled twice, while the control group did not see any models but allowed to handle the materials for another 10 seconds. Each child had to accumulate four tasks from the seven possible tasks. The child then had an interpolated interval of 10 minutes, where he/she was free to do anything. This time gap was necessary to emphasize on the deferred imitat ion. 3) Post-test followed, where the child was presented with the materials of a task he/she had taken previously and targeted or expected actions had to be demonstrated within 60 seconds.Responses were recorded and the next materials of second, third and fourth tasks were presented separately. 4) Immediate imitation follows right after post-test when it is clear that the child have not achieved the targeted actions of a particular task. The experimenter models again the targeted action and the child was given 60 seconds to reproduce the action. The third step looked into the deferred imitation while the fourth step looked into immediate imitation.Scores were ranged from zero, where the child did nothing but look at the materials, to six, where the child successfully reproduced the targeted actions. However, scoring was reclassified were score zero to four was rescored as zero and score five to six were rescored as one. Data was analyzed using three-factor analyses of variance (Age X Sex X Treatment Condition). The study seeks to answer whether performance of the three classes of actions (i.e., simple/singe, reiterative and sequential coordinated) in deferential imitation and immediate imitation were the same for 12-month old and 18-month old children and treatment and control groups. The researcher hypothesizes that the 12-months old children would succeed in deferred imitation of simple/single actions and the 18-months old children would succeed in both reiterative and sequentially coordinated tasks.Analysis on the deferred imitation found that in performing simple/single action and reiterative action tasks, the 18-months old produced the targeted actions significantly higher than the 12-month olds. In performing sequentially coordinated tasks, the 18-months old had greater number of targeted actions over the 12-months old on Cylinder and doll task, but equally on the Xylophone task. The treatment group had greater number of targeted actions over the contro l group in performing simple/single action tasks, in performing the two of the reiterative action tasks: Spacemen and Screwtoy   (but not the Blocks), as well as the Cylinder and doll tasks (but not the xylophone task) of the sequentially coordinated tasks. Interaction effect of age and treatment condition in performing the three classes of action tasks showed that the 18-months old had greater modeling effect. Further, there was no difference between girls and boys in the number of actions tasks successfully performed.Immediate imitation was done for children who have not successfully accomplished the tasks on the third phase. More children from the control group were subjected to this analysis understandably because they had no models to imitate and learn from on how to achieve successfully the tasks subjected to them. Immediate imitation and deferred imitation were not analyzed as scoring for both sets were different. Analysis of immediate imitation data revealed that 18-year o ld had greater number of targeted actions over the 12-months old children. Less than 50% of the 12-month old children passed the tasks compared to more than 50% of the 18-month olds passed the tasks. More than 50% of the 18-month olds however find Spacemen and screwtoy tasks difficult to perform in immediate imitation.Approximate deferred imitation was further done where the reiterative and sequentially coordinated actions considered lower forms of imitations and where such forms somehow were equivalent to simple/single action level. The 18-month old children significantly had higher performance in post-tests reiterative tasks and Cylinder and doll task of the sequentially coordinated actions. Interaction between age and treatment conditions showed that at 18-months, treatment group achieved the Spaceman task, screwtoy task, Cylinder and doll task, but not on block task and xylophone tasks. At 12 months, treatment group achieved Spacemen task and Xylophone task but not the Screwtoy, Blocks, Cylinder and doll tasks.The study concluded that there are developmental differences achieved in learning between ages 12-months and 18-months, through imitation, whether through immediate or delayed information. The hypotheses of the research were not supported by the results as only few of the 12-month olds demonstrated complete deferred imitation on simple/single actions and less than 50% of the 18-month olds were fully successful with the three action tasks. It further concluded that the children’s performance in both deferred imitation and immediate imitation were the same by comparing treatment and control groups for immediate imitation analysis. The research further confirmed the study conducted by McCall et all. that 18-months old have internalized action sequences and means-ends relations although the current research acknowledged that spatial and serial properties of actions were difficult for these children. The researcher explained about the children†™s possible difficulty of recalling order for the Blocks task. It finally concludes that imitative ability is a developmental phase by the start of the second year of a child and fluency to make observational learning and deferred imitation during the second year.Analysis on the ArticleThe use of a control group in the study was not necessary. McCall et al, whom the researchers referred to in their study, did not employ control group. The researchers themselves have recognized that imitation and observation learning were facts of human functioning. Thus, learning the tasks as demonstrated by reproducing the targeted actions were better when somebody models how the task was to be accomplished than when children were left to find out for themselves how to accomplish the task.The analysis done on deferred imitation for the control group was subjecting the children in a problem-solving task by their own rather than learning via observation. The employ of control group sidetracked the researcher from the objective of establishing learning through observation in this group, precisely because the subjects in this group did not use observation in learning the tasks. All the control group did was to establish that indeed the use of models significantly facilitated accomplishment of the tasks. This was rather not necessary as previous researches have already established this.The use of control group in the analysis has rather made confusing interpretations and conclusions on the study. Such was done when the researcher made a conclusion on the immediate imitation by comparing the control and the treatment group that deferred imitation had no particular advantage over immediate imitation (p. 621, paragraph 2). This was rather an erroneous conclusion since control group cannot represent immediate imitation nor deferred imitation in any way. The researchers themselves have acknowledged that immediate imitation and deferred imitation cannot be analyzed because of the diff erential scoring used by the two sets of data but a conclusions made was to infer on this.The representational materials used in this study were carefully selected so that the objects give the platform by which actions (i.e, simple/single, reiterative, sequential coordinated) can be elicited. When disparity in the results existed for reiterative tasks (i.e., Spacemen, blocks and screwtoy) and sequential coordinated tasks (Cylinder and doll, and xylophone), the researchers have attributed this to difficulty in recall (p. 621, paragraph 1) for the Block task and spontaneous performance (p. 620, paragraph 1) for Xylophone task.The Block task was a measure for reiterative action and which was to be accomplished by the child by stacking the cube block, disc block and pyramid block on each other on that specific order. The child, in this task, was not however required only to do a simple action repeated more than once (i.e., reiterative) but also required to demonstrate memory recall on h ow the order of the blocks should be. This requirement was different from the other reiterative tasks (i.e., Spacemen and Screwtoy) where the targeted action was essentially repetitive ones and did not require some recall of order of how things should be arranged, which was the case for the Block task.This additional requirement for Block task made it in disparity of results with the other reiterative tasks. Block task, in order to elicit only one requirement, which is to demonstrate singular repetitive action, should have used same-shaped blocks. This takes away the requirement for a recall of certain order of blocks, which was rather not a concern of this particular study. It is therefore suggested that the Block task be modified by using the same-shaped blocks or this is taken out all together as there were already two reiterative actions tasks, which were Spacemen and Screwtoy tasks.The disparity in the results of sequential coordinated action tasks, which are the Cylinder and d oll task and Xylophone task, was attributed to spontaneous performance. The Xylophone task involved removing one tube loosely attached to the base of the xylophone and striking each of the other two metallic pieces. The researcher’s explanation on spontaneous performance of the Xylophone task implies on the novelty of the task. Making the task as novel as possible was necessary in order to seclude memory recall on possible actions done outside the experiment. If the child have already played xylophone, his/her demonstration of the task may have been a direct recall of how he played a similar toy.A recall on actions outside the experiment would mean lack of control of extraneous variable. To keep extraneous variable to enter into the experiment, the tasks formulated should be novel as possible for the children. Spontaneous performance on Xylophone task as demonstrated by the control group was evidence to this (p. 620, paragraph 1). This explanation by the researcher was rather acceptable, but it should have been suggested that Xylophone task was removed as a measure for sequential coordinated action task in the future study, and suggested to be replaced by another task.Analysis on approximate deferred imitation was not necessary nor called for in the study. The study implied only on differential imitation and immediate imitation to answer the research question. Analysis done on this only confused interpretations and results relative to this were not incorporated nor integrated in the discussions or in the conclusions. The results derived from this analysis were like a free agent that was left to float, without particular beginning, that is, it was not part of the research question, or an end, since it was not integrated in the conclusions. Such kind of analysis should have been left out.Essentially, the research has done well in proving that the children in the second year of their life were advancing in their learning through imitation, whether deferred or immediate. It contributed to the theoretical base for developmental psychology by establishing that imitative ability starts at the second year of a child’s life and continues to develop as the child advances in age towards the end of its second year. The finding that modeling contributes to learning was not novel but was rather reiteratively established from previous studies and researches (p. 614, paragraph 1).If a replicate of the study has to be done, the use of control group, which is not to employ models, is suggested to be deleted. The use of Block task should utilize same-shaped blocks (i.e., three cubes or three discs or three pyramids). The Xylophone task should also be replaced by another sequential coordinated action that requires a novel task or introduces a novel material. Suggested tasks would be: Doll and little umbrella, where the targeted action is for the child to place the plastic doll in a sitting position on a table, to open a little umbrella and to place the umbrella beside the doll.This task required three sequential actions: placing doll  ® opening umbrella  ® placing umbrella. Doll on bucket, where the targeted action is for the child to position the bucket upside down and to put a plastic doll on a sitting position on the bucket. This task required three sequential actions: positioning the bucket  ® placing the doll. The principle is therefore clear, that the task should be novel as possible and requiring at least two different actions done in some particular order.ReferencesAbravanel, E. & Gingold, H. (1985). Learning via observation during the second year of life. Developmental Psychology, 21 (4), 614-623.

The Context Of Behaviour Issues Education Essay

To analyze the manner pupils are larning, I have chosen to research the Blooms Taxonomy theory completed in 1956 by Benjamin Bloom, an educational psychologist. This taxonomy classifies rational operations mobilized during acquisition, the easiest ( underside of the pyramid ) to the complex ( top of the pyramid ) . Here is below an illustration of that pyramid: hypertext transfer protocol: //www.learnnc.org/lp/media/misc/2008/blooms_old.png The 6 degrees of Bloom ‘s pyramid allow the instructor to better form the patterned advance of his class, but besides help to explicate specific larning aims. In 1991, Lorin Anderson a former pupil of Bloom, has significantly changed the degrees of the pyramid maestro with the coaction of David R. Krathwohl, co-author of the original taxonomy ( Anderson & A ; Krathwohl, 2001 ) .A speedy penetration of the theory†¦The involvement of the work of Bloom is that it offers a series of verbs that describe the rational behaviour of each degree of the pyramid. These verbs refer to discernible and let such instructors to compose to specific larning aims. Despite the forsaking of course of study based on specific aims, Bloom ‘s taxonomy is utile. On the one manus, Bloom recognized the complementarity of affectional and psychomotor spheres, although the descriptions he has made aˆâ€ ¹aˆâ€ ¹today seem so superficial. But more significantly, his categorization of the cognitive sphere into six degrees of complexness is a simple manner to stand for the activities of idea for pupils. It combines really good the relationship between cognition ( memory, comprehension, application ) and accomplishments ( application, analysis, synthesis, rating ) . Higher degrees of Bloom ‘s categorization correspond exactly to the creativeness that instruction reform is to develop and redemption which is the best for the hereafter of pupils. In this respect, there are a figure of intriguing schemes and techniques to further creativeness. Bloom ‘s Taxonomy is for me an assistance to explicate inquiries that can find the degree of pupil apprehension. For illustration, a inquiry may be used to find a pupil is adept in factual cognition, comprehension, application, analysis, synthesis and rating. In my position, instructors are better able to cognize the failings and strengths of their pupils, which help advance larning patterned advance to higher degrees.Some critiquesaTop of Form Since its preparation in 1956, critics of Bloom ‘s taxonomy have by and large focused non on the being of six classs, but the world of a consecutive hierarchal relationship between them. Some consider the three lowest degrees ( cognition, comprehension, and application ) as hierarchically ordered, but the upper three degrees ( analysis, synthesis and rating ) as equal. Others suggest it is sometimes more appropriate to get down the application, before the debut of new constructs. How do I use Bloom ‘s Taxonomy? I would personally state that for the classs that I presently teach I consider chiefly four degrees of acquisition and command of cognition, which correspond approximately to the first four degrees of Bloom ‘s taxonomy: 1. Information degree ( Knowledge ) : cognition is comparative to the apprehensiveness of an overview of a topic: the worlds are shown in some facets in partial or entire. 2. Expression degree ( Comprehension ) : cognition is related to the acquisition of the agencies of look and communicating: define, use the footings component subject. These control cognition. 3. Mastering tools Level ( Application ) : cognition is related to the control of procedures and tools for survey or action: usage, manipulate regulations or sets of regulations ( algorithms ) rules, in order to a consequence to be achieved. It is to get the hang a accomplishment. 4. Master methodological cognition degree ( Analysis ) , which is comparative to the control a methodological analysis of installing and troubleshooting: assemble, organize points in a subject, place relationships, concluding from these relationships, and make up one's mind towards a end. It is an attack to command initiation, tax write-off, proving, certification. Each degree includes the old 1s and with the experience that I am presently constructing as a instructor, synthesis and rating are non truly expected from pupils chiefly because of their bing degree of cognition and the class degree. As good, there is no rigorous order to see in utilizing these different degrees as pupils can be asked to get down a subject at the mastering tools degree, merely to look into their old cognition and construct the lesson harmonizing to the findings. The good facet of Bloom ‘s Taxonomy is that there are sequences in the acquisition procedure that we can play with. So, in footings of learning schemes, depending on the topic, I can get down or present the subject at any degree of Bloom ‘s pyramid. If I teach basic accounting rules to finish novices, I would be given to get down with Bloom ‘s Comprehension degree ( expression degree for me ) , where I try to demo the scholars that they already know some facets of the theory: Lashkar-e-Taiba ‘s state that I intend to learn the double-entry clerking rule. The first measure will be to hold the pupils set in braces and make up one's mind themselves which type of dealing they want to finish. From at that place, they will hold to calculate out the journey of the money which will be different depending on the side where the dealing will hold to be recorded. By pulling a simple map on an activity sheet or the board, they will understand easy how the completed dealing must be recorded. Merely after that measure, will I present the theoretical accounting facet to put the regulation ( Bloo m ‘s Knowledge phase ) . Then the â€Å" usage and manipulate † phase ( Bloom ‘s Application phase ) where pupils will hold tools in manus to work out practical exercisings is introduced. In footings of resources and planning, I use what Rogers ( 2002 ) explained sing a theoretical account of patterned advance in larning associating to different results of acquisition: it implies motor accomplishments which require pattern, verbal information ( facts, rules and generalization ) ; for illustration in concern topics, lesson programs are built in a â€Å" learner-centred manner † : scholars are given the chance to recognize existent and bing concern entities and have to delve deep down in their bing cognition to demo what they already know about the concern environment and rules. They are provided bit by bit throughout the class with the necessary resources: ne'er all of them at one time. Then rational accomplishments come in when scholars have to utilize cognition to know apart, understand theories, constructs and regulations. Straight after that, cognitive schemes help scholars to â€Å" retrieve † , â€Å" think † and â€Å" manage † their freshly acquired accomplishments to specify and work out jobs, which are most of the clip in concern or direction classs instance surveies to be analysed ( Application and analysis phases in Bloom ‘s Taxonomy ) . Top of Form In footings of appraisal and from experiences carried out in category, I can state that each phase of Bloom ‘s pyramid gives chance for appraisal. I have the clear feeling that class bundles provided by most awarding organic structures, when looking at larning results and appraisal standards, are utilizing Bloom ‘s rules particularly when utilizing specific verbs ( describe, buttocks, discuss, explicate aˆÂ ¦ ) to bespeak what scholars need to â€Å" be able to † make in order to demo that they have achieved or understood the topic. Indeed, in the Double-entry clerking topic, I assess bing cognition foremost, and so I follow Bloom ‘s following degrees of larning to do certain pupils are get the hanging specific practical cognition like computations or hard currency flow prognosiss to give an illustration. To come back purely to Bloom ( 1956 ) , a larning nonsubjective describes a general accomplishment or set of accomplishments that the pupil must get at the terminal of a learning sequence. However, the general educational aims can non give rise to a strict rating unless they are made concrete. This requires that they be translated into operational aims. This is cardinal for the advancement and accomplishment of scholars. A end can be considered operational if the followers are specified: – Performance to be achieved ( result ) identifiable by discernible behaviour ( described by action verbs ) and quantifiable or apt to measure up, the scholar can make and he can be evaluated. – The conditions ( context ) in which the behaviour must happen ( limitations, mandates, what equipment to utilize, how long, etc. ) . – Performance standard ( pass grade ) on whether the end is reached ( Level of demand which acquisition is required to turn up and standards used in the rating of larning ) . Inspired by behaviourist, this manner of seeing things has provoked reactions, expostulations, unfavorable judgment sometimes really strong, particularly among advocates of constructivist epistemology towards Bloom ‘s Taxonomy. Nevertheless, the impression of end is cardinal in any methodological attack to the instruction and appraisal. The procedure of rating is hence to put ends ( mentioning to a taxonomy ) to operationalize and specify appropriate agencies ( instruments ) which will find whether aims are achieved by the pupils or non. It will so continue to an analysis of the consequences ( formative rating ) , which will take to a determination which shall be communicated to different stakeholders ( the clip of the communicating ) . However it is non ever didactically clear: how to put ends easy? What preparations to utilize? Should I needfully integrate action verbs? How to verify that the aims are efficaciously operational? From my point of position, the good intelligence is that there are two great and simple tools that, when combined, can assist me accomplish this: the association of Bloom ‘s taxonomy and the SMART method.Top of Form Once the demands and outlooks of a course of study are analysed, specifying the educational ends is a cardinal measure in developing a preparation program. This measure non merely allows me to tag my path ( strategy of work & A ; lesson programs ) , and besides to ease the appraisal. When explicating educational ends, I ask myself the undermentioned inquiry: â€Å" At the terminal of the training/module/course, I would wish my pupils to be able toaˆÂ ¦ ? † . And, depending on the type of accomplishment I want to develop in my pupils, I keep my preparation utilizing a verb of action. At this point, I choose to brainstorm without inquiring myself excessively many inquiries and I try to give free rein to my spontaneousness! The rule of this taxonomy is that scholars must make a specific degree and must be capable of executing the operations matching to ( x ) degree ( s ) . These degrees are therefore hierarchically ordered in cognitive procedures and to supply a model for puting ends for themselves. The accent is non on the course of study content but on how scholars can turn to and get the better of barriers to achievement ( Knowles, 1984 ) . This taxonomy besides allows the designation of the nature of the abilities sought by the aim of preparation and grade of complexness. Identifying the type of larning nonsubjective covered by a resource can see its practical integrating in a pedagogical sequence. An of import point is separating undertaking and end: the indispensable in the educational activity is ne'er the † merchandise â€Å" , the consequence straight discernible ( the papers prepared entirely or in groups, prep, classs and trial tonss ) , even if that is the lone manner to judge pupils ‘ abilities. The of import thing is the advancement made towards each larning result, if it is appropriate and can be reinvested, how it is put into drama and how it allowed scholars to turn. The relationship between the undertaking and the end differentiates developing state of affairs and location of production: in preparation, the end is first in production, it is the undertaking.

Global Warming Definition Essay Sample Essay Example

Global Warming Definition Essay Sample Essay Example Global Warming Definition Essay Sample Essay Global Warming Definition Essay Sample Essay What causing global warming Global warming is defined as the climatic change in the environment by thE rise in temperatures. Global warming is affecting each and very aspect of life both at individual and global level. When the climatic system changes the environment is left to degrade and the effects are very tremendous. I shall discuss the three levels we can stop the global warming solely so and then conclude with the recommendations to stop the same. 1. PERSONAL LEVEL This is the most essential level that ought to be concentrated on so that we can stop,on a personal level it is very simple to act and stop the global warming. For this to be achieved we ought to deal with it by A. EDUCATION : Education is very crucial for this to work as most of the time the society is not aware that there is global warming and it will affect them before they know. When the people know that the environment is degrading they would do anything to try and sustain the same for our future generation. Education can only be done on individual level by concentrating on every areas and mostly the ones affected greatly by acts that lead to global warming. B. FUNDING Funding is equally important as the education because for the education to reach the masses money must be used. Funding of the education as a key component of stopping the global warming must be done so that education can reach every corner of this world. C. SELF INITIATIVE As individuals we can decide to act on self initiative to stop the Global warming. When individuals come together they can stop using products that affect the environment, and even plant trees so that the environment can be clean. 2. GOVERNMENTAL LEVEL The government of a country controls everything in its country and it can stop global warming by doing and concentrating on the following key issues, A. LAWS One of the causes of global warming is brought by emission of gases and this can be controlled by the government by enacting laws that protect the environment. Factories emitting these gases can be closed down if they do not conform to these rules and advise them to use environment friendly products B. FUND EDUCATION The government ought to fund the education to go to the common man who will in turn do his part so that global warming may be stopped. 3. INTERNATIONAL LEVEL The international bodies that are mandated to protect the environment can also be very crucial to the protection of the environment. These international bodied can A. ORGANIZE FORUMS When the international bodies organize forums to protect the environment the government involved can adopt these recommendations at that meeting and implement them as laws so that they can protect the government. B. RECOMMEND These international bodies can recommend to the stakeholders of these meetings what they propose so that we can protect the environment. RECOMMENDATIONS Every person should pray his part to protect the environment so that we can meet the standards and protect the environment.

Michael Phelps Coach Shares 3 Steps to Conquering Anything

Michael Phelps Coach Shares 3 Steps to Conquering Anything Ever wonder what sets peak performers apart from the rest of us? Or how it might be possible to reach that level of performance ourselves? Raw talent and intelligence are not enough. Here are the top 3 most important daily habits of champions, at least according to Olympic champion Michael Phelps’ coach–who certainly would know!1. Take Charge of Everything You Can ControlHaving a desire to be at the top of your field is one thing. But having a clear vision for what that looks like is another. There are so many variables in your career that you cannot control. What you can control is the process of doing what you need to do, i.e. getting into the pool every day and swimming fast, every single day, week, month, and year. Stay true to the journey, every step, and focus on the parts you have power over. You’ll be in a much stronger place to grasp your dreams when they come within reach.2.  Visualize Your Best SelfYou have to visualize yourself doing what you know y ou need to do to be the best. You have to do this every day. See yourself winning and achieving your goals. Don’t just fantasize, visualize. Run through your success in a variety of different scenarios with obstacles to overcome. Watch yourself winning. Your brain will get so used to that success, it will be that much more likely to help push you toward it when the time comes to perform. Form a strong mental picture of where you want to be in a year, and hold on tight. Your brain will help deliver opportunities to get you there.3. You Have to Put in the WorkHere’s the catch. You have to work hard. All the talent and drive and intelligence and mental preparedness in the world can’t get you where you want to go. Only hard work can. Practice practice practice. Michael Phelps practiced 365 days a year for 6 straight years to prepare for the Olympics. This is part of what programmed his brain and body for peak performance. Whatever your equivalent is- put in the time and effort. Run through that presentation not just one, but ten or a hundred more times before you give it.Working on these three daily habits won’t necessarily get you a record-breaking heap of Olympic medals, but it sure will help get you where you want to go. Find your equivalent and get to work.

Ethics Dilemmas Essay Example | Topics and Well Written Essays - 500 words

Ethics Dilemmas - Essay Example In articulating my response I have made the greatest effort to remain objective and refrain from imbuing the reasoning with personal morality or religious influence. Still, with personal reasons aside the risk associated with revising the report greatly outweighs the benefits. Recently, the risk associated with producing misguided reports was brought to light in the case of the Wakefield Paper Retraction. In this instance, â€Å"Two decades of an antivaccine movement were essentially built on this paper, creating a decrease in MMR vaccination and an increase in measles outbreaks†¦Despite countless other scientific studies†¦it’s been challenging to convince parents as to the lack of link between autism and the MMR vaccine† ("The wakefield paper," 2010). In this instance, the falsifying of the report created a paradigm shift that caused significant medical detriment to many individuals with autism. While this specific report may not have the wide-ranging implica tions of the Wakefield Paper, the potential for such a pervasive influence is an extremely viable concern. Another major reason why it will not be ethically responsible to change the contents of the report relate to the potential of such a change to detrimentally harm individuals. When considering historical instances of such medical malpractice, there are many examples wherein such practices had long-term harmful effects. From as early as 1932, with the Tuskegee Syphilis Study where, â€Å"Researchers withheld treatment even when penicillin became widely available† (Resnik, 2010), it’s clear that the nature of medical responsibility is of the utmost importance. Numerous instances in the 20th century demonstrate instances where short-term financial gain was followed, and in later years detrimental consequences followed. In these regards, if the report were revised, while it might be possible for the company to gain short-term market share and a competitive

Strategic Human Resource Management Essay Example | Topics and Well Written Essays - 2500 words - 3

Strategic Human Resource Management - Essay Example The discussion provides recommendations on how organizations should align their strategies to achieve excellence. Competitive advantage and Life cycle models explore the link between the set business strategy and the policies and practices within the human resource department. Comparing and contrasting lifecycle model and competitive advantage is essential in terms of their similarities and differences with respect to HRM. Competitive advantage model includes differentiation as a way of achieve unique feature that can be of valued to the buyers. The resources that give a firm a competitive advantage should have value. Life cycle model encompasses all the relevant stages demonstrate the growth or maturity stage of a firm. For the HRM to have a gain competitive advantage, the policies and practices must be in keeping with the development stage in the life cycle model (Rees and Smith, 2014). The viability of human resource depends on how well the differentiated products are in tandem with the industry demands (Johnson, Scholes, and Whittington, 2002). Therefore, competitive advantage and life-cycle models help to shape the HRM policies and practices in response to industry demands in different life cycle stages. Competitive advantage and life cycle models cannot be applied in isolation. A mature organization requires cost leadership and differentiation to survive in the industry. The viability of a firm to sustain competitive advantage stems from attaining maturity. Boxall and Purcell (2011) argue that a firm may set out to be the best in the industry by focusing on cost and product differentiation but it must have reached the maturity stage to position itself well in the market. The organization must be mindful of the lifecycle stages to initiate a change in the tactics used to approach the market. The HRM practices are geared towards reducing competition and offering products that are cost effective for all customers (Marchington and Wilkinson,