Women On Television Essays - Gender Studies, Gender, Feminist Theory

Geodemographic report using SPSS Essay Example | Topics and Well Written Essays - 2500 words

Geodemographic report utilizing SPSS - Essay Example Consolidating the elements of human populace with the spatial and locational contrasts empowered scientists to fathom the attributes of populace in various areas. In light of the segment information, advertisers target specific networks for different purposes running from promoting to governmental issues. Basically, geodemography is the cognizance of confused financial data by the utilization of organized measurable strategies (Brimicombe, 2007). SPSS is one of the most ordinarily utilized PC program to investigate insights and its manual of this program remains as one of the most high-positioning books in human science. A portion of different capacities performed by this program incorporate sending studies, extricating information, investigation of content and coordinated effort and utilization. SPSS is a generally easy to use program that is in viable use to attempt inquire about. It encourages mining data from polls and changing over it into aggregates and rates. What's more, it p ermits measurable counts to be played out that help in assessing the essentialness of results. 2. Point of The Area Classification The goal of my order is to distinguish zones inside the neighborhood authority (Worthing in West Sussex) where it is generally reasonable to begin a cause crusade by focusing on wealthier regions. This report contains the philosophy, examination and aftereffects of a free evaluation and assessment of the network in Worthing, West Sussex put under riches investigation. The objective of my characterization and research was to distinguish distinctive financial and segment zones inside the neighborhood expert in Worthing, West Sussex. In view of this data, the network would then be able to be fragmented into various financial layers. The cause campaigners can then effectively separate between the rich and devastated territories. The odds of accepting gifts will raise by focusing on the prosperous fragment of society as demonstrated by concentrates on the iss ue (Gertner, 2008). Then again, the amassed assets can be contributed for the government assistance of the oppressed segment of the general public. The particular points of the examination are: 1. To distinguish pay abberations; 2. To discover the degree of capabilities and training in the network; 3. To offer money related help to the jobless and lift the quantity of individuals in business; 4. Increment the measure of volunteers in social mind and advance a more extensive scope of volunteer exercises that individuals can attempt after satisfactory preparing and backing; 5. To move assets and change social standards from riches established in a couple of hands to an increasingly fair circulation of riches. 3. Technique and Practical Work In request to complete a factual examination of the populace fragments in the objective zone, the insights were assembled from the 2001 Aggregate Statistics Datasets. These informational collections additionally had advanced limit information inclu ded with them so as to encourage geodemographic concerns. The measurements were acquired by indicating the appropriate locale, province, district and nation which for this situation was Worthing in West Sussex. The significant insights were looked over the Key Statistics dataset tables and were moved utilizing a question structured in Microsoft Excel. This was trailed by separating the computerized limit for the objective zone. Exceed expectations was then used to compute the rate

Effectiveness of Client-Centered Therapy

Effectiveness of Client-Centered Therapy Psychotherapy Print How Client-Centered Therapy Works By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Medically reviewed by Medically reviewed by Steven Gans, MD on May 24, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on December 11, 2019 Chris Schmidt / Getty Images More in Psychotherapy Online Therapy In This Article Table of Contents Expand History How It Works Qualities of a Client-Centered Therapist The Importance of Self-Concept Effectiveness View All Back To Top Client-centered therapy, also known as person-centered therapy, is a non-directive form of talk therapy that was developed by humanist  psychologist Carl Rogers during the 1940s and 1950s. Learn more about how this process was developed as well as how client-centered therapy is utilized. History of Client-Centered Therapy Carl Rogers  is widely regarded as one of the most influential psychologists of the 20th-century. He was a humanist thinker and believed that people are fundamentally good. Rogers also suggested that people have an actualizing tendency, or a desire to fulfill their potential and become the best people that they can be.?? Rogers initially started out calling his technique non-directive therapy. While his goal was to be as non-directive as possible, he eventually realized that therapists guide clients even in subtle ways. He also found that clients often do look to their therapists for some type of guidance or direction. Eventually, the technique came to be known as client-centered therapy or person-centered therapy. Today, Rogers approach to therapy is often referred to by either of these two names, but it is also frequently known simply as Rogerian therapy. Rogers was deliberate in his use of the term client rather than patient. He believed that the term patient implied that the individual was sick and seeking a cure from a therapist. By using the term client instead, Rogers emphasized the importance of the individual in seeking assistance, controlling their destiny, and overcoming their difficulties. This self-direction plays a vital part in client-centered therapy. Much like psychoanalyst Sigmund Freud, Rogers believed that the therapeutic relationship could lead to insights and lasting changes in clients. While Freud focused on offering interpretations of what he believed were the unconscious conflicts that led to a clients troubles, Rogers believed that the therapist should remain non-directive. That is to say, the therapist should not direct the client, should not pass judgments on the clients feelings, and should not offer suggestions or solutions. Instead, the client should be an equal partner in the therapeutic process. How Does Client-Centered Therapy Work? Mental health professionals who utilize this approach strive to create a therapeutic environment that is conformable, non-judgmental, and empathetic. Two of the key elements of client-centered therapy are that it: Its non-directive. Therapists allow clients to lead the discussion and do not try to steer the client in a particular direction.It emphasizes unconditional positive regard. Therapists show complete acceptance and support for their clients without casting judgment.?? 3 Key Qualities of a Client-Centered Therapist According to Carl Rogers, a client-centered therapist needs three key qualities: Genuineness The therapist needs to share his or her feelings honestly. By modeling this behavior, the therapist can help teach the client to also develop this important skill. Unconditional Positive Regard The therapist must accept the client for who they are and display support and care no matter what the client is facing or experiencing. Rogers believed that people often develop problems because they are accustomed to only receiving conditional support; acceptance that is only offered if the person conforms to certain expectations. By creating a climate of unconditional positive regard, the client feels able to express his or her true emotions without fear of rejection. Rogers explained: Unconditional positive regard means that when the therapist is experiencing a positive, acceptant attitude toward whatever the client is at that moment, therapeutic movement or change is more likely. It involves the therapists willingness for the client to be whatever feeling is going on at that moment - confusion, resentment, fear, anger, courage, love, or pride…The therapist prizes the client in a total rather than a conditional way.?? Unconditional Positive Regard in Therapy Empathetic Understanding The therapist needs to be reflective, acting as a mirror of the clients feelings and thoughts. The goal of this is to allow the client to gain a clearer understanding of their own inner thoughts, perceptions, and emotions. By exhibiting these three characteristics, therapists can help clients grow psychologically, become more self-aware, and change their behavior via self-direction. In this type of environment, a client feels safe and free from judgment. Rogers believed that this type of atmosphere allows clients to develop a healthier view of the world and a less distorted view of themselves.?? The Importance of Self-Concept Self-concept also plays an important role in person-centered therapy. Rogers defined self-concept as an organized set of beliefs and ideas about the self. The self-concept play an important role in determining not only how people see themselves, but also how they view and interact with the world around them. Sometimes self-concept lines up well with reality, which Rogers referred to as congruence. In other cases, self-perceptions are sometimes unrealistic or not in tune with what exists in the real world. Rogers believed that all people distort reality to some degree, but when self-concept is in conflict with reality, incongruence can result. For example, a young boy might perceive himself as a strong athlete, despite the fact that his actual performance on the field reveals that he is not particularly skilled and could use extra practice. Through the process of person-centered therapy, Rogers believed that people could learn to adjust their self-concept in order to achieve congruence and a more realistic view of themselves and the world. For example, imagine a young woman who views herself as uninteresting and a poor conversationalist despite the fact that other people find her fascinating and quite engaging. Because her self-perceptions are not congruent with reality, she may experience poor self-esteem as a result. The client-centered approach focuses on providing unconditional positive regard, empathy, and genuine support in order to help the client reach a more congruent view of herself. What Is Self-Concept and How Does It Form? Role in Popular Culture Actor Bob Newhart portrayed a therapist who utilized client-centered therapy on The Bob Newhart Show which aired from 1972 to 1978. How Effective Is It? Several large-scale studies have shown that the three qualities that Rogers emphasized, genuineness, unconditional positive regard, and empathetic understanding, are all beneficial. However, some studies have suggested that these factors alone are not necessarily enough to promote lasting change in clients.?? One evaluation that looked at the effectiveness of person-centered therapy suggested that this approach was effective for individuals experiencing common mental health problems such as depression and anxiety, and may even be helpful to those experiencing more moderate to severe symptoms.?? The 9 Best Online Therapy Programs

Why Were Nazis Accepted in Argentina After WWII

After World War Two, thousands of Nazis and wartime collaborators from France, Croatia, Belgium and other parts of Europe were looking for a new home: preferably as far away from the Nuremberg Trials as possible. Argentina welcomed hundreds if not thousands of them: the Juan Domingo Perà ³n regime went to great lengths to get them there, sending agents to Europe to ease their passage, providing travel documents, and in many cases covering expenses. Even those accused of the most heinous crimes, such as Ante Pavelic (whose Croatian regime murdered hundreds of thousands of Serbs, Jews and Gypsies), Dr. Josef Mengele (whose cruel experiments are the stuff of nightmares) and Adolf Eichmann (Adolf Hitlers architect of the Holocaust) were welcomed with open arms. It begs the question: Why on Earth would Argentina want these men? The answers may surprise you. Important Argentines Were Sympathetic Argentine President Juan Peron. Hulton Deutsch/Getty Images   During World War Two, Argentina clearly favored the Axis because of close cultural ties with Germany, Spain,  and Italy. This is not surprising, as most Argentines were of Spanish, Italian, or German descent. Nazi Germany nurtured this sympathy, promising important trade concessions after the war. Argentina was full of Nazi spies and Argentine officers and diplomats held important positions in Axis Europe. Perà ³ns government was a big fan of the fascist trappings of Nazi Germany: spiffy uniforms, parades, rallies, and vicious anti-Semitism. Many influential Argentines, including wealthy businessmen and members of the government, were openly supportive of the Axis cause, none more so than Perà ³n himself, who had served as an adjunct officer in Benito Mussolinis Italian army in the late 1930s. Although Argentina would eventually declare war on the Axis powers (a month before the war ended), it was partly a ploy to get Argentine agents in place to help defeated Nazis escape after the war. Connection to Europe Its not like World War II ended one day in 1945 and suddenly everyone realized how horrible the Nazis had been. Even after Germany was defeated, there were many powerful men in Europe who had favored the Nazi cause and continued to do so. Spain was still ruled by the fascist Francisco Franco and had been a de facto member of the Axis alliance; many Nazis would find safe if temporary, haven there. Switzerland had remained neutral during the war, but many important leaders had been outspoken in their support of Germany. These men retained their positions after the war and were in a position to help out. Swiss bankers, out of greed or sympathy, helped the former Nazis move and launder funds. The Catholic Church was extremely helpful as several high-ranking church officials (including Pope Pius XII) actively aided in the Nazis escape. Financial Incentive There was a financial incentive for Argentina to accept these men. Wealthy Germans and Argentine businessmen of German descent were willing to pay the way for escaping Nazis. Nazi leaders plundered untold millions from the Jews they murdered and some of that money accompanied them to Argentina. Some of the smarter Nazi officers and collaborators saw the writing on the wall as early as 1943 and began squirreling away gold, money, valuables, paintings and more, often in Switzerland. Ante Pavelic and his cabal of close advisors were in possession of several chests full of gold, jewelry and art they had stolen from their Jewish and Serbian victims: this eased their passage to Argentina considerably. They even paid off British officers to let them through Allied lines. The Nazi Role in Perà ³ns Third Way By 1945, as the Allies were mopping up the last remnants of the Axis, it was clear that the next great conflict would come between the capitalist USA and the communist USSR. Some people, including Perà ³n and some of his advisors, predicted that World War III would break out as soon as 1948. In this upcoming inevitable conflict, third parties such as Argentina could tip the balance one way or the other. Perà ³n envisioned nothing less than Argentina taking its place as a crucially important diplomatic third party in the war, emerging as a superpower and leader of a new world order. The Nazi war criminals and collaborators may have been butchers, but there is no doubt that they were rabidly anti-communist. Perà ³n thought these men would come in useful in the upcoming conflict between the USA and the USSR. As time passed and the Cold War dragged on, these Nazis would eventually be seen as the bloodthirsty dinosaurs they were. Americans and British Didnt Want to Give Them to Communist Countries After the war, communist regimes were created in Poland, Yugoslavia, and other parts of Eastern Europe. These new nations requested the extradition of many war criminals in allied prisons. A handful of them, such as the Ustashi General Vladimir Kren, were eventually sent back, tried, and executed. Many more were allowed to go to Argentina instead because the Allies were reluctant to hand them over to their new communist rivals where the outcome of their war trials would inevitably result in their executions. The Catholic Church also lobbied heavily in favor of these individuals not being repatriated. The allies did not want to try these men themselves (only 23 men were tried at the famous Nuremberg Trials), nor did they want to send them to the communist nations that were requesting them, so they turned a blind eye to the ratlines carrying them by the boatload to Argentina. Legacy of Argentinas Nazis In the end, these Nazis had little lasting impact on Argentina. Argentina was not the only place in South America that accepted Nazis and collaborators as many eventually found their way to Brazil, Chile, Paraguay, and other parts of the continent. Many Nazis scattered after Perons government fell in 1955, fearing that the new administration, hostile as it was to Peron and all of his policies, might send them back to Europe. Most of the Nazis who went to Argentina lived out their lives quietly, fearing repercussions if they were too vocal or visible. This was particularly true after 1960, when Adolf Eichmann, architect of the program of Jewish genocide, was snatched off a street in Buenos Aires by a team of Mossad agents and whisked off to Israel where he was tried and executed. Other wanted war criminals were too cautious to be found: Josef Mengele drowned in Brazil in 1979 after having been the object of a massive manhunt for decades. Nazi war criminal Adolph Eichmann stands in a protective glass booth flanked by Israeli police during his trial June 22, 1961 in Jerusalem. Handout/Getty Images   Over time, the presence of so many World War II criminals became something of an embarrassment for Argentina. By the 1990s, most of these aging men were living openly under their own names. A handful of them was eventually tracked down and sent back to Europe for trials,  such as Josef Schwammberger and Franz Stangl. Others, such as Dinko Sakic and Erich Priebke, gave ill-advised interviews, which brought them to the attention of the public. Both were extradited (to Croatia and Italy respectively), tried, and convicted. As for the rest of the Argentine Nazis, most assimilated into Argentinas sizable German community and were smart enough to never talk about their past. Some of these men were even quite successful financially, such as Herbert Kuhlmann, a former commander of the Hitler youth who became a prominent businessman. Sources Bascomb, Neil. Hunting Eichmann. New York: Mariner Books, 2009Goà ±i, Uki. The Real Odessa: Smuggling the Nazis to Perons Argentina. London: Granta, 2002.

The Islamic State Of Iraq And Syria - 1945 Words

Timothy Tenney Dr. Mohanty English Composition 1 1 December 2015 Daesh: A Global Enemy The world is at war. You ask with who? Terrorism, to be more specific though they are called The Islamic State of Iraq and Syria (ISIS). They have a few other names as well, The Islamic State of Iraq and the Levant (ISIL) and Daesh. I will choose to call them Daesh in this piece because these terrorists find it insulting. The reason for this is that Daesh an acronym for ISIS in Arabic. This acronym though sounds exactly like the Arabic word dais, which means something that crushes or tramples. â€Å"In recent months many Arabs and Western leaders, including Secretary of State John Kerry, prefer to call it Daesh, the Arabic acronym for the Islamic State. But Islamic State members hate the term because in Arabic, the pronunciation is close to a word that can be variously translated as to crush or bigot who imposes his will on others (Reid, 2). Daesh do not want this title and have threatened to cut out the tongues of people who use it. Daesh are a product of instability in th e Syrian and Iraq region plus a Syrian civil war. Unfortunately, America is greatly at fault for the instability in Iraq and helped fund the Syrian rebels, so you could say the U.S. helped create them. Daesh’s goal is to start a religious war. They want the world to fear Islam and want them to hate it. They showed us exactly what they were capable of in Paris France. The world needs to realize that thisShow MoreRelatedThe Islamic State Of Iraq And Syria1702 Words   |  7 Pagesinto a post-Al Qaeda era in the Middle East, a new threat has emerged from the ashes of the 2003 invasion of Iraq and later in the 2011 war in Syria. The Islamic State of Iraq and Syria (ISIS, ISIL or Daesh) has rapidly become the most pressing foreign policy concern in the Middle East for the United States. In the last four years, Daesh has gathered swaths of territory in both Iraq and Syria, although it has been driven back thanks to coalition efforts to counter the group. The coalition in plac eRead MoreThe Islamic State Of Iraq And Syria1388 Words   |  6 Pagesthere is a new extremist organization that rivals even al -Qaeda (Beauchamp 1). This terror group is named the Islamic State of Iraq and Syria., or in short, ISIS. Three years ago, ISIS did not exist but now it controls parts of Iraq and Syria and has made its own state. Terror organizations like al-Qaeda are merely terrorists groups while ISIS has captured and created their own state. ISIS is a well developed organization that has shown their handiwork repeatedly on social media and YouTube (KhederyRead MoreThe Islamic State Of Iraq And Syria1603 Words   |  7 PagesThe Background: The Islamic State in Iraq and Syria (ISIS) came to power a decade ago as a small terrorist threat that grew out of the terrorist organization Al Qaeda. When the United States began to pull its troops in the Middle East, Iraq leader, Abu Bakr al-Baghdadi, took advantage of the unstable government and reinvigorated ISIS. In just this past year, ISIS has shown us that it is more powerful than Al Qaeda by conquering oil fields and territory in Iraq and Syria with the hopes of creatingRead MoreThe Islamic State Of Iraq And Syria1746 Words   |  7 Pages The Islamic State of Iraq and Syria (ISIS) is the newer and more intimidating version of the famous terrorist group Al Qaeda. The group makes an appearance in the news almost every day. Over the past couple of years, they have multiplied in numbers. Not limited only to the Middle East, there are people all over the world who have proclaimed allegiance to ISIS. The Islamic extremist group has set out to destroy anything or anyone that comes in their way or do not agree with what they stand for. InRead MoreThe Islamic State Of Iraq And Syria Essay794 Words   |  4 PagesMy research topic will explore the Islamic State of Iraq and Syria, also known as (ISIS). I chose this topic because it has been an ongoing issue recently along with being a hot and dangerous topic. Picking this topic will help me exploit my audience and grab their attention. Before choosing this topic, I didn’t know very much about it until I did some research and realized how dangerous this Islamic group rea lly is. During my argument I will argue how ISIS has divided countries and have causedRead MoreIslamic State Of Iraq And Syria1629 Words   |  7 Pages Islamic State of Iraq and Syria (ISIS) is a military and political organization which is mainly led by nationals of Iraq and Syria. ISIS has committed crimes of unimaginable cruelty in Syria and Iraq but the international criminal court (ICC) does not have the power to open a case, according to Fatou Bensouda. The court was unable to prosecute because neither Syria nor Iraq were members of ICC. (ICC, 2015) Crimes which have been reported, consist of mass executions, sexual slavery, rape and otherRead MoreThe Islamic State Of Syria And Iraq2191 Words   |  9 PagesIntroduction The Islamic State of Syria and Iraq (ISIS) is a radical terrorist organization which has separated itself from other terrorist organizations through its scope of violence, ability and pervasive rhetoric. Since its rise to prominence, the group has caused both localized and international turmoil and loss of civilian life. Despite the ardent failure of the United Nations and its member states to recognize the Islamic state as a legitimate state, ISIS has managed to control and establishRead MoreThe Islamic State Of Syria And Iraq1699 Words   |  7 PagesISIS; the Islamic State of Syria and Iraq better known for their mass killings, terrorist attacks, and intense regime. This group was founded in 1999, and was created by people who were former Al Qaeda members. ISIS is a group of terrorists with members positioned all over the world to carry out with mass killings. The members have been radicalized to believe irrational thoughts of killing harmless human beings. The whole world is aware of the issue, and knows that this terrorist group needsRead MoreThe Islamic State Of Iraq And Syria1308 Words   |  6 PagesCanada Should Participate in the Global Coalition to Fight ISIS The Islamic State of Iraq and Syria (ISIS) has made headlines throughout the globe this past year with their atrocities against religious minorities and determination to create an Islamic caliphate. They have expressed, throughout, that their primary objective is to establish a Salafist government over the Levant region of Syria, Lebanon, Israel, Jordan, Cyprus, and Southern Turkey(†¦Ã¢â‚¬ ¦). The group controls hundreds of square miles, whereRead MoreThe Islamic State Of Iraq And Syria1647 Words   |  7 Pages The Legend on Modernist Terrorism The radical Islamic terrorist organization, recently re-titled â€Å"the Islamic State†, has existed under several names since the 1990s. Its history is an epic of how modern terrorism progressed from a religious and political ideal into an obliterating cult. The Islamic State of Iraq and Syria (ISIS) is a properly-armed group that is a threat to the global security. ISIS, whose merciless members delight in murdering innocent people, must be destroyed before

Son of Satan Free Essays

Summary Son of Satan is about an 11 year old boy who is the narrator, and his 2 buddies Has and Morgan. They are smoking and talking about another boy named Simpson who told them that he has bucked a girl under the narrator’s garage. They agree to beat him up and walk to Simpson place, hit him a couple of times in his stomach and force him to go with them to the narrator’s backyard. We will write a custom essay sample on Son of Satan or any similar topic only for you Order Now They agree that Simpson is guilty of lying and has to be hanged by the neck. And he therefore is. The 3 boys runs away but the narrator goes back and lets Simpson down, he take a long walk and hen return to his home where his father Is walling for him, they have a short conversation and then the narrator is getting beat up by his father. Characterization of the narrator and his relationship to his father The narrator Is the leader In a small gang of tree boys In the ages 11-12. The narrator Is a round non developing character because we know a lot about him from the text, but he isn’t changing through the story. I believe that the narrator is insecure about himself and therefore Is afraid to show any weaknesses to his friends. L didn’t want to go on with It any longer†¦Ã¢â‚¬ ¦ UT I was the leader and I was going to have to fight Has afterwards and I couldn’t show any weakness† (P. 42, L. 25-28) This shows me that he actually isn’t as tough and stupid as he want to be and that the peer pressure is forcing him to act like this. As soon as his friends is gone he goes back to Simpson and helps him (P. 43, L. 5-9) also he feels bad afterwards â€Å"l felt as if my life was over† (P. 43, L. 22) and â€Å"l felt as If I had done something very bad† (P. 43, L. 25-26) which shows me that he actually regret what he have done. The narrator clearly has a bad relationship to is father, when he describes him, he only tells what he doesn’t like about him. â€Å"My father was a big man, SIX feet two and one half. He had a big head, and eyes that hung there under bushy eyebrows. HIS lips were thick and he had big ears. He was mean without even trying. † (P. 44, L. 2-5) everything on his father is described as big. That tells me that he feels suppressed by his father, the story ends with his father beating him up, which Indicates why the narrator is like he Is. I think that the narrator Is a good person. But bad parenting by his father have made him to a bad errors. Son of Satan By Experimental By Brian Jensen 1 N guilty of lying and has to be hanged by the neck, and he therefore is. The 3 boys runs then return to his home where his father is waiting for him, they have a short Characterization of the narrator and his relationship to his father The narrator is the leader in a small gang of tree boys in the ages 11-12. The narrator is a round non therefore is afraid to show any weaknesses to his friends. â€Å"l didn’t want to go on with it any longer†¦Ã¢â‚¬ ¦ But I was the leader and I was going to have to fight Has afterwards ND I couldn’t show any weakness† (P. 2, L. 25-28) This shows me that he actually and â€Å"l felt as if I had done something very bad† (P. 43, L. 25-26) which shows me that his father, when he describes him, he only tells what he doesn’t like about him. â€Å"My father was a big man, six feet two and one half. He had a big head, and eyes that hung there under bushy eyebrows. His lips were thick and he had big ears. He was beating him up, which indicates why the narrator is like he is. I think that the narrator is a good person, but bad parenting by his father have made him to a bad How to cite Son of Satan, Papers

Lamb To The Slaughter By Dahl Essays - Lamb To The Slaughter, Lamb

Lamb To The Slaughter By Dahl Characterization, a method that an author chooses to develop his/her character, is a very important element in a story. In "Lamb to the Slaughter," Roald Dahl, effectively develops the protagonist both directly and indirectly; however, the use of indirect characterization is more dominant because it reveals her actions and how she deals with her conflict, her words, and creating a dynamic character with her words, and her personality. First, she seems like a typical house-wife longing for her husband to return, but something is odd about this particular day; "There was a slow smiling air about her, and about everything she did...was curiously tranquil...the eyes, with their new placid look, seemed larger, and darker than before" (108). It was almost as if she is expecting something unusual to happen, and that she is preparing for that specific moment. In addition, her actions change from being a wife-pleasing-husband, to a self-conscious woman that knew all of a sudden, exactly what to do, as if she had been prepared for months. Also, in the beginning of the story she is described as a inoffensive, harmless person, but immediately after her husband reveals his burden, she becomes unstable and almost naturally she hits her husband. She "...simply walked up behind him and without any pause she swung the big frozen leg of lamb...and brought it down as hard as she could..." (111). And as strange as it looks, she goes somewhat through a metamorphoses, from being a content house-wife, to a maniac, possessed woman, to the point of killing her husband. Second, she reveals through her words, her duplicity and deceitfulness by exterminating all the evidence left. When the police arrived she trying to hide evidence, asks for her husband's whiskey, "?Jack...would you mind giving me a drink?'...'You mean this whiskey?'...'Yes, please'...'Why don't you eat up that lamb that is in the oven?'..." (115,116), and the reader realizes that she tries to convince others with her deceitful lies, and with a concrete set of credible words, she gets away easily; "She tried a smile. It came out so peculiar...The voice sounded so peculiar too...She rehearsed it several times more..." (112). Mrs. Maloney, had thought about it even before the incident happened, for she tries to look as normal as possible, by acting it out her daily routine. Finally, her personality creates in her a dynamic characterization, and as the reader observes it when she is talking to the shopkeeper, by saying something very odd: "'I got a nice leg of lamb from the freezer...I don't much like cooking it frozen...but I'm taking a chance on it this time. You think it'll be alltight?" (112). What she was really referring, was what she had done just minutes ago. But when she said , at the end, to him if "it'll be allright?" she revealed a weak, fragile nature as if she had been pulled out of a protective coat all of a sudden and left naked, for she is described by the narrator as a loving and faithful wife, who is willing to do anything for her husband. Moreover, at the end when she offers the leg of lamb to the officers, she does another extraordinary act; "And in the other room, Mary Maloney began to giggle" (116). And by doing so, she was declaring that she was indeed independent, and was mature enough to make her own decisions based on what she thought was the best, not others. Roald Dahl, developed the protagonist successfully in "Lamb to the Slaughter," through a way that is important in this short story. Where indirect characterization is the most predominant in the protagonist's actions, words, and how the author creates a convincing dynamic character, which reflects it in the body itself.

Marijuana is good essays

Marijuana is good essays Mairjuana is a drug that has been with us for quite awhile. It was used in ancient China and India for pain relief, tension relief and anxiety problems. Over the course of time, the drug made its way from other countries, such as India and China, and came to the US. A user of this drug will feel the effects anywhere from a few seconds of smoking it to about ten minutes. Its chemicals go into the lungs, then get dispersed into the bloodstream. The user then gets a feeling of being high or stoned. After these effects wear off the user is left feeling tired, hungry, lazy, weary, unmotivated, and a little depressed. This is the burnt stage. It can take up to a week to get the entire effect from the drug out of your system. Marijuana is a plant, and like any other plant needs special cares and needs to get the plant grown. Different fertilizers, soils, and nutrients are used to grow a plant. The better one takes care of the plant, the more potent the product from that plant will be. In the 19030s the government classified marijuana as a schedule I drug. Other schedule I drugs are; Heroin, Peyote, Mescaline, and LSD or Acid. A definition of a schedule I drug is one that is dangerous, likely to case harm, and lacking perceived medical use. Since then marijuana users have faced jail time, community service, and/or expensive fines. Marijuana is used today to relax people and/or around other people to enhance a social event. It is ninety percent of the time smoked both by being placed in a bowl or bong, or it can be rolled up in cigarette papers and smoked like a cigarette. It also can be cooked into different foods to digest the drug. This produces the same effect, it just takes longer to kick in. Marijuana can cost anywhere from forty to nine-hundred dollars an ounce. It is usually packaged in plastic bags. Annually we spend roughly 1.3 million dollars on this illicit drug. When one uses this drug for an e...

Pauses in Speech and Writing

Pauses in Speech and Writing In phonetics, a pause is a break in speaking; a moment of silence. Adjective: pausal. Pauses and Phonetics In phonetic analysis, a double vertical bar (||) is used to represent a distinct pause. In direct speech (in both fiction and nonfiction), a pause is conventionally indicated in writing by ellipsis points (. . .) or a dash (- ). Pauses in Fiction Gwen raised her head and spoke haltingly, fighting back tears. He told me Tuesday there was too much damage . . . She wiped her wet face with her fingers. But he wants to send her to a specialist in Memphis. (John Grisham, A Time to Kill. Wynwood Press, 1989)Anyone who is guilty of such practices . . ., he paused for effect, leaning forward and staring at the congregation, . . . anyone in town . . ., he turned and looked behind him, at the monks and nuns in the choir, . . . or even in the priory . . . He turned back. I say, anyone guilty of such practices should be shunned.He paused for effect.And may God have mercy on their souls. (Ken Follett, World Without End. Dutton, 2007) Pauses in Drama Mick: You still got that leak.Aston: Yes.Pause.Its coming from the roof.Mick: From the roof, eh?Aston: Yes.Pause.Ill have to tar it over.Mick: Youre going to tar it over?Aston: Yes.Mick: What?Aston: The cracks.Pause.Mick: Youll be tarring over the cracks on the roof.Aston: Yes.Pause.Mick: Think thatll do it?Aston: Itll do it, for the time being.Mick: Uh.Pause.  (Harold Pinter,  The Caretaker. Grove Press, 1961) The pause is a pause because of what has just happened in the minds and guts of the characters. They spring out of the text. Theyre not formal conveniences or stresses but part of the body of the action. (Harold Pinter in Conversations With Pinter by Mel Gussow. Nick Hern Books, 1994) Pauses in Public Speaking If you prefer to read your speech, make sure to pause frequently, take a breath, look up, and scan the audience. . . .Besides allowing you to fill your lungs with air, pausing also allows the audience to absorb the spoken words and create pictures in their own minds. The habit of pausing eliminates the dreaded um and err and adds emphasis to your last point. (Peter L. Miller, Speaking Skills for Every Occasion. Pascal Press, 2003) Pauses in Conversation There are even rules about silence. It has been said that, in a conversation between two English speakers who are not close friends, a silence of longer than four seconds is not allowed (which means that people become embarrassed if nothing is said after that time- they feel obliged to say something, even if it is only a remark about the weather.) (Peter Trudgill, Sociolinguistics: An Introduction to Language and Society, 4th ed. Penguin, 2000) Types and Functions of Pauses A distinction has been drawn between silent pauses and filled pauses (e.g. ah, er), and several functions of pause have been established, e.g. for breathing, to mark grammatical boundaries, and to provide time for the planning of new material. Pauses which have a structural function (juncture pauses) are distinguished from those involved in hesitation (hesitation pauses). Investigations of pausal phenomena have been particularly relevant in relation to developing a theory of speech production. In grammar, the notion of potential pause is sometimes used as a technique for establishing word units in a language- pauses being more likely at word boundaries than within words. (David Crystal, Dictionary of Linguistics and Phonetics, 6th ed. Blackwell, 2008) Systematic pausing . . . performs several functions: marking syntactic boundaries;allowing the speaker time to forward plan;providing semantic focus (a pause after an important word);marking a word or phrase rhetorically (a pause before it);indicating the speakers willingness to hand over the speech turn to an interlocutor. The first two are closely connected. For the speaker, it is efficient to construct forward planning around syntactic or phonological units (the two may not always coincide). For the listener this carries the benefit that syntactic boundaries are often marked. (John Field, Psycholinguistics: The Key Concepts. Routledge, 2004) Lengths of Pauses Pausing also gives the speaker time to plan an upcoming utterance (Goldman-Eisler, 1968; Butcher, 1981; Levelt, 1989). Ferreira (1991) showed that speech planning-based pauses are longer before more complex syntactic material, whereas what she terms timing-based pauses (after already spoken material), tend to reflect prosodic structure. There is also a relationship between pause placement, prosodic structure, and syntactic disambiguation across a range of languages (e.g., Price et al., 1991; Jun, 2003). In general, tasks that require greater cognitive load on the speaker or that require them to perfom a more complex task other than reading from a prepared script result in longer pauses . . .. For example, Grosjean and Deschamps (1975) found that pauses are more than twice as long during description tasks (1,320 ms) than during interviews (520 ms) . . .. (Janet Fletcher, The Prosody of Speech: Timing and Rhythm. The Handbook of Phonetic Sciences, 2nd ed., edited by William J. Hardcast le, John Laver, and Fiona E. Gibbon. Blackwell, 2013) The Lighter Side of Pauses: Joke-Telling [A] critical feature in the style of all stand-up comedians is a pause after the delivery of the punch line, during which the audience laughs. The comic usually signals the onset of this critical pause with marked gestures, facial expressions, and altered voice intonation. Jack Benny was known for his minimalist gestures, but they were still discernible, and worked wonderfully. A joke will fail if the comic rushes to his next joke, providing no pause for audience laughter (premature ejokulation)- this is comedys recognition of the power of the punctuation effect. When the comic continues too soon after delivery of his punch line, he not only discourages, and crowds-out, but neurologically inhibits audience laughter (laftus interruptus). In show-biz jargon, you dont want to step on your punch line. (Robert R. Provine, Laughter: A Scientific Investigation. Viking, 2000)

The Impact of Financial Crisis on UK Fiscal Policy and Government Debt Essay

The Impact of Financial Crisis on UK Fiscal Policy and Government Debt - Essay Example The current crisis is definitely more pronounced and prolonged than any other previous financial crisis, yet support from fiscal policy, monetary policy, use of guarantees on liabilities and purchase of assets has helped in reducing the direct fiscal costs (Laeven & Valencia, 2012). While such efforts might have led to minimizing the direct impact of the financial crisis yet it has been becoming a rising concern for fiscal sustainability in many countries, as the fiscal policy has led to increasing the public debt burden as well as the government contingent liabilities size. Fiscal policy holds great interest for policy makers as it has the ability to act as an instrumental tool for growth and development in the long run (Brahmbhatt & Otaviano, 2012). Fiscal policy is no business strategy, for a national economy is by no means a business, it does not earn; rather it implies how the public is taxed and how the government spends the gathered money (debt bombshell, 2012). In the UK the national debt is the amount that is owed to the private sector and UK gilts purchases. The government spends more money than it can afford to tax, leading to selling bonds/gilts.The case study is based on two economic theories and their fundamental aspects while addressing the research questions.Battaglini and Coate (2008) presented the political economy model. The model was meant to understand the influence of the fiscal policy that it has on the Business cycle

Monet Essay Example | Topics and Well Written Essays - 2000 words

Monet - Essay Example Bearing in mind how all these painters elaborated their strongly personal manners relating to the new imaginative ideas, one notices that the new aspects appeared most frequently in the work of Monet to be captured by the other Impressionists including them as ideas or as explicit methods and applying them in their own ways (Monet biography, repropaint.com, Monet, artchive.com) Monet's father wanted him to go into the family business of trading in grocery supplies but Monet (the second son of Claude-Adolphe and Louise-Justine Aubre Monet) wanted to become an artist and was admitted in the Le Havre secondary school of the arts in 1851 after his family shifted at that region. He was not a typical, good student in school. He had said, "School seemed like a prison and I could never bear to stay there, especially when the sunshine beckoned and the sea was smooth." He always drew funny caricatures of his teachers. He always got in trouble for his drawings, but he became very good at them (thinkquest.org). It was Eugene Boudin Boudin, his early mentor, who used to draw his sketches outdoors that pushed Monet to do the same. "Suddenly the veil was torn away.... My destiny as a painter opened out to me," he later said. For the next 60 years Monet delved into the effects of light on open-air scenes (plein-air landscape painting). He was the first artist to let his f irst impressions remain as finished works, rather than as "notes" for doing work inside the studio. (House, 1998, Monet bio, repropaint.com). After his mother died when he was only 16 years (in 1857) he left school, went to live with his childless aunt. His family was not very happy about his occupation as a painter. In 1860 he was conscripted and had to go to Northern Africa for two years. After his return he took a trip to Paris to visit the Louvre Museum copying old masters and took painting lessons at Gleyre's studio in Paris wher he got to know Auguste Renoir, Sisley, Bazille, Pissarro ,Edouard Manet.and others. The basis of the future Impressionist movement was built. Monet liked to paint water, the way colors reflected in the water and boats, seas, and lakes were some of his pet subjects, so much so that after he married in 1870 (he married his favorite model Camille, whom he painted in Women in the Garden), and settled in Argenteuil, he fixed a boat with an easel and painted his way wavering down the Seine River, seizing his impressions of the relationship of light, water and surroundings. The boat served him as h is floating studio where he kept paints, brushes, canvas, and drawing materials (thinkquest.org, repropaint.com). Colors in plein air Soon, Monet averted from the conventional style of painting inside a studio and with his new friends went outside in the Fontainebleau forest to paint in the open air. Albeit Monet painted outside, he never found it to be easy. Every time, more or less, he painted outside, a bit got glued to the wet paint. If he was in the wilderness, sand and rock would get attached to his paintings. In the forest, leaves and other things would fix to his

Identifying the Enemy in a War Against Terrorism :: September 11 Terrorism Essays

Identifying the Enemy in a War Against Terrorism Abstract: In the good old days, it seemed like such an easy task to identify and give a face to who were your friends and foes at time of war, even at the risk of racial and cultural stereotyping. We are finding that it is very difficult to be at war with a concept like "international terrorism" because we also must give it a face. During World War II an article was published in the December 22, 1941 issue of Life magazine titled "A Handbook for Americans." A section of the handbook detailed ways that Americans could "tell a Jap from a Chinese." I found these stereotypes to be quite ridiculous – but the article underscores that there are some problems of mobilizing a society for war, whether it is against Japan in 1941 or against international terrorism in 2001. One problem that would seem the easiest to solve is: "How do you identify friend from foe?" Another problem is: "How not to lose friends and alienate bystanders who might get caught in the middle in the process of waging war on one's foes?" The nature of terrorism makes both tasks difficult. In a recent book on 21st century terrorism, Cindy Combs notes that terrorism is a synthesis of war and theatre: a dramatization of violence which is perpetrated on innocent victims and played before an audience in the hope of creating a mood of fear without apology or remorse for political purposes. Terrorism is therefore by its nature a clandestine activity carried out by actors operating in the shadows of societies. Who are the individuals and groups who practice this tactic? What would a profile look like of today's "typical" terrorist? We know that they are young - having in some cases been recruited in secondary schools. They are both men and women who have less formal education and family wealth than their counterparts in the 1960s. More importantly, in confronting them we know that they engage in dehumanizing their victims - victims do not have an individual face, nor are they parents or husbands or wives - they are simply the "enemy." Coupled with this tendency to engage in w hat one noted social psychologist calls "black and white thinking," today's terrorist commits to the abandonment of all restraints on the use of violence.

Engaging Students In Learning Process Essay

Abstract Technology plays a great role in education. Students get motivated when technology based education is given in the classroom. WebQuests involve inquiry-based learning in which students are encouraged to learn in group. The present paper provides information about the use of WebQuest as an educational technology. Various aspects of WebQuests are covered in this paper such as definition of WebQuest, components, use of WebQuest as a constructivist tool, implementation of WebQuest and advantages and disadvantages of WebQuests. Recommendations are given at the end of the paper. The author also provides a self-made WebQuest for year 9-10 students attached to this paper. Engaging Students in Learning Processing Using WebQuests Introduction Technology has been used as a teaching tool in schools since many years. It is very important to know the ways through which the technology can be employed to bring new opportunities to students to enhance their learning abilities. Technology offers numerous benefits to students. Technology offers tools that can be used to enhance the learning ability of a student. Thinking skills can also be enhanced with the use of technology in education. Students receive a variety of learning activities are authentic too. Students are encouraged for the regulation of their learning process depending on their abilities (Cho & Jonassen 2002). Despite numerous benefits, technology possesses some challenges too. Students usually do not wait to take proper guidelines from the instructor and they start using technology in their classrooms immediately. Thus they have to face a large number of difficulties too. It is believed that the traditional way to assess the performance of students need to be shifted from paper and pencil to technology based methods because a large number of students in schools and colleges are now using technology such as word processors and spreadsheets in doing their work. Thus the traditional method seems to be failed as this method can not explain and assess what the students have learned from technical way. The paper and pencil mode of assessment is left behind (Almeida, Vesu, and Ponte, 2003). Another study explained that technology based education is quite promising because it can help foster the creation of communities and the learners become able to perform several tasks such as: learners get more open opportunities to enhance the communication process in the classroom; discussions among students and between students and teachers may be encouraged; and the authority is shared among students and teacher because the classroom is now more rich in resources (Brooks & Brooks, 1999).   This paper provides information about the use of WebQuest as an educational technology used in the classroom. WebQuest Definition WebQuest can be defined as a tool that is effective for learning in an online inquiry-oriented environment. This can be explained as: in this type of learning, students are encouraged for the evaluation and exploration of required information with the help of World Wide Web in their classrooms (Chandler 2003). According to Tom March, Circa (2003): â€Å"A WebQuest is a scaffolded learning structure that uses links to essential resources on the World Wide Web and an authentic task to motivate students’ investigation of a central, open-ended question, development of individual expertise and participation in a final group process that attempts to transform newly acquired information into a more sophisticated understanding. The best WebQuests do this in a way that inspires students to see richer thematic relationships, facilitate a contribution to the real world of learning and reflect on their own meta-cognitive processes (p.1).† WebQuests are of varying lengths. Sometimes they are short enough to cover just in one class period and sometimes they require a month for completion. Group work is usually encouraged in WebQuests as each member of the work group is assign specific tasks to perform. The teacher is responsible for the selection of the specific resources prior the WebQuest use in the classroom. Thus, students are given the time to use the information and they need not to spend any time to look for the specific material (Dodge 1997). Source: (Tom March, 2007). Components and Types of WebQuests   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are six important components of WebQuest. They are named as:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Introduction:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In this section, background information is provided to the learners. Students are given specific tasks and roles to motivate them. For example: â€Å"You are a geologist looking for volcanoes. Students are provided with the overview in the beginning that tells them about their goals they have to achieved in their learning process.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Introduction is presented to the students in such a way that they desire to perform that activity along with fun. Students are assigned the projects that are relevant to their previous experiences, students, future plans or ideas. When students receive projects of their interests, they get involved easily in them. Thus it is the main purpose of the introduction section of each WebQuest to motivate each student by exciting and engaging them. When the WebQuest is based on a longer period such as over a month then the introduction is given daily to the students to refresh their memory and to let them find the most appropriate material for their project. In long-term WebQuest, real world components such as print media and guest lectures are given to the students along their online investigation. The addition of real world components is very important for long-term WebQuests because if students are allowed to rely only on the online investigations then they may consider the meanings of the lesson as something unreal. Thus, in a long-term WebQuest projects, introduction is given daily to the students to keep them up-to-date with all the information and necessary material for they motivation (Dodge 2001).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Task Task is the second component of a WebQuest. The purpose of this component is to inform the students about the lessons to be learned till the end of the project.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Initially, the teachers have to look for the specific information that is required in a specific project. Then they design the activity that requires the information gathered from online resources. Students are given the task that is to be performed by searching the information online. The task is designed in a way to make it doable, means that each task must has to be accomplished.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The most difficult part in the creation of a WebQuest project is the development of the main research question. This part is quite creative and needs a certain amount of time to search whether the question can be answered. Students can be asked to do a variety of tasks such as they may need to circulate the information they gathered on the website, they may be asked to work in collaboration with other online institution to perform specific research for the completion of a project and they may be asked to explain their research by using multimedia. The students are encouraged to complete their task in an interesting, appealing, visual and important manner.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Students should be given an example of a completed project. This given an idea to them how their project will look like after the completion. They become able to see the complete picture of the project in the beginning. They also come to know how they should perform to accomplish their task. It is great to show the students work of previous students. Teachers may also find the similar projects online done previously by other students as an example to show to their students. A large number of sample projects available for the students motivate them by showing them the efforts and achievements of other students. Students keep in mind the necessary steps they have to take to perform a specific task efficiently.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The teacher can use any successful project several times in different semesters and different classes. The project specifications can be modified each time. Students can be motivated by showing them the same project and challenge them to show a better project than the previous one (Jonassen & Rohrer-Murphy 1999).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Process   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Process is the third component of a WebQuest. In this component, the students are informed about all the steps that the students need to take for the completion of a project. Each step is surrounded by a number of links. It is advised for projects of longer duration that the teacher or one or two students demonstrate each step. Demonstration helps the students learn each step in a better manner and they become able to understand the written directions more easily (Kennedy 2004).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Resources   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This is the fourth component of a WebQuest. In this component, a list of all the necessary resources that involve printed material and online resources are given to the students for the accomplishment of a specific task.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A separate section was allocated in the old WebQuests for the resources but now in the recent WebQuests, the resources are attached with the instructions in the Process section. The students can access those resources when they are to perform that step. Though online resource are very important but it is also a fact that non-Web resources are not less important. Resources should be of variety and thus the quality of WebQuests can be enhanced by the use of online and non-Web resources. Non-Web resources can be of different types such as models, audio cassettes, field trips, maps, sculptures, books etc. to motivate the students (Lara 2003).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Evaluation   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Evaluation is the fifth component of a WebQuest. Three types of student examples can be pointed out when the introduction of a WebQuest is presented. The three examples of students include exemplary, acceptable and unacceptable. During the introduction, students are clearly shown what is meant by an excellent work. They are given examples of exemplary and acceptable work thus clearing the vision of the students and to motivate them to work hard to achieve the excellence. Examples of unacceptable work are given to students to show them what type of work cannot be accepted and thus enabling the students to know about the minimum standards required to accomplish a task (Lipscomb 2003).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This is the last component of a WebQuest. In this component, the students are asked to present their reflections about their work and the teachers are required to sum up the project. Students are given time to discuss their project thus following the constructivist approach that though learning is achieved by doing but learning can be enhanced by discussion of what has been done. Teachers usually encourage their students during the conclusion section to explain if they come up with more better ways to perform the same project (March 2000). WebQuest as a Constructivist Tool   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The constructivism theory explains how learning is achieved by performing a study that involves scientific method and observation. According to the constructivist theory, people learn and understand different aspects of world by their own experiences and by showing their reflections on their experiences. When people find something new, they usually try to bring the new information with their previous experiences. Sometimes, they find the new thing more informative and thus discard the older one and sometimes they find the new information totally irrelevant and thus rely on their previous experiences. In each of the cases, people have to find out by themselves which one is correct and to find that they ask different questions, explore the resources and then come to a conclusion (Milson 2002).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When constructivist approach is applied in the classroom, different types of teaching ways are explained that can enhance the learning process. The most common of the teaching way is to motivate the students to utilize effective techniques such as real-world examples to gather the information, then to reflect what they have come up with and then conclude what they have done. Students explain how the new idea has changed their previous understanding. It is very important for a teacher to be aware of the previous understandings of the students. Then the teacher guides the students to perform the activity that is based on their previous conceptions.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When teachers utilize constructivist approach, they always motivate their students to find out the role of the new activity in their learning process. Students usually get the position of expert learners in a constructivist classroom because they are to ask questions themselves. This type of learning broadens their learning process and they come to know how they have to learn (Molebash & Dodge 2003).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When students are constantly encouraged to reflect on their experiences then they seem to gain power. Strong abilities seem to build up in the students that motivate them for the integration of any new idea or information. Thus it can be said that the one of the most important role of teacher in the constructivist classroom is to motivate the students to experience by themselves and then learn from those experiences by reflecting on them.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Conservative and traditional teachers usually criticize that the role of the teacher is dismissed in the learning. But constructivism encourages teachers to play their role more efficiently and their knowledge is highly valued. In constructivist approach, the teachers are required to motivate the students for the construction of the knowledge by themselves instead of finding out the facts that have been previously observed and noted. In a constructivist classroom, the students are encouraged to use problem solving skills and they are involved in inquiry-based learning.   These activities make the students able enough to test their ideas, reflect on their experience and present the conclusions. A constructivist classroom transforms students from passive recipients that receive information just by sitting in the classroom and listening to their teachers to active participants that not only listen to their teacher but they also get involved in searching information by using interesting methods (Ngeow & Kong 2001).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There is a misconception about the constructivist theory that it forces the students to reject the older ideas and to replace them with new one such as they are asked to reinvent the wheel. But the fact is the constructivist theory does not ask the students for the reinvention of the wheel but with the help of this theory the students come to know how to use the wheel. Real world examples are given to the students that clear their ideas about how the wheels can be used in their daily lives. Thus they learn from their experience, present reflections on their experience and then come up to a conclusion that is based on their experiences.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Constructivist theory is very different from other traditional ideas of education and learning. The focus is put on students rather the teachers in a constructivist classroom. The students are no longer passive students that sit in the classroom and ingest the knowledge provided by their teacher only. They are encouraged in the constructivist classroom how they should struggle to search for information.   The role of the teacher now changes to facilitator who is involved in helping the students rather them forcing them to understand what the teacher says. Constructivist theory can be easily implemented in the WebQuest. Constructivist teachers ask students to initiate a WebQuest project. Students are asked different questions and they are encouraged to find the answers. Students are guided in a way to let them find the answers of the questions independently. Different types of teaching techniques can be used in a constructivist classroom using WebQuest projects. The techniques involve: students are encouraged for the formulation of the questions by themselves. Thus they are encouraged to enquiry-based learning. They are given the freedom to express their learning in multiple meaningful ways. Group work is highly encouraged and each student in a group performs a specific task (Peterson & Caverly 2003). Students are given freedom to find out new things for themselves. Students are given free hand to do the experiments, they can ask questions, and they can do the things that are often considered as things not working. Teachers play different roles such as roles of moderators, coaches and they can also give suggestions to students to facilitate their learning process. In order to enhance the learning process of students, they should be able to participate fully in activities such as hands-on experiments. An important part of using WebQuest as a constructivist tool lies in the fact that students are given permission to give their reflections what they have done and then discuss on the conclusions. Students become experts as they are given complete opportunity to control their learning process. They choose their own path that is solely based on their reflections about their experiences. Teachers play a great role in the creation of an environment where the students are free to ask questions and give their reflections about their experiences. This can happen in private or in the form of group discussions. Teachers are also responsible for the creation of activities in a way that after performing those activities students become able to reflect their previous experiences. It is very important for the students to know what they have learned and how the learning process took place (Savery & Duffy 1995). As constructivism and WebQuest are based on the same theory, the main activity that is performed in a WebQuest classroom is to find the solution of the problems. Inquiry method is used to ask questions. A topic is investigated and then a large number of different types of resources is utilized to find out the solution of the questions. After exploring a certain topics, the students become able to conclude. When students explore questions again and again, new questions come to their mind. Students are encouraged in a WebQuest classroom to have new ideas and do experiments to prove that later shows that their ideas were not correct or valid. But this cannot be considered as a failure because the students have put their steps in the process of knowledge integration. Students are encouraged to work in collaboration with peers. The main reason to include group learning in constructivism is that students learn from the experiences from other students working in the same group besides learning from their own experiences (Vidoni & Maddux 2002). Implementation of WebQuest in School WebQuest can be implemented in schools. In order to implement WebQuest easily and successfully in a school by keeping in mind the following principles: The thinking level of a WebQuest must be higher. The information must be transferred from one domain to another domain. A WebQuest must be designed in such as a way that does not load the students with heavy burden of questions that make the students only surfing the internet or that involve calculations only. A good WebQuest will lead the students to gain information and be the students able to transform that information with the help of their own problem solving skills. Though the creation of WebQuest lessons require a lot of time but it is also a fact that once the teachers have created a lesson plan, they do not have to worry about the preparation of other lesson plans while the students are busy with their work. After the completion of a year, every thing will be all set. The teachers may need some amendments in the WebQuests that had been created in the previous year but it would not take much time and things will go smoothly. Learning through WebQuest is a new way for students as well as it is a new teaching method for teachers. The teachers must keep in mind that students cannot perform a task unless they are familiar with it. Students cannot be expected to perform every task in the correct manner in their first attempt. They need time to practice and the teachers need to have patience. in order to implement a WebQuest successfully, it is necessary to incorporate all the six essential components that have been described in this paper earlier (Scardamalia & Bereiter 1999). Advantages of WebQuests Though the creation of WebQuests requires a large amount of time but once the WebQuests have been created they can be used over and over with some minor changes. The teachers get rid of the daily worries for the lesson planning. Now they get enough time to act as facilitators and coaches to assist the students in their learning process. Tom March has explained the benefits of WebQuests as quoted below: â€Å"WebQuests will motivate your students! Students confront a complex and controversial real-world issue Students grapple with a central question that truly needs answering Students utilize real world, up-to-date resources on the Web (from experts, current reporting, and/or fringe groups) Students assume roles and must develop expertise Results of student work can be posted or sent to real people for feedback and evaluation. WebQuests are rooted in learning theory and good teaching practice Based upon elements of cognitive psychology and constructivism. You provide guidance on the thinking process you want your students to follow. (Prompting or Scaffolding) Students are exposed to a broad range of information, examples, and opinions; they construct their own meaning which connects with their prior knowledge and experiences. (Constructivism) Contain concrete instructional objectives and tasks. Students must transform information in some way, exercising higher order thinking skills like error analysis, comparison, and synthesis. Students work in cooperative learning groups which mirror real-life situations. By taking on roles, students become experts on a specific aspect of a large and complex topic. The students work in groups to solve problems, utilizing their different areas of expertise. (Similar to work situations in real life.) The work of individual students is important, as it adds to the quality of the group’s solution† (What are the benefits, p. 1) Disadvantages of WebQuests WebQuests cannot be used for the learning of simple definitions, simple procedures. They are also not the best way that could be used for teaching factual recall. As some parts of the curriculums are based on such simple things, they cannot be included in the designing of a WebQuest. The biggest hurdle in the designing of a WebQuest is the availability of time. It is very important to learn about the new tools. Many teachers do not get enough time to spend in learning about the new tools for the creation of a WebQuest (VanFossen 2004). Students should be able to read to a certain level in order to work on WebQuests. So it can be said that the creation of WebQuests is much easier for third grade and onwards than the junior grades because their reading abilities are limited at that stage. This type of disadvantage can be over come if a WebQuest is designed very carefully by using more visual sites with less or no words in it for the junior students with limited reading proficiency (Tomlinson 2000). Recommendations WebQuests appear to be highly effective in facilitating the learning process of students. Students tend to learn more in when technology is incorporated in education and WebQuests seem to be the best way. It is strongly recommended that all the schools should incorporate WebQuests in their standard curricula. At the time of implementation there is a need to consider all the six components that are essential for a successful WebQuest. References Almeida, C. Vesu, F. and Ponte, J.P. (2003). WebQuest construction and implementation by mathematics student teacher: The case of a WebQuest to learn isometries. In A.M.Vilas, J.A.M.Gonzà ¡lez and J.M. Gonzà ¡lez (Coords.), Advances in Technology-Based Education: Toward a Knowledge-Based Society, Junta de Extremadura: Badajoz, pp. 1396-1399. Brooks, Jacqueline Grennon and Brooks, Martin G. (1999). In Search of Understanding: The Case for Constructivist Classrooms (revised edition). Association for Supervision and Curriculum Development (ASCD). Chandler, H. (2003). Concept mapping and WebQuests in social studies. Media and Methods, 39(3), 38-39. Cho, K., & Jonassen, D. (2002). The effects of argumentation scaffolds on argumentation and problem solving. Educational Technology Research and Development, 50(3), 5–22. Dodge, B. (1997). Some thoughts about WebQuests. Retrieved June 7, 2007, from theWebQuest Homepage, San Diego State University: http://webquest.sdsu.edu/about_webquests.html Dodge, D. (2001) FOCUS: Five rules for writing great WebQuests. Learning and Leading with Technology, 28(8), 6-9, 58. Jonassen, D. H., & Rohrer-Murphy, L. (1999). Activity Theory as a Framework For Designing Constructivist Learning Environments. Educational Technology Research and Development, 47(1), 61 – 79. Kennedy, S. (2004). The well-constructed WebQuest. Social Studies and the YoungLearner, 16(4), 17 -19. Lara, S. (2003). WebQuest: The use of Internet to Introduce Inquiry-Based Learning, Cooperative Learning   and 21th Century Skills. En Mà ©ndez Vilas, A. and Mesa Gonzà ¡lez, J.A. (coord). Advances in Technology- Based Education: Toward a Knowledge-Based Society. Vol. 2. Junta de Extremadura. Consejerà ­a de Educa- cià ³n, Ciencia y Tecnologà ­a (pp 1178-1183). Lipscomb, G. (2003). â€Å"I guess it was pretty fun†: Using WebQuests in the middle school classroom. The Clearing House, 76, 152-155. March, T. (2000). WebQuests 101. Multimedia Schools, 7 (5), 55-56, 58. March, T. (2003). The Learning power of WebQuests. Educational Leadership, 61(4), 42-47. March, T. (2007). What WebQuests Are (Really). Retrieved from http://bestwebquests.com/what_webquests_are.asp on June 7, 2007. Milson, A. J. (2002). The Internet and inquiry learning: Integrating medium and method in a sixth grade Social Studies classroom. Theory and Research in Social Education, 30, 330-353. Molebash, P., & Dodge, B. (2003). Kickstarting inquiry with WebQuests and Web inquiry projects. Social Education, 67, 158-162. Ngeow, K. & Kong, Y. (2001). Learning To Learn: Preparing Teachers and Students for Problem-Based Learning. ERIC Digest. [ED 457 524] Peterson, C., & Caverly, D. C. (2003). Techtalk: Developing academic literacy through WebQuests. Journal of Developmental Education, 26(3), 38-41. Savery, J. R., & Duffy, T. M. (1995). Problem-based learning: An instructional model and its constructivist framework. Educational Technology, 35(5), 31–38. Scardamalia, M., & Bereiter, C. (1999). Schools as knowledge-building organizations. In D. Keating & C. Hertzman (Eds.), Today’s children, tomorrow’s society: The developmental health and wealth of nations (pp. 274–289). New York: Guilford. Tomlinson, C.A. (2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest. ED443572 VanFossen, P. J. (2004). Using WebQuests to scaffold higher-order thinking. Social Studies and the Young Learner, 16(4), 13-16. Vidoni, K. L., & Maddux, C. D. (2002). WebQuests: Can they be used to improve critical thinking skills in students? Computers in the Schools, 19, 101 -117. What are the Benefits of Webquests? In Tom March, â€Å"WebQuests for Learning†) http://www.ozline.com/webquests/intro.html retrieved from http://www.montgomerycollege.edu/ctl/Handouts/Benefits.htm on June 7, 2007.   

The Islamic State Of Iraq And Syria - 1545 Words

If you turn on the news for more than fifteen minutes anywhere in the nation today you are almost sure to hear about the Islamic State of Iraq and Syria otherwise known as ISIS. They are without a doubt one of the most ruthless, violent and extreme terrorists organizations that the World has seen in recent history. Consisting of Sunni Arabs they primarily operate out of the middle east and some parts of southeast Asia, however according to many terror experts they are a real threat to carry-out an attack against the U.S. on our own soil. Earlier this year an Ohio man was arrested who allegedly planned to bomb the U.S. capital in the name of ISIS. This radical Islamist group is growing each day and getting stronger, and poses a real threat†¦show more content†¦Al-Baghdadi is responsible for turning ISIS into what it is today as he has orchestrated and carried out numerous attacks turning the group into one of the most feared terrorist organizations today. ISIS gained strength and numbers after the U.S. military pulled out of Iraq. In 2013 Al-Baghdadi changed the name of the group once again to what it is called at present day - ISIS. In 2014 Al-Qaeda officially disassociated itself from ISIS, because they didn’t want to be held in the same regard and saying that ISIS is â€Å"too extreme†. To date ISIS controls a large portion of territory in Iraq and Syria, and is expanding making it a serious threat to our interests and national security. ISIS falls under an extreme form of Salafi ideology, which is a fundamentalist approach to Islam. The group rejects religious innovations and supports Sharia law. If you don t support their goals or share the same beliefs, ISIS uses extreme violence as an answer. Their beliefs and goals are to return to the early days of Islam or â€Å"Pure Islam.† They abide by an apocalyptic theory and believe that the Mhadi will soon arrive and redeem Islam. (Chosen People, 2015) ISIS has declared themselves a s a caliphate and demanded the support of the global Muslim community. They believe that the world can have only one religion and that is Islam. Their goal is to eradicate the globe of any otherShow MoreRelatedThe Islamic State Of Iraq And Syria1702 Words   |  7 Pagesinto a post-Al Qaeda era in the Middle East, a new threat has emerged from the ashes of the 2003 invasion of Iraq and later in the 2011 war in Syria. The Islamic State of Iraq and Syria (ISIS, ISIL or Daesh) has rapidly become the most pressing foreign policy concern in the Middle East for the United States. In the last four years, Daesh has gathered swaths of territory in both Iraq and Syria, although it has been driven back thanks to coalition efforts to counter the group. The coalition in placeRead MoreThe Islamic State Of Iraq And Syria1388 Words   |  6 Pagesthere is a new extremist organization that rivals even al -Qaeda (Beauchamp 1). 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The group controls hundreds of square miles, whereRead MoreThe Islamic State Of Iraq And Syria1647 Words   |  7 Pages The Legend on Modernist Terrorism The radical Islamic terrorist organization, recently re-titled â€Å"the Islamic State†, has existed under several names since the 1990s. Its history is an epic of how modern terrorism progressed from a religious and political ideal into an obliterating cult. The Islamic State of Iraq and Syria (ISIS) is a properly-armed group that is a threat to the global security. ISIS, whose merciless members delight in murdering innocent people, must be destroyed before