Legal and Ethical Issues Confronting the Education of English Language Essay

Legal and Ethical Issues Confronting the Education of English Language Learners (ELLs) - Essay Example Lastly, the use pedagogical method to teach the ELLs in mastering the English Language has also been debated. Most schools meet the needs of ELLs in several ways without breaking the law. For example, the state requires the ELLs to excel on all state exams before the school year of 2013/14. In addition, most schools ensure there is integration of the ELLs into the accountability system of the law and other annual progress goals like other learners (Bustamante 2007). Furthermore, schools ensure that the ELLs participate in all state assessment systems. Integration into the state assessment systems is effected promptly by all schools to incorporate the ELLs into learning. There are two tests offered by schools to assist the ELLs in learning, namely English Proficiency tests and academic content tests. In the English Proficiency test, the school evaluates the improvement of the ELL in understanding

Mark Haddon Essay Example for Free

Mark Haddon Essay Throughout the novel, the chapter headings are labelled in prime numbers instead of the normal cardinals, which is an important fact. This helps us to understand the character behind the surface. At the start of chapter 2 (headed 3), he says he knows all the prime numbers up to 7,507. This tells us that he is very good at maths and enjoys puzzles. People with Aspergers syndrome are usually very intelligent, but find it difficult to express, since they easily get confused if somebody asks too many questions. At the start of chapter 7, Christopher says this is a murder mystery novel, which would indicate that there will be some detective terminology (a particular lexical register) used later on in the book. He also says that his hero is Sherlock Holmes (who incidentally solved a case called the Curious Incident of the Dog in the Night-time where the title of the book comes from), who has the ability to detach his mind from anything not related to the problem, which is exactly what Christopher does. He could be detached when he does not do what he is told. In terms of semantics, Christopher only refers to the denotations of words, since he finds it difficult to understand connotations. The reader knows the literal meanings of the words, but also, they create certain negative connotations. When Christopher talks or writes, he does not take the connotations of the words into account. In the book, there are no metaphors, similes or any linguistic devices, as he tells us at the start of chapter 5, this will not be a funny book, because I cannot tell jokes, because I do not understand them. His lack of a sense of humour could be demonstrated by his total lack of understanding when Siobhan laughed. He does appear to feel anger when he tears the paper. He doesnt use euphemisms, because he cannot see the point in evading the truth (incidentally, he doesnt tell lies). For example, on page thirteen, he says and people will be burnt to death, even if they live in tunnels. Here, it is possible to detect a hint of pessimism. The choice of words that the author uses is not typical of the teenage social peer group. For example, he doesnt say wicked since this would be a metaphor. This also enforces Christophers social isolation. Christopher does not use any of the more common spoken English techniques, for example; contractions, But I could not be certain about this. The contraction would be couldnt. The language that Mark Haddon uses throughout the book is very formal. There are very few conjunctions since the book is written from Christophers point of view, and Christopher thinks very logically, in a structured, simple way. In conclusion, it can be seen that the opening chapters of this novel manage to seamlessly meld together the symptoms of Aspergers syndrome, with narrative devices. The use of numbers and illustrations, allow the reader to enter a world which although strange to us is a familiar and usual one of the main character. The language structures, such as the use of short sentences echo the thinking methods of Christopher, and the authors use of unemotional and denotative vocabulary is an excellent way to demonstrate Christophers own lack of complex emotions. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Conan Doyle section.

Advantages and Disadvantages of the Internet

Advantages and Disadvantages of the Internet The Internet has revolutionised the human life as it has entered in every home, business, school, and Government office throughout the world today. Globalization owes much to the Internet; for it has reduces the distances because of its swift communication system. It is evident from the history of scientific inventions that the Internet is incomparable to other inventions of science as most of other inventions are interlinked with it. Particularly, the field of education has been widely influenced by the Internet as it has created convenience and swiftness in this field, especially in the field of research. Everyone, regardless of ones age, is being benefited by the Internet. There are definitely some advantages and disadvantages of the Internet for research purposes. In this essay I will discuss and analyse: What is the internet? History and Development of the Internet Advantages of the Internet Disadvantages of the Internet Conclusion WHAT IS THE INTERNET? It can be defined as: The system of a global internetwork, a huge collection of computers and networks interconnected with each other so they can exchange information is called the internet- also known as the Net  [1]  . A group of computers that is connected together by wires for the purpose of communication are called a computer network .These computer networks either range rom as small as two computers connected together in a place or as big as thousands of computers of various types connected to one another either by telephone lines or via satellite. A big network can be constructed by building lots of little networks and connecting these networks to each other that result in an internet work that is actually called the internet.  [2]   HISTORY AND DEVELOPMENT OF THE INTERNET:- The Internet was invented by some intellectuals in the early 1960s. They considered it very significant to allow computers to share information on research and development in scientific and military fields. Licklider suggested a global network of computers in 1962 for the first time and passed it to the Defence advanced Research Projects Agency in late 1962 for its further development. First Leonard Kleinrock established the theory of packet switching on which the Internet connections was to be based. Then Lawrence Roberts connected a Massachusetts computer with a California computer in 1965 over dial-up telephone lines. It resulted in the feasibility of wide area networking, but it also demonstrated that the telephone lines circuit switching was inadequate. Roberts actually contributed in the field of Internet in 1966 and developed his plan for ARPANET. These intellectuals and many more anonymous people are the real founders of the Internet. The Internet, then known as ARPANET, was introduced online in 1969. The Internet matured in the 70s as  architecture first proposed by Bob Kahn and further developed by Kahn and Vint Cerf at Stanford and others throughout the 70s. It was globally recognised by 1983.  [3]   The Internet was originally limited to research, education, and government uses. It was not allowed to be used commercially unless it was used for the research and education. This policy was enforced till early 90s which led to an independent commercial network.  [4]   ADVANTAGES:- EASY ACCESS FOR EVERY ONE:- It is noticeable here that everyone without any discrimination of age, sex creed and ethnic origin can access the Internet. It is the most openly available source of research in the world as it has also reached the continent of Antarctica, a mostly penguin populated area and even an uninhabited island of the Canadian arctic has access to it.  [5]   A SOURCE OF TIME SAVING:- The most significant thing about the Internet is that one can use it with more convenience and ease without the limitations of time as compared to the library because one has to travel a long and time consuming distance to access a library. Students usually have access to a huge on-line library through wireless system whether they are working from home, in the office, or from a hotel room. COST EFFEVTIVE:- The Internet is more cost effective source of research as opposed to the other available sources. The on line library has facilitated the students to reduce their traveling expenses as well. In addition, recent changes in the use of the Internet played a vital role to provide us with much smaller, cheaper and lighter computers like note books Apple iPhone that enables us to use them without limits as access is available anytime, anywhere, around the globe. Furthermore, it is not difficult to use the Internet as far as physical disabilities are concerned as it can be equally benefited by everyone. RESEARCH IN A SPECIFIC LANGUAGE:- The Internet made it possible even to research in ones own specific language. Google consists of a subsystem i.e. the Language tools that have a potential to translate pages from some other languages. Therefore, it does not matter whether a person knows the original language of the stuff or not.  [6]   A SOURCE OF CONFIDENCE:- A successful completion of research on line builds up the self-knowledge and self-confidence and encourages the students for the further research as well as responsibility. DISADVANTAGES:- UNPRODUCTIVE MATERIAL:- A good practice and some skills are required to use the Internet for research; for thousands of web pages appear to be similar to ones required pages but in reality most of them are unproductive for research purposes. Margaret Levine Young claimed that searching efficiently is an art.  [7]  People are too confused with the loaded information on the Internet to use it for the research. Sometimes 404 Not Found appear as contrary to the promised pages which leads to frustration. DISORGANISED MATERIAL:- If the results are productive they are too dispersed to be used for the research as they are mostly disorganized as compared the libraries where books are arranged in an alphabetical order to facilitate the researchers. Moreover, the material provided on the internet is not comprehensive rather superficial one. CREDIBILITY OF THE MATERIAL:- Mostly the sources used for research are not reliable for instance Wikipedia is not authoritative as it does not bear the bibliography for a specific article because the articles some time are written and edited by as many as 300,000 contributors. Moreover, these articles are not updated regularly, therefore, the material got from such a sources might be old one. FINANCIAL BURDEN:- The use of the Internet can add in ones financial obligations to some extent as one is needed an expensive computer or a lap top for that task. On the other hand, people have to pay for the internet bills as well as for some web sites to read stuff on line. SPRAIN ON EYES AND NECK:- Excessive use of computer or use of computer without a respite can be harmful for human eyes and neck and sometime results in sprain in eyes and neck. THE THREAT OF VIRUS:- A computer attached to an Internet can pick up viruses and is more vulnerable to viruses than to a computer which is not attached to the Internet. These viruses look around ones address book and uses it to spread copies of itself to ones friends, often disguised in very seducing messages such as Hey, enjoyed the other night. .Ultimately, viruses can corrupt the existing files in a computer and sometime cause damage to the whole hard disk. It is very interesting here that these viruses are spread by some businessmen today to flourish their business. CONCLUSION:- After analyzing and discussing the advantages and disadvantages of the Internet it can be said that the Internet has become a part and parcel of human life owing to the pros and cons of the Internet as one cannot help but to use it to commence and complete ones research. Particularly convenient accessibility to the Internet has made research very easy to complete with a short period of time as compared the long periods of times as was in the past. Not to speak of building an individuals self-confidence the Internet has been being used to do research in ones mother language that can be translated by the Internet from English to chines, polish, German etc. It can be concluded that in spite of disadvantages of the Internet its advantages carry more importance for the purpose of research.

Letter To The Author Of I, Rigoberta Menchu :: essays research papers

Dear Rigoberta Menchu:I have recently read your autobiography I, Rigoberta Menchu, in which your portrayed as an oppressed yet ultimately triumphant victim of classism, racism, colonialism, and of course sexism. In your book you talk about your family, a Quiche Indian family, which was very poor. The small plot of land that the family owned did not produce enough to feed everyone. Life on a plantation was harsh.People lived in crowded sheds with no clean water or toilets. Your people, the native Indians in Guatemala had no rights of citizenship. You were restricted to people of Spanish descent and were, therefore, vulnerable to abuses by those in power."We are living in a troubled world, in a time of great uncertainty. It's a time to reflect about many things, especially about humankind as a whole, and the balance between collective and individual values". This is something you have mentioned and something that I completely agree with. Indigenous people are among the most victims of terrible incomprehensible repression and violation of the law in many parts of the world.The atrocities that you wrote about in your book are both compelling and heartbreaking. Though, I have not limited myself there, I have investigated further your story. I searched the Internet several times about your book, story, and life what I found amazed me. I read articles stating that your book I, Rigoberta Menchu is falsely chronicled. "A recounted in your autobiography, the story of Rigoberta Menchu is the stuff of classic Marxist myth. According to your book you came from a poor Mayan family, living on margins of a country from which had been dispossessed by Spanish conquistadors. Their descendents, known as Ladinos, try to drive the Menchus and other Indian peasants off claimed land that they had cultivated. As said in your book, you are illiterate and were kept from having an education by your peasant father, Vicente. He refuses to send you to school because he needs to work in the fields, and because he is afraid that the school will turn his daughter against him. From the articles I found on the Internet it has been proven that you went to a private institution, and that your family wasn't as poor as to the point of starvation.You make these linkages explicit: "My personal experience is the reality of a whole people". It is a call to people of good will all over the world to help the noble but powerless indigenous peoples of Guatemala and other Third World countries to gain their rightful inheritance.

The Honor Code

This course will survey the significant events, personalities, and changes in military affairs that occurred between the colonial period and the present day. Students are expected to grasp complex theories and ideas pertaining to the interpretation of American Military History. Requirements: Students are required to attend all classes and are expected to keep up with the assigned readings. Students are also expected to submit four graded writing assignments and participate on four discussion days.Finally, each student is expected to complete an in-class mid-term and a final examination held during the University's prescribed examination day. Grade Breakdown: Writing Assignments: 30% (1 0% each) Final Project: 15% Participation: 5% Mid-term: 25% Final Exam: 25% Writing assignments: Students will submit three typed response papers, each 3-5 pages (750 to 1,200 words) in length, in response to three assigned books. These assignments are due on February 3, March 3, and April 7. They will be in response to J. K.Martin's and Edward Lenders A Respectable Army, Perry Gaminess's and Grady Machinery's Attack and Die, and Robert Lessee's Helmet for My Pillow. TO receive a high grade, each student must demonstrate four things: First, each student must concisely and accurately explain the book's central argument. Since Lessee's book is a memoir, there will not be an argument as such, but a central theme. Identify the central theme. ) State the thesis clearly in the first paragraph. Second, each student must summarize the evidence or examples utilized by the author.Third, each student must offer an analytical critique of the book. (This means critiquing the scholarship, not the author's writing style). Fourth, students must cite their sources, and to do this, they must use footnotes or endnotes. (For assistance in the proper format, see http://press. Chicago. Deed/books/turban/ turban_acidification. HTML. ) Emailed papers will not be accepted. Late papers will not be accepte d except in the case of emergencies, and in case of those emergencies, students must provide proof that the emergency situation occurred.Final Project. On April 28, students will submit a final project paper, 7-10 pages (1 , 750 to 2,500 words) in length. Read the final book assigned to this course, Craig Mulligan's The Unforgiving Minute, and write a critical review of it. Adhere to the guidelines described in the section on ‘Wavering assignments. † However, in explaining Analyses argument, your final project must do two additional things. First, it must clearly define the â€Å"unforgiving minute. † What did Manually mean by this phrase?Second, this paper must identify, in your own opinion, the five most important moments in Analyses military education. What five moments most well-prepared him for combat? Students must appropriately cite their sources. (Use the Chicago Manual of Style-?see http://press. Chicago. Deed/books/TU proper citation format. ) Emailed pa pers will not be accepted. Late papers will not be accepted. Participation: On February 3, March 3, April 7, and April 28, students are expected to have read the books assigned for those days.They are expected to participate in an informal discussion of the material with their classmates and instructor. Non-participation in these discussions may result in a 0% for each students participation grade. Mid-term: On March 5, students will take an in-class mid-term. Students must bring a blue book to class to submit their response. Responses not written in a blue book will not be accepted. Anal: Students will take a final examination on April 30. Students must bring a blue book to the exam to submit their response. Responses not written in a lee book will not be accepted.Final Grades: Final Grades are earned according to the following point system. A Conduct: Students should remain courteous and respectful at all times. Students must also adhere to the University's principles of academic integrity-?the pursuit of scholarly activity in an open, honest, and responsible manner. All students should act with personal integrity, respect other students' dignity, rights and property, and help create and maintain an environment in which all can succeed through the fruits of their efforts. Dishonesty of any kind will not be tolerated in this course.Dishonesty includes, but is not limited to: cheating, popularizing, fabricating information or citations, facilitating acts of academic dishonesty by others, having unauthorized possession of examinations, submitting work of another person or work previously used without informing the instructor, or tampering with the academic work of other students. Old Dominion University adheres to an Honor Code. The Honor Code applies to all work done for this class. Any violation of the code, even one as minor as the accidental omission of quotation marks, will result in a failing grade for the assignment in question.Plagiarism in any form is not acceptable. Any student who violates the rules specified below will receive a zero for the assignment in question, perhaps a failing grade for the course, and may be subject to disciplinary action by the university. For more information, please consult: http://al. Odd. Deed/al/ resources/undergrad. SHTML. 1 What is plagiarism? Old Dominion's Catalog defines plagiarism as follows: â€Å"A student will have committed plagiarism if he or she reproduces someone else's work without acknowledging its source; or if a source is cited which the student has not cited or used.Examples of plagiarism include: submitting a research paper obtained from a commercial research service, the Internet, or from another student as if it were original work; making simple changes to borrowed materials while leaving the organization, content, or phraseology intact; or copying material from a source, supplying proper documentation, but leaving out quotation marks. Plagiarism also occurs in a group projec t if one or more of the members of the group does none of the group's work and participates in none of the group's activities, but attempts to take credit for the work Of the group. † 2)Hints for Avoiding Plagiarism: a) More than three words copied in sequence is plagiarism. This is ordinarily a good yardstick to use when wondering whether or not quotes are appropriate; they are, if you are copying more than three words in sequence that are not part of a common phrase (e. G. â€Å"up-to-date†). B) When in doubt, cite! If you have any doubt about whether or not to cite a source, err on the side of making the attribution. C) Look away. When you are writing, do not have open books or papers in front of you as you type. Read your sources, and then put what you have read into your own words. Avoid Internet sources. The Internet is a fantastic resource and search engines are terrific research tools. But what you find on the Internet was written by someone; it is their intelle ctual property. Also, when it comes to history, many internet sites can factually incorrect. There is no supervision to prevent amateurs from posting erroneous interpretations of history. If you absolutely must cite Internet web sites, you must cite the web address, and if you use a quote, use appropriate quotation procedures. E) Paraphrasing is more than changing a verb tense or reordering a list.Essentially, paraphrasing is used to summarize another author's text. A paraphrased passage must be cited. F) Use a Style Guide. Purchase a style guide and refer to it. Your instructor may suggest one that is specific to an academic discipline. You may also ask a reference librarian for recommendations. 3) The High Cost of Plagiarism: Plagiarism can ruin your reputation and cost you your professional career, along with the respect of your peers. Plagiarism at Old Dominion University is an act of academic dishonesty that has serious consequences.Note that plagiarism is pacifically covered i n the Old Dominion Honor Pledge. Refer to the Student Handbook and the Office of Student Affairs for details about sanctions and penalties for this behavior. Disability Access Statement: Old Dominion University encourages qualified people with disabilities to participate in its programs and activities and is committed to the policy that all people shall have equal access to programs, facilities, and admissions without regard to personal characteristics not related to ability, performance, or qualifications as determined by university policy or by state or federal authorities.

Indelible Memories Essay

First and foremost, I would like to state that I enjoyed most of Chapter 3-Memorable Moments†. At the same time, if I had the opportunity to depict the contents of this chapter, I would make some minor adjustments. First, what would I keep from chapter 3 and why? What is significant and imperative for students to read, discuss, and respond to? Then, what would I add that I believe is important and interesting? Finally, would I take out anything and why? Most of this chapter would stay intact because these essays and photographs inspired many responses from my classmates. Due to the responses, we were provided with openings for discussions. Therefore, I would conserve everything up to,† The Photograph† by N. Scott Momaday, page 252-254. Also all the context from â€Å"The Photograph† until, the essay by Frank Fournier would be preserved. I feel all of these photos and essays have meaning that we all can relate to and not just a few. They all provided that we think out of the box. In addition, these visual and written texts required that we opened our minds to different perspectives than our own, which is very important because it inspires us to want to know more. Even though I would safeguard most of the works in the chapter, I would insert the speech, â€Å"I Have a Dream† by Martin Luther King Jr. This particular declamation is very inspirational and marks a very important turning point in our history. Next, I would have an essay on the ratification of the Nineteenth Amendment to the United States Constitution. Being a woman myself, I am very grateful for this amendment. Another, the story of Anne Frank and her diary, which would include her first and last excerpts, would express the extent and importance of her indelible experiences during the Holocaust. Finally, the last to be injected would be photos from hurricane Sandy and the Derecho Storm that swept across the Eastern U.S to enhance the more current times. On the other hand, I would remove a few passages from chapter 3, such as â€Å"The Photograph†by Momaday. For some reason, I did not find this essay to be very interesting nor did it inspire the participation of the class. Another piece to be extracted would be on pages 594-596. I was not in class the day it was discussed, but my perception was that it just was not necessary. The last items to get rid of would be the additional war photos on pages 656-661, to give way to current events. As has been noted, there are very few things that I would change from the chapter â€Å"Memorable Moments†. There are already a lot of significant memories in this chapter, but only a few that I did not take a liking to. I believe interest and relation to certain subjects and photographs are the building blocks to open up the mind. Lastly, the changes are also important to keep up with current events.

Anatomy of the Cerebellum and its Function

Anatomy of the Cerebellum and its Function In Latin, the word cerebellum means little brain. The cerebellum is the area of the hindbrain that controls movement coordination, balance, equilibrium and muscle tone. Like the cerebral cortex, the cerebellum is comprised of white matter and a thin, outer layer of densely folded gray matter. The folded outer layer of the cerebellum (cerebellar cortex) has smaller and more compact folds than those of the cerebral cortex. The cerebellum contains hundreds of millions of neurons for processing data. It relays information between body muscles and areas of the cerebral cortex that are involved in motor control. Cerebellum Lobes The cerebellum can be subdivided into three lobes that coordinate information received from the spinal cord and from different areas of the brain. The anterior lobe receives input primarily from the spinal cord. The posterior lobe receives input primarily from the brainstem and cerebral cortex. The flocculonodular lobe receives input from the cranial nuclei of the vestibular nerve. The vestibular nerve is a component of the vestibulocochlear cranial nerve. The transmission of nerve input and output signals from the cerebellum occurs through bundles of nerve fibers called cerebral peduncles. These nerve bundles run through the midbrain connecting the forebrain and hindbrain. Cerebellum Function The cerebellum is involved in several functions including: Fine movement coordinationBalance and equilibriumMuscle toneSense of body position The cerebellum processes information from the brain and peripheral nervous system for balance and body control. Activities such as walking, hitting a ball and playing a video game all involve the cerebellum. The cerebellum helps us to have fine motor control while inhibiting involuntary movement. It coordinates and interprets sensory information in order to produce fine motor movements. It also calculates and corrects informational discrepancies in order to produce the desired movement. Cerebellum Location Directionally, the cerebellum is situated at the base of the skull, above the brainstem and beneath the occipital lobes of the cerebral cortex. Cerebellum Damage Damage to the cerebellum may result in difficulty with motor control. Individuals may have problems maintaining balance, tremors, lack of muscle tone, speech difficulties, lack of control over eye movement, difficulty in standing upright, and an inability to perform accurate movements. The cerebellum may become damaged due to a number of factors. Toxins including alcohol, drugs, or heavy metals can cause damage to nerves in the cerebellum that lead to a condition called ataxia. Ataxia involves the loss of muscle control or coordination of movement. Damage to the cerebellum may also occur as a result of stroke, head injury, cancer, cerebral palsy, viral infection, or nervous system degenerative diseases. Divisions of the Brain: Hindbrain The cerebellum is included in the division of the brain called the hindbrain. The hindbrain is divided into two subregions called the metencephalon and myelencephalon. The cerebellum and pons are located in the upper region of the hindbrain known as the metencephalon. Sagittally, the pons is anterior to the cerebellum and relays sensory information between the cerebrum and cerebellum.

Nathuram Godse Essays

Nathuram Godse Essays Nathuram Godse Essay Nathuram Godse Essay Thursday, January 29, 1998 Published at 19:05 GMT World The life and death of Mahatma Gandhi Mohandas Karamchand Gandhi: 1869 1948 | | Eyewitness account of Gandhis assassination by Robert Stimson for the BBC on Jan 30, 1948 (315)| | Fifty years ago on January 30, 1948, Indias Father of the Nation, Mahatma Gandhi, was assassinated. Gandhi, one of the worlds most famous pacifists, was killed by a fellow Hindu.The name mahatma means great soul, and his philosophy of peaceful resistance is widely credited with having forced the peaceful end of British rule of India in 1947, the year before his death. He was born Mohandas Karamchand Gandhi on October 2, 1869, into a family of merchants. Breaking with caste tradition, he went to England to study law when he was 19. His fellow students shunned him because he was an Indian. It was in London that he read Henry David Thoreaus Civil Disobedience, which inspired his principle of non-violence. | Remembering Gandhi|He returned to India in 1891. But two years later he left again, this time for South Africa where he was to stay for 20 years. He was the countrys first coloured lawyer to be admitted to the bar. Deeply troubled by the countrys racism towards Indians, he founded the Natal Indian Congress to agitate for Indian rights in 1894. There he also developed his politics of peaceful protests. In 1906, he announced he would go to jail or even die before obeying an anti-Asian law. Thousands of Indians joined him in this civil disobedience campaign, and he was twice imprisoned.Back in India He returned to India in 1914, and began campaigning for home rule and the reconciliation of all classes and religious groups. In 1919 he became a leader in the newly-formed Indian National Congress party. The following year Gandhi launched a campaign of non-cooperation with the British authorities, urging Indians to boycott British courts and government, and spin their own fabrics to replace British goods. This led to his imprisonment fro m 1922-1924. | Thousands marched over 200 miles in protest over Salt taxes| By 1930 M.K. Gandhi had a mass following. To protest against the British salt monopoly and the salt tax, he led thousands of Indians on a 200 mile (320km) march to the Indian ocean to make their own salt. Again, he was jailed. Gandhi had become convinced that India could never be truly free as long as it remained part of the British Empire. At the beginning of the Second World War he demanded independence as Indias price for helping Britain during the war. Independence and partition India finally won independence in 1947.But for Mahatma Gandhi, triumph was tempered with disappointment over the violent partitioning of the country into India and Pakistan. | Violent riots broke out over partition| Nearly one million people died in the riots that ensued between Hindus and Muslims. Mahatma Gandhi had always been against the partition. The year before he had said, Before partitioning India, my body will have to be cut into two pieces. But the alternative to partition was thought to be civil war between Hindus and Muslims, and so at the last minute Gandhi urged the Congress Party to accept partition. Gandhis great grandson, Tushar, remembering Mahatma| When he saw the extent of the bloodshed, Mahatma Gandhi again turned to non-violent protest. He went on a hunger strike, saying he would not eat until the violence stopped and India gave back the 550 m rupees (about ? 40m) that it was holding from Pakistan. But his efforts to achieve reconciliation between Hindus and Muslims eventually brought him death. He was assassinated by a fellow Hindu, Nathuram Godse, who felt that Gandhi had betrayed the Hindu cause.Mahatma Gandhi, aged 78, was on the way to a prayer meeting, when he was shot three times in the chest and died on January 30, 1948. - Top of Form Advanced options | Search tips Bottom of Form Back to top | BBC News Home | BBC Homepage | Â © | | | | Africa | Americas | Asia-Pacific | Europ e | Middle East | South Asia| | Relevant Stories 29 Jan 98Â  |Â  World The lost legacy of Mahatma Gandhi | | | Internet Links The MK Gandhi Institute for non-violence Mahatma Gandhi great pacifists | The BBC is not responsible for the content of external internet sites. | | In this section From Business Microsoft trial mediator appointed Violence greets Clinton visit From Entertainment Taxman scoops a million Safety chief deplores crash speculation Bush calls for American internationalism Hurricane Lenny abates EU fraud: a billion dollar bill Russian forces pound Grozny Senate passes US budget Boy held after US school shooting Cardinal may face loan-shark charges Sudan power struggle denied Sharif: Im innocentFrom Business Vodafone takeover battle heats up Indias malnutrition crisis Next steps for peace Homeless suffer as quake toll rises Dam builders charged in bribery scandal Burundi camps too dire to help DiCaprio film trial begins Memorial for bonfire dead Spy allegations bug South Africa Senate leaders dismissal a good omen Tamil rebels consolidate gains New constitution for Venezuela Hurricane pounds Caribbean Millennium sect heads for the hills South African gays take centre stage Lockerbie trial judges named | | |

A Good Man is Hard to Find Essay Example for Free

A Good Man is Hard to Find Essay ? The grandmother identifies herself as a southern lady based on appearance, money, and background. She is the main character in this short story and also the only character that the narrator actually shows into the mind of. The grandmother is the reason for the title of this story because she repeats throughout the story about a â€Å"good man†, when there really is no good man in this whole story. The grandmother also is used in many ways to foreshadow the upcoming events in the story; such as â€Å"In case of an accident, anyone seeing her dead on the highway would know at once that she was a lady† (O’Connor 354) The grandmother is identified by appearance in that she compares the way she is dressed to the way the mother is dressed. The mother is told to be dressed in â€Å"slacks and still had her green kerchief† and the grandmother describes herself as having â€Å"on a navy blue straw sailor hat with a bunch of white violets on the brim and a navy blue dress with a small white dot in the print† (O’Connor 354). She wanted to make sure that â€Å"anyone seeing her dead on the highway would know at once that she was a lady† (O’Connor 354). Money is something important to the grandmother that we can also identify her by. The grandmother thought very highly of Mr. Teagarden because she says that June Star â€Å"would have done well to marry Mr. Teagarden because he was a gentleman and had bought Coca-Cola stock when it first came out and that he had died only a few years ago, a very wealthy man† (O’Connor 355). Red Sam is a â€Å"good man† in the grandmother’s eyes, which is probably because he is a wealthy owner of his own store (O’Connor 356). Where the grandmother is from and how she is raised is also a big part in identifying her. In the beginning of the story, the grandmother describes how she wants to go to Tennessee for their vacation instead of Georgia. When John Wesley says something about it, the grandmother gets defensive over where she grew up, she says to him â€Å"I wouldn’t talk about my native country that way† (O’Connor 354). Later in the story, the mother goes to a jukebox and plays â€Å"The Tennessee Waltz† kind of just to rub it in to the grandmother  that they were not, in fact, going to Tennessee. Another time in the story, the grandmother says that she recognizes where they were while on the way to Georgia. But it turns out, she was just recalling when she was in Tennessee â€Å"when she was a young lady† (O’Connor 357). Flannery O’Connor is such a good author, and that shows especially in this piece. She identifies the grandmother through appearance, money, and background. Appearance, such as the way she compares herself to the mother, how she talks about how Mr. Teagarden was â€Å"very-good looking†, and talking about the Misfit’s crew and their attire. The grandmother identifies herself as a southern lady based on appearance, money, and background. She is the main character in this short story and also the only character that the narrator actually shows into the mind of. The grandmother is the reason for the title of this story because she repeats throughout the story about a â€Å"good man†, when there really is no good man in this whole story. The grandmother also is used in many ways to foreshadow the upcoming events in the story; such as â€Å"In case of an accident, anyone seeing her dead on the highway would know at once that she was a lady.† The grandmother is identified by appearance in that she compares the way she is dressed to the way the mother is dressed. The mother is told to be dressed in â€Å"slacks and still had her green kerchief† and the grandmother describes herself as having â€Å"on a navy blue straw sailor hat with a bunch of white violets on the brim and a navy blue dress with a small white dot in the print.† She wanted to make sure that â€Å"anyone seeing her dead on the highway would know at once that she was a lady.† Money is something important to the grandmother that we can also identify her by. The grandmother thought very highly of Mr. Teagarden because she says that June Star â€Å"would have done well to marry Mr. Teagarden because he was a gentleman and had bought Coca-Cola stock when it first came out and that he had died only a few years ago, a very wealthy man.† Red Sam is a â€Å"good man† in the grandmother’s eyes, which is probably because he is a wealthy owner of his own store. Where the grandmother is from and how she is raised is also a big part in identifying her. In the beginning of the story, the grandmother describes how she wants to go to Tennessee for their vacation instead of Georgia. When John Wesley says something about it, the grandmother gets defensive over where she grew up, she says to him â€Å"I wouldn’t talk about my native country that way.† Later in the story, the mother goes to a jukebox and plays â€Å"The Tennessee Waltz† kind of just to rub it in to the grandmother that they were not, in fact, going to Tennessee. Another time in the story, the grandmother says that she recognizes where they were while on the way to Georgia. But it turns out, she was just recalling when she was in Tennessee â€Å"when she was a young lady.† Flannery O’Connor is such a good author, and that shows especially in this piece. She identifies the grandmother through appearance, money, and background. Works Cited: O’Connor, Flannery. â€Å"A Good Man is Hard to Find.† Backpack Literature: An Introduction to Fiction, Poetry, Drama, and Writing. X.J. Kennedy and Gioias eds. Pearson: New York, 2012. 352-365. Print. A Good Man is Hard to Find. (2016, Mar 01).

Affirmative action at the work place Research Paper

Affirmative action at the work place - Research Paper Example It is pertinent to note that there is several affirmative actions’s named reverse discrimination by the critics. Here, the critics argue that it enforces barriers between individuals instead of its down breakage. A general scenario of affirmative action in the United State is outlined as follows. With affirmative action, several issues are designed for address. First, it is pertinent to address the history of discrimination (Roach, 1997, p.52). Importantly, according to the law it is evident that many people have been excluded historically from schools, social endeavors, and jobs just to mention but a few and so in many cases there is creation of advantages from such historic pattern of exclusion. Policies are set to address the issue of current discrimination in a fight to create a more diverse and fully integrated society. In America, it is clear that there is a continued dialogue on gender, race, and inequity therefore the affirmative action needs a distinctive place in the talks. Of late, the experts affirm that the debate on affirmative action has its focus on the government-sponsored actions of affirmatives as well as university admission. It follows that due to submergence in the government-sponsored actions of affirmatives, the cooperate affirmatives actions are left unattended. The above is significant in the manners that it leaves uncertainty on the future of the affirmative action. According to research, it is argued that republican revolution of the year 1994 did weaken the affirmative action advocacy in political power. Sadly, the above decreased Capital Hill political support. Further, it is discussed that several court cases that are pending can initiate the of the voters to eliminate many forms of action of affirmative potentially. Unfortunately government sponsored affirmative actions are literally distinct from the corporate programs in a manner that it is hard to substantially multiply survival chances. It is unfortunate to realize tha t in United State the key corporate on affirmative action and attempts made voluntarily in the fight to improve diversity at the work place. Experts puts it that, affirmative actions are generally unaffected by the issue of constitutional that are preferred to us thorny. Some of the thorny constitutional issues are those raised by Michigan University and lawsuits, which plague programs like university admission. It is evident that race is one of the affirmative actions in the United States; here it is true by one of the confessions, G. Jennifer who was allegedly denied admission in one of the universities based on race despite of her qualifications. Considering the issue by Christopher M, with the continual dialogue on the pertinence of affirmative actions in terms of gender race and inequality, it is wise for the affirmative action to have a distinct place (In Defence of Affirmative Action, 1996, p. 25). Here, he also state that it is unpleasant to realize that government-sponsored affirmative actions are concentrated than the corporate affirmative. Nevertheless, it is important to realize that a number of benefits that a company can report from programs on affirmative actions are as follows; a greater innovation and opening the possibilities of perspectives in different manner as well as creativity comes in from more diverse team. Another notable benefit is the forging of customer relations that are comfortable. Therefore, it is pertinent to have a more diverse workforce so that the above goal can be achieved. Serious implementation of affirmative

Organisational Behaviour Essay Example | Topics and Well Written Essays - 2000 words

Organisational Behaviour - Essay Example Alice’s leadership styles were very different from those of Isobella and the employees weren’t happy under the leadership of Alice. She changed the focus of the company from creating fashionable garments to making common clothes wore by the Australian women. Delia an old employee and the Chief designer at Fashion Inc decided to resign after Alice took over in charge. This case study shows us that the leadership styles plays an important role on the organizational cultures how and what a leader does, dedicates the success or failure of the company. Organizational Culture is the set of shared values and beliefs that underlie a company’s identity. It is basically the set of shared, taken-for-granted implicit assumptions that a group holds and that determines how it perceives, thinks about, and reacts to its various environments. The organizational culture being followed at any organization is a picture of how and what their leaders are doing. The leadership style determines the type of organizational culture. Under different leadership styles we have got different organizational cultures. Fashion Inc fostered an open culture and by large it succeeded in doing so. All employees were well integrated into the system and each individual and his/her thoughts were considered important. It promoted a rational approach to work where there are proper guidelines and procedures. Any problem with the employee be it work related or personal was listened to and the boss tried their best to give solution to the problem. Top management encouraged a supportive culture to provide a satisfying work environment for employees so they can deliver their best. Employees were delegated through their work and the boss worked with the employees side by side. Organizational heads sometimes do not realize that how important role the organizational climate plays on the financial performance of the company. It accounts for

Sensory Perceptions Essay Example | Topics and Well Written Essays - 500 words - 1

Sensory Perceptions - Essay Example If the source of the information is mare rumors then that will automatically hinder accuracy of sensory information (Oppapapers.com, 2012). Secondly, interpretation of the information received from the senses by the brain. The interpretation will depend on various factors such as the developmental stage of an individual; a juvenile might not interpret information that is symbolically coded as opposed to an adult (Nickel, 2006). For example, people thought the world was flat as they viewed a uniform horizon and interpreted it as they saw it; sense of sight. In addition, the cognitive ability and the data source of an individual determine the inaccuracy and accuracy of our sensory information. The source of data determines a lot, for example a mad person can say something although sensible at times but nobody can take it serious or even think about it as opposed to an influential person maybe in the government who is obviously given the first priority by the media (Oppapapers.com, 2012). There are several factors which contribute to the accuracy of the sensory data. First, the reliability of facts observed. Solid sensory data received through the accurate observations would provide data and facts that are vital for accurate sensory perception or thinking connection. The Brain and interpretation of data received contributes to the accuracy of sensory data. A healthy brain is very vital in cognitive ability to analyze sensory data. When the information is received in the brain, the power of the sense is manifested (Oppapapers.com, 2012). This means that any inaccurate data which has been sent by our senses to our brain will actually be inaccurately interpreted Thirdly, the accuracy of sensory data can be determined by the source of data and cognitive ability. The data source must be received through the senses of touch, hearing, sight, smell to obtain accurate sensory data (Green, 2009). The senses should be acutely sensitive like senses, particle detectors,

Advanced Copyright and Design Law Essay Example | Topics and Well Written Essays - 1500 words

Advanced Copyright and Design Law - Essay Example o ensure that the owners and creators of both literary and artistic work should benefit from their work for a reasonable duration of time, while also ensuring that their generations also reaps the benefits of the innovation and creation of the work. The provisions of Article 2 of Berne Convention for the Protection of Literary and Artistic Works2, states that the creators of artistic and literary work shall enjoy the rights of protection of their created work in the countries member state to union, other than in the country of origin where the artistic and literary copyright protection has been registered. In this respect, the convention provided for the uniform applicability of the right to enjoy the protection of the literary and artistic work that has been created throughout the European Union, without any disparity as regards the exact country for which the copyright has been registered. Further, Article 7(4) of the Berne Convention for the Protection of Literary and Artistic Wor ks3 provides that unless there is special protection of any artistic or literary work in the country of origin, the work shall be protected as artistic work within the European Union. Therefore, the need to ensure consistency in the protection of the artistic and literary works from being used without the authorization of the owner throughout the European Union is essential. Thus, repealing section 52 of the UK copyright Act was not a mistake but a necessary measure to enhance the benefits obtainable from artistic design protection both by the owners of the artistic designs and the whole society. There are two major reasons why repealing section 52 of the UK copyright act was not a mistake: First, repealing of section 52 of the UK copyright Act seeks to harmonize the copyright benefit enjoyment for the UK artistic design used in mass production, to match with the provisions of the European Union artistic and literary copyright protection. Section 52 of Copyright, Designs and Patents

Statement of Smith Ltd Essay Example | Topics and Well Written Essays - 500 words

Statement of Smith Ltd - Essay Example According to the annual financial reports of Smith Company the year 2012, the current ratio recorded was 1.6 (Warren, Reeve, & Duchac, 2012).. This clearly indicates that the firm’s ability to meet its short-term obligations with time has improved thus, the firm remains liquid and has the ability to meet its short-term financial obligations within a short duration of time. As a result, it is wise to invest in the company has an high current ratio points out a progress in asset management that allows movement of cash flow thus enhances growth and prosperity. In addition, quick ratio is used as an analytical tool that indicates the firm’s ability to pay debts it shows the difference in liquidity between account receivables and inventory. This is because most of the companies provide services and goods to its customers on credit basis as they mostly allow favourable credit terms. Smith Company reports a quick ratio of 0.66, this shows that the company has enough current as sets apart from inventories to enable it pay for its short-term obligations as and when they fall due. Leverage ratios are used by companies to calculate the firm’s ability to finance its obligation and its ability to generate income that can service the debts and interest rates accrued as the company meet its financial obligations over time.

Sensory Perceptions Essay Example | Topics and Well Written Essays - 500 words - 1

Sensory Perceptions - Essay Example If the source of the information is mare rumors then that will automatically hinder accuracy of sensory information (Oppapapers.com, 2012). Secondly, interpretation of the information received from the senses by the brain. The interpretation will depend on various factors such as the developmental stage of an individual; a juvenile might not interpret information that is symbolically coded as opposed to an adult (Nickel, 2006). For example, people thought the world was flat as they viewed a uniform horizon and interpreted it as they saw it; sense of sight. In addition, the cognitive ability and the data source of an individual determine the inaccuracy and accuracy of our sensory information. The source of data determines a lot, for example a mad person can say something although sensible at times but nobody can take it serious or even think about it as opposed to an influential person maybe in the government who is obviously given the first priority by the media (Oppapapers.com, 2012). There are several factors which contribute to the accuracy of the sensory data. First, the reliability of facts observed. Solid sensory data received through the accurate observations would provide data and facts that are vital for accurate sensory perception or thinking connection. The Brain and interpretation of data received contributes to the accuracy of sensory data. A healthy brain is very vital in cognitive ability to analyze sensory data. When the information is received in the brain, the power of the sense is manifested (Oppapapers.com, 2012). This means that any inaccurate data which has been sent by our senses to our brain will actually be inaccurately interpreted Thirdly, the accuracy of sensory data can be determined by the source of data and cognitive ability. The data source must be received through the senses of touch, hearing, sight, smell to obtain accurate sensory data (Green, 2009). The senses should be acutely sensitive like senses, particle detectors,

Statement of Smith Ltd Essay Example | Topics and Well Written Essays - 500 words

Statement of Smith Ltd - Essay Example According to the annual financial reports of Smith Company the year 2012, the current ratio recorded was 1.6 (Warren, Reeve, & Duchac, 2012).. This clearly indicates that the firm’s ability to meet its short-term obligations with time has improved thus, the firm remains liquid and has the ability to meet its short-term financial obligations within a short duration of time. As a result, it is wise to invest in the company has an high current ratio points out a progress in asset management that allows movement of cash flow thus enhances growth and prosperity. In addition, quick ratio is used as an analytical tool that indicates the firm’s ability to pay debts it shows the difference in liquidity between account receivables and inventory. This is because most of the companies provide services and goods to its customers on credit basis as they mostly allow favourable credit terms. Smith Company reports a quick ratio of 0.66, this shows that the company has enough current as sets apart from inventories to enable it pay for its short-term obligations as and when they fall due. Leverage ratios are used by companies to calculate the firm’s ability to finance its obligation and its ability to generate income that can service the debts and interest rates accrued as the company meet its financial obligations over time.

Learning style Essay Example for Free

Learning style Essay There is no credible evidence that learning styles exist. While we will elaborate on this assertion, it is important to counteract the real harm that may be done by equivocating on the matter. In what follows, we will begin by defining â€Å"learning styles†; then we will address the claims made by those who believe that they exist, in the process acknowledging what we consider the valid claims of learning-styles theorists. But in separating the wheat from the pseudoscientific chaff in learning-styles theory, we will make clear that the wheat is contained in other educational approaches as well. A belief in learning styles is not necessary to incorporating useful knowledge about learning into ones teaching. We will then discuss the reasons why learning styles beliefs are so prevalent. Finally, we will offer suggestions about collegiate pedagogy, given that we have no evidence learning styles do not exist. What is a Learning Style? The claim at the center of learning-styles theory is this: Different students have different modes of learning, and their learning could be improved by matching ones teaching with that preferred learning mode. The way theorists have defined â€Å"modes of learning† has changed over the more than 50 years that this concept has been in vogue. Proposed modes have included dichotomies such as linear vs. holistic, impulsive vs. reflective, reasoning vs. insight, and visual vs. verbal. The most popular current conception of learning styles equates style with the preferred bodily sense through which one receives information, whether it be visual, auditory, or kinesthetic (for some reason, no one claims that there are tactile or olfactory learners). We use this sensory definition of learning styles in the examples below, but our conclusions apply equally to other definitions. As you will see, the claim that the mode of presentation should match the preferred mode of learning subsumes several other claims, and it is worth unpacking the learning-styles concept in order to consider its constituent subclaims separately. Which Claims of Learning-Styles Theorists are Correct? We believe that some general assertions of learning-styles proponents have nearly universal consensus, based on a wealth of evidence. We begin by acknowledging the truth of these claims in order to differentiate them from other ones without support. The first claim is this: Learners are different from each other, these differences affect their performance, and teachers should take these differences into account. This is true and recognized by educators and cognitive scientists alike. While many of those scientists seek to discover general principles of learning, we all acknowledge that there are differences among students. Understanding these differences and applying that understanding in the classroom can improve everyones education. We can find further agreement on some of the differences that matter for learning. First, whether we call it talent, ability, or intelligence, people vary in their capacity to learn different areas of content. One of the authors (Riener) has fraternal twin sons, and despite having most of the same experiences, one has learned to read earlier and the other is a better basketball player. This is clearly due to genetic differences in talent rather than a bizarre experiment in which the parents decided that one would be a basketball player and the other a professor. With educators under 6 feet tall for both parents and grandparents, they are both probably doomed to proceed to graduate school rather than to the NBA. Second, and often intertwined with ability, students differ in their interests. If a student loves the piano, or basketball, or chess, or the biology of frogs, that student will no doubt learn material related to that subject faster than another one who does not share that fascination. We all agree that interest and attention are preconditions of learning and vary from student to student, depending on the subject. Third, students differ in their background knowledge, and that difference influences their learning. This is obviously true in the sense that a large vocabulary allows one to read a wider variety of books. And it is further true in fields such as history: One cant hope to learn much about the causes and consequences of the American Civil War without knowing facts about the growth and separation of the colonies, the history of economic differences between the North and the South, political facts about our three branches of government, etc. But background knowledge is also quite important in things we think of as skills. For example, learning basic math facts is critical to the acquisition of later math skills. Finally, some students have specific learning disabilities, and these affect their learning in specific ways. For example, there is considerable research on dyslexia and the strategies for addressing it. These strategies of course differ from those appropriate for those students on the autistic spectrum or those with hearing difficulties. In each of these cases, a specific difference in the student calls for individual diagnosis and attention. So in claiming that learning styles do not exist, we are not saying that all learners are the same. Rather, we assert that a certain number of dimensions (ability, background knowledge, interest) vary from person to person and are known to affect learning. The emphasis on learning styles, we think, often comes at the cost of attention to these other important dimensions. What Do Learning-Styles Theorists Get Wrong? The next claim is that learners have preferences about how to learn that are independent of both ability and content and have meaningful implications for their learning. These preferences are not â€Å"better† or â€Å"faster,† according to learning-styles proponents, but merely â€Å"styles. † In other words, just as our social selves have personalities, so do our memories. Students do have preferences about how they learn. Many students will report preferring to study visually and others through an auditory channel. However, when these tendencies are put to the test under controlled conditions, they make no difference—learning is equivalent whether students learn in the preferred mode or not. A favorite mode of presentation (e. g. , visual, auditory, or kinesthetic) often reveals itself to be instead a preference for tasks for which one has high ability and at which one feels successful. But even if we did identify preferences that were independent of ability, finding ones that are independent of content is a much trickier proposition. If I were to tell you â€Å"I want to teach you something. Would you rather learn it by seeing a slideshow, reading it as text, hearing it as a podcast, or enacting it in a series of movements,† do you think you could answer without first asking what you were to learn—a dance, a piece of music, or an equation? While it may seem like a silly example, the claim of the learning styles approach is that one could make such a choice and improve ones learning through that choice, independent of content. We all agree that some kids show more interest in math, some start their education more interested in poetry, and others are more interested in dodgeball. The proof that the learning-styles theorist must find is that for some sort of content—whether it be math, poetry, or dodgeball—changing the mode of presentation to match the learning styles helps people learn. That evidence has simply not been found. Finally, we arrive at the critical and specific claim of learning-styles proponents: Learning could be improved by matching the mode of instruction to the preferred learning style of the student. Learning-styles believers do not make the claim that students sort neatly into sensory categories: One need not be purely visual, auditory or kinesthetic. But according to the theory, an educator should be able to improve the performance of those who have a strong preference for one of these sensory styles by matching instruction to their preference. Failure to find any experimental support for matching the mode of instruction to a preferred learning style would simply leave us where we were at the end of the section above: Students have different interests, backgrounds, and abilities. And indeed, a recent review article in the journal Psychological Science in the Public Interest by a group of distinguished memory researchers sought to find evidence for this claim in particular. If you are visual, you should learn better with a visual presentation of information than with an auditory one. If you are auditory, you should learn better with auditory materials than with visual ones. Each of this pair of results is necessary to support this element of learning-styles theory. But experiments that tested this prediction with a variety of content material have not found support for it. While such evidence of learning styles would serve as a proof that they exist, the lack of evidence does not prove definitively that they do not exist. However, in order to persuade us to devote the time and energy to adopt a certain kind of differentiated teaching, the burden of proof is on those who argue for the existence of that description of students cognitive strategies. In other words, a good rule of thumb is that we should only bring ideas from the laboratory into our teaching if (1) we are sure that the laboratory phenomena exist under at least some conditions and (2) we understand how to usefully apply these laboratory phenomena to instruction. The first of these two conditions is not met for learning styles, and the first is obviously a precondition for the second. Why Does the Belief in Learning Styles Persevere? What are the reasons for this myths perseverance? First, we think that a belief in learning styles persists because the more general claims (the ones we addressed above) are true. Learners do differ from one another. But many who believe in the myth do not consider the critical differences between styles and abilities. Teachers should take into account the differences in learners abilities. And adjusting a lesson not just to be appropriately pitched at the students level of ability but to take into account their background knowledge and interests is surely an important first step in fostering learning. Second, a belief in learning styles fits into an egalitarian view of education: Everyone has value, according to the theory, and everyone has strengths. The corollary for some learning-styles theorists is that if you think that the theory is wrong, you must think that all students are identical—which is obviously untrue. Again, we agree that students differ and all students have value, but we do not need learning-styles theory to convince us of that. Third, learning-styles theory has succeeded in becoming â€Å"common knowledge. † Its widespread acceptance serves as an unfortunately compelling reason to believe it. This is accompanied by a well-known cognitive phenomenon called the confirmation bias. When evaluating our own beliefs, we tend to seek out information that confirms our beliefs and ignore contrary information, even when we encounter it repeatedly. When we see someone who professes to be a visual learner excel at geography and an auditory learner excel at music, we do not seek out the information which would disprove our interpretation of these events (can the auditory learner learn geography through hearing it? Can the visual learner become better at music by seeing it? ) Why Should College Educators Care? We have addressed the direct costs of the learning-styles myth above, but there are considerable opportunity costs as well. The same research in cognitive science and education that has failed to find evidence for learning styles has offered many insights into how memory does work. Mindset (2006) by Stanford psychologist Carol Dweck is an excellent summary of the interesting ways that incentives—both carrots and sticks—as well as internal drives influence learning. And Henry L. Roediger and his associates at Washington University in St. Louis have demonstrated the value of testing for learning. Even the act of taking a test when one does not know the answers can support learning the correct answers faster and more effectively. Of course learning is an enormously complex activity, and this is not the place to outline all of the basic research on learning. We seek only to emphasize that attention to learning styles, for which evidence has not been found, may lead educators to neglect research on learning for which there is solid scientific support. Even though the belief in learning styles has influenced pedagogy in the schools far more than it has in higher education, we believe that there are several other reasons faculty might pay attention to the fact that researchers have failed to find evidence of learning styles, reasons that have important implications for the college classroom. First, when we poll our undergraduate classes on the belief in a number of myths of popular psychology, the one that â€Å"people have their own learning styles† is typically endorsed by more than 90 percent of our students. This belief has the potential to shape and constrain the experience that students have in the college classroom. For example, if a student believes she is a visual learner and therefore disengages and daydreams when a lecturer turns off the PowerPoint and tells a story, this will prevent her from learning the concept through a compelling narrative. And while these beliefs may not have as direct an impact on performance reviews as they do in K-12 settings, a belief in learning styles occasionally shows up in student evaluations of teaching: â€Å"I am a visual learner, so the visual examples were good,† or â€Å"I am an auditory learner, so more auditory content would have helped. † Second, learning-styles theory is sometimes offered as a reason to include digital media in the classroom. While including multimedia may be a good idea in general (variety in modes of presentation can hold students attention and interest, for example), it is not necessary to tailor your media to different learning styles. We shouldnt congratulate ourselves for showing a video to engage the visual learners or offering podcasts to the auditory learners. Rather, we should realize that the value of the video or audio will be determined by how it suits the content that we are asking students to learn and the background knowledge, interests, and abilities that they bring to it. Instead of asking whether we engaged the right sense (or learning mode), we should be asking, what did students think about while they were in class? Finally, when one has the opportunity in a smaller class to collect information about students and more specifically to tailor a lesson to that particular group of students, it is a waste of time to assess learning styles rather than, for instance, background knowledge. The latter can obviously be extremely useful. We often use prerequisites to ensure common background knowledge of students in a given class, but assessment at the beginning of a class can be an excellent reminder of how little of the prerequisite course content is easily recalled. Assessment of student interest can also be a useful tool for deciding how to approach the material in a given class. Some indication can be gained by what majors are represented in the class, but more specific interests assessed through a brief questionnaire or class discussion can also be useful in certain situations, such as small or homogeneous classes. So here is the punch line: Students differ in their abilities, interests, and background knowledge, but not in their learning styles. Students may have preferences about how to learn, but no evidence suggests that catering to those preferences will lead to better learning. As college educators, we should apply this to the classroom by continuing to present information in the most appropriate manner for our content and for the level of prior knowledge, ability, and interests of that particular set of students. Resources 1. Dweck, C. (2006) Mindset: The new psychology of success, Random House, New York, NY. 2. Paschler, H. , McDaniel, M. , Rohrer, D. and Bjork, R. (2010) Learning styles: Concepts and evidence. Psychological Science in the Public Interest 9, pp. 105-119. 3. Roediger, H. L. and Karpicke, J. D. (2006) The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science 1, pp. 181-210. Cedar Riener is an assistant professor of psychology at Randolph-Macon College. Daniel Willingham is a professor of psychology at the University of Virginia. He blogs at the Washington Post and is the author of Why Dont Students Like School? (Jossey-Bass, 2009). Related Notes Change Magazine September-October 2010The Myth of Learning Styles by Cedar Riener and Daniel Willingham There is no credible evidence that learning styles exist. While we will elaborate on this assertion, it is important to counteract the Learning with es: A convenient untruthThursday, 24 November 2011 A convenient untruth What do you think is the teachers worst enemy? Some would say lack of time. Others would say unsupportive leadership, or the dreaded government inspect

Art Museums: Issues in Profits, Acquisition and Ethics

Art Museums: Issues in Profits, Acquisition and Ethics Acquisition, Ethics, and Profit in the Art World What happens in the art world affects all parts of it, from the most well endowed museum to the myriad lesser-known and unknown galleries that try to eke out a living. This paper will examine the ways in which museums have weathered the vagaries of the market over the past few decades, including not-for-profit institutions as well as the for-profit sector, including the gray area in which the two—rarely—meet. The unifying factor, as this paper will show, is the reputation of the institution. The reputation of any building that houses works of art is a priceless commodity, whether it is a huge institution of international reputation, or a small but well-respected gallery with equally high standards of decorum and ethics. To maintain that reputation at all costs is of vital importance if an institution is to survive and remain a respected part of the art community. Ethics, Profit and Culture in Museums The role of museums in contemporary society has changed in the last several decades; still considered essential to society as both reflection and mirror, museums have found themselves floundering for financial support as never before. To continue to thrive—often just to survive—they have had to adapt to meet the new demands of a multicultural world, while at the same time maintaining their respected status. Traditionally seen as temples for the muses, todays museums are being challenged to be ethical for society and to build their reputation (Wood Rentschler, 2003). Traditionally, museums throughout the Western world have supported themselves in a variety of ways, most of which are dependent on cultural travel and funding sources. Admission receipts and gift-shop sales form part of their income. Donations from the government and from private and other funding sources supplement that. In recent years, however, cultural tourism rates have dropped, and additional funding from government and private sources has dwindled, leaving budgetary needs unmet. To stay afloat, museums have had to adapt and change with the times. They have done, and continue to do this, in a number of ways. Among these ways, unfortunately, have been activities that have raised eyebrows in the art world, and questions about acquisition, ethics, and profit have come to the fore. Importance of Reputation As institutions which house the priceless treasures and artifacts of our cultural pasts, museums are generally held in high regard. Among smaller galleries, there is also a hierarchy, primarily based on integrity and fair dealings with artists and with each other. For the larger institutions, though, in order to maintain this regard, they are expected to adhere to a higher standard. This expectation is so deeply ingrained that it seems at times a given: museums are considered bastions of artistic culture and historical identity. They are institutions which foster intellectual growth and which exercise discriminating taste and ethical behavior in building and maintaining their collections. Regardless of the exhibition or programme concepts, notes Edson, there are qualities and initiatives that are fundamental to museums, such as intellectual honesty, promotion of critical thinking, enhancement of open-mindedness and the sensitizing of visitors to the commonwealth of humankind (2001: p. 43). This is a tall order to uphold—and one which is under constant scrutiny. What happens when these hallowed institutions fall upon financial hardship? They adapt. The ways in which they adapt may change our preconceived notions of what a museum should be. For example, the concept of blockbuster exhibits in the eighties was considered unacceptable to some. This blatant advertising to sell art—in essence, sell culture, seemed a betrayal of the highest standards, a mockery of itself. It forced many to reconfigure commonly held notions about the institutions themselves. In his memoirs, art critic Richard Feigen echoes what many felt at the time: As museums began to commercialize, to adapt to 1970s inflation, exhibitions also veered away from an emphasis on scholarship toward a preoccupation with box office (2000: 137). The very words box office, in such close proximity to scholarship and museums, would have seemed quite jarring at the time. Yet, since then, we have grown more accustomed—albeit gradually—to the concept of art-for-profit. After all, someone has got to pay for the acquisitions and maintenance of cultural artifacts. If the funding is not forthcoming, museums have had to choose whether to close up their doors and die out like an obsolete breed, or to reinvent themselves in ways they deem acceptable. Having for the most part chosen the latter, museums have had to become more aggressive in pursuit of the funds necessary to at least survive, and hopefully to flourish. This has necessarily caused their patrons to reassess and re-evaluate as well. Just as museum definitions have changed, so too has our understanding of museum ethics explain Wood and Rentschler (2003). It has also forced us to understand the roles of the individuals who run these institutions, as Feigen concedes: In this new era of museology, he writes, a directors success has come to be measured by the crowds he attracts, the funds he raises, the buildings he builds, and how effectively he can dodge political cross fire (2000: 109). A major issue which has sprung from this process of adaptation is the need to maintain an impeccable reputation in the process. The last few decades have been a period of just that, as the concept of the museum—and the actual institutions themselves—have evolved to meet the needs of the people they serve: the patrons. Todays museums are called upon to offer an enhanced experience in an appropriately comfortable environment, one that instills a sense of cultural pride as well as challenge. In so doing, Edson writes: The museum by facilitating that experience serves the individual and the host community to the fullest extent of the concept of public service (Edson, 2001: p. 44). In order to do this, however, the reputation of the museum must remain intact; this means that decisions about affiliations with those outside the museum itself must be absolutely circumspect. And this, in recent years, is where museums have been coming under fire. The Staff The staff of a museum—from curators to custodians—forms the backbone of day-to-day operations. Considered in that light, the actions of staff members may be seen as a reflection on the museum itself. This is something that pertains to all levels of staffing. The security personnel who are responsible for safeguarding national treasures may not be accorded the highest prestige in society, but the importance of their roles should never be played down. A disturbance that distracts even a single security staff member from absolute vigilance can potentially set off a series of events that may lead to loss through damage or theft. And there are several known instances in which the roles of security personnel have been key in allowing unauthorised access to works of art: that they would willingly allow this is untenable, but not inexplicable. Monetary pressures mount, and outside influences can be very persuasive. Arts organisations cannot think that their people will be immune to these pressures assert Wood and Rentschler (2003). They advise that clearly stated ethical practices be a part of every organisation to avoid this very thing. They must be part of the training program, and they must be reviewed and reinforced on a regular basis to maintain both morale and loyalty. Failure to do so can have irrevocably damaging results: If temptation is not resisted, it can compromise the values for which the organisation stands and irrevocabl y damage the reputation that it may have worked for years to create (Wood Rentschler, 2003). These practices must apply to all levels of museum staff, not just those who can provide immediate access. What about those in positions further up in the hierarchy, who have just as much access as well as additional access and power? Their actions must at all times be in accordance with museum policy; in addition, they must adhere to the law—local, national, and international. This is particularly important when it comes to acquisition of properties whose histories may be questionable. To knowingly—or unknowingly—acquire stolen property is anathema, however authentic a piece may be. Any irregularities regarding provenance are a red flag, since a single lapse in judgment can cost a museum its cultural standing as well as its profitability. Alan Shestock, Director of the Museum of Fine Arts Boston, explains that museum curators are acquirers. . . . Most of us go into the profession because the desire to accumulate and bring together objects of quality is in our blood. We are personally and professionally devoted to adding to and improving our holdings . . . (Shestock, 1989: 97–98). This kind of passion, paired with the need to keep ones collection top-rate, can cause considerable angst. To know that a particular, highly coveted item is authentic is an exciting enough discovery for a museum professional. To know, furthermore, or to merely suspect, that its origins may be less-than-circumspect, means that this object cannot become a part of the museums holdings. This is not an easy thing to do. Explains Shestock: To consciously or intentionally turn down a highly desirable object we can afford to buy on the basis that we suspect that it might have been removed illegally from its country of origin—and also k nowing that it will end up in the collection of a rival institution or an unscrupulous private collector is a very hard thing to do (1989: 97–98). Edson and Dean point out several situations in which the circumstances may lead to ethically questionable behaviors. First, there are curators whose job responsibilities include researching and writing about the objects in their collections. Curators hired to research and interpret the collection in their care sometimes regard the notes and associated materials that result from this work as their personal property, regardless of the museums ownership of the actual collections objects (Edson Dean, 1994: p. 235). If the funding for this research is solely supplied by the institution, all rights would seem to revert to the museum. However, it is seldom this straightforward, as personal research may be involved as well. The situation becomes further complicated when international objects are involved, as there are several sets of law which much be adhered to in order to maintain high ethical standards. There are other, even more controversial situations, however, many of which result in unavoidable conflicts of interest. With whom should ones loyalty lie? According to Edson and Dean, in the case of curators, loyalty must be first to the institution; to avoid having to resolve the issue, they suggest judicious discrimination in selection of any extracurricular pastimes: activities that conflict with this loyalty or cause curators to favor outside or personal interests over those of their institutions must be avoided (1994: 232). What of gifts that are made directly to a museum professional? This can be confusing, since gifts can cover a range of services. A professional who would never under any circumstance accept a costly creation of artistic work may think nothing at all of accepting other favors, such as discounts. But these, too, must be avoided, and ultimately rejected. Finally, since it is commonly accepted that most individuals do not go into the arts for its lucrative remuneration, there may come times when it is necessary for museum personnel to supplement their incomes with additional paying work. This is particularly complex in cases in which higher-level museum professionals, such as curators, moonlight, or do additional evening or weekend work for pay. Such specialized types of work may bring them into contact with numerous opportunities for temptation, all of which are to be turned down to maintain propriety. Even a distant association with parties who are entangled with any kind of illegal trade can taint that professionals reputation, and therefore the museum itself. And cases like this are more common than most would like to admit—not to mention far-reaching: the illicit traffic in cultural property is, like narcotics, an international problem (Herscher, 1989: p. 118). Art for Profit In their article, Show Me the Monet, Steve Friess and Peter Plagens broach a subject which continues to be a point of contention in the art world. They discuss an agreement between the Museum of Fine Arts in Boston and the new Bellagio in Las Vegas, Nevada. According to the agreement, the Boston museum would lend a number of Monets to the Bellagio—for a fee. The tradition of extending loans to one another is long-standing among museums, large and small. The agreement to do so for cash, is less common. Among the loftier institutions, it is practically unheard of. Lending art works for set sums of money puts a new twist on the issue. In return for the loan of Monets, the Bellagio agreed to pay the Museum of Fine Arts a hefty some—at least one million dollars. The traditional cashless quid pro quo for lending art to other museums—OK, well lend you our Picasso if we can borrow your Matisse—had been augmented by lending fees (Friess and Plagens, 2004). This calls into question a number of issues, the most pressing of which seems to be, where does one draw the line? If items which are part of a museums permanent collection are accorded dollar values and made available for that price, can anyone with appropriate funds borrow them? What will this do to the reputations, not only of the museums that engage in this, but to the works of art themselves, and to the notion of cultural heritage in general? Ethics, Profit, and Culture in Dealership In a similar vein, private art dealers have had problems of a slightly different nature over the past few decades. Contemporary notions of an art dealer tend to be unkind. Less-than-savory deals, sly cash transactions, cagy tax evasion: these are what come to mind before the subject of art comes into focus. Art critic Peter Schjeldahl puts it succinctly in his article on art dealership in New York, in which he asserts that popular opinion sees the gallery owner as a stock figure of slinky charlatanry, or worse (2004). Because of this, it is with no small amount of glee that people welcome gossipy tidbits about high-society art dealers being brought down in shady, six-figure stings. People savor the cynical rush of discovering garden-variety greed behind a pose of lofty, intimidating sophistication notes Schjeldahl (2004). But, Schjeldahl points out, no matter what one thinks of an art dealers character, one thing remains constant: good taste. Without it, all the pretension means nothing. In addition, there is a hierarchy among the smaller circle of individual galleries that are also part of the art world. Judging by her record of accomplishment and her reputation in the art world, Marian Goodman seems to embody the highest of standards. First of all, when it comes to discrimination and taste, Goodman seems to have an abundance of both. The reputation of a dealer is of great importance in the art world, despite popular conceptions. Goodman, too, has had to weather the storms of changing times, just as larger, loftier museums have had to do, and she, too, has survived. Among her contemporaries, however, Goodman commands a high level of respect for refusing to follow trends and continuing to maintain her own exemplary standards. She employs what some see as old-fashioned standards in both her selection of gallery site and her selection of artists. For example, her gallery is still located in Manhattan, New York City, despite the mass exodus of galleries to outer boroughs of the metropolis. Furthermore, she has steadfastly remained in the pricier part of Manhattan, in the heart of the theatre district, in the mid-fifties. In his New Yorker article, art critic Peter Schjeldahl explains that Goodman could very easily save money and gain vastly more visibility by relocating to Chelsea . . . (2004, p. 36). However, Goodman refuses to budge, preferring instead the uniqueness of her own more expensive showplace to the identical hives of lower Manhattan. Of course, as a private dealer, she is free of the pressures of a committee of trustees and similar directives. Conclusion The art world is at once a seemingly small and insular community on the one hand, and a global community of vast proportions on the other. What happens in this world affects all parts of it, from the most well endowed museum to the lesser-known private galleries. This paper has attempted to examine how both the not-for-profit and for-profit sectors have managed to survive in the last several decades, adapting to best meet the needs of their patrons while maintaining the integrity and values they hold dear. One thing that is undeniable is reputation: To maintain that reputation at all costs is of vital importance if an institution is to survive and remain a respected part of the art community. Edson and Dean have noted that Objects communicate far beyond the walls of the museum in which they are housed. They influence the appreciation and appearance of objects of everyday use, and the level of respect and understanding for the personal and collective natural and cultural heritage of a people or nation (Edson, 1996, p. 7). The reputation of any building that houses works of art is a priceless commodity, whether it is a huge institution of international reputation, or a small but well-respected gallery with equally high standards of decorum and ethics. The slightest hint of a breach in ethical standards is enough to shake the very foundation of an institution; if the breach itself is, in fact, made known to be fact, it is highly unlikely that it will every regain its former stature, nor command the same level of respect. References Edson, Gary. 2001. Socioexhibitry as Popular Communication. Museum International: July 2001, Vol. 53, Iss. 3, pp. 40–44. Edson, Gary and Dean, David. 1994. The Handbook for Museums. London: Routledge. Feigen, Richard. 2000. Tales from the Art Crypt: The Painters, the Museums, the Curators, the Collectors, the Auctions, the Art. New York: Knopf. Friess, Steve, and Plagens, Peter. 2004. Show Me the Monet. Newsweek. New York, Vol. 143, Iss. 4, p. 60. Herscher, Ellen. 1989. International Control Efforts: Are There Any Good Solutions? In Messenger, P., ed. The Ethics of Collecting Cultural Property. Albuquerque, New Mexico: University of New Mexico Press, pp. 117–128. Messenger, Phyllis, ed. 1989. The Ethics of Collecting Cultural Property. Albuquerque, New Mexico: University of New Mexico Press. Schjeldahl, Peter. 2004. Dealership: Onward and Upward With the Arts. The New Yorker. New York: Feb. 2, 2004, p. 36. Shestock, Alan. 1989. The Museum and Cultural Property: The Transformation of Institutional Ethics. In Messenger, P., ed. The Ethics of Collecting Cultural Property. Albuquerque, New Mexico: University of New Mexico Press, pp. 93– 102. Wood,Greg, and Rentschler, Ruth. 2003. Ethical behaviour: The Means for Creating and Maintaining Better Reputations in Arts Organisations. Management Decision. London: 2003.Vol. 41, Iss. 5/6, p.528-537.

The Torch of Leadership Essay example -- Example Personal Narratives

To Carry the Torch of Leadership Her spry, Timberland-clad foot planted itself upon a jagged boulder, motionless, until her calf muscles tightened and catapulted her small frame into the next stride. Then Sara's dance continued, her feet playing effortlessly with the difficult terrain. As her foot lifted from the ground, compressed mint-colored lichen would spring back into position, only to be crushed by my immense boot, struggling to step where hers had been. My eyes fixated on the forest floor, as fallen trees, swollen roots, and unsteady rocks posed constant threats for my exhausted body. Without glancing up I knew what was ahead: the same dense, impenetrable green that had surrounded us for hours. My throat prickled with unfathomable thirst, as my long-empty Nalgene bottle slapped mockingly at my side. Gnarled branches snared at my clothes and tore at my hair, and I blindly hurled myself after Sara. The portage had become a battle, and the ominously darkening sky raised the potential for casualties. Gritting my teeth with gumption, I refused to stop; I would march on until I could no longer stand. Suddenly, Sara's light step halted and she turned to face me. From her hazel eyes blazed an intensity of exhilaration and courage, which mingled with pride and concern as she surveyed my resolute expression. I watched longingly as Sara unfastened the Nalgene bottle from her side; one sip of water sloshed tantalizingly at the bottom of the bottle, heightening my senses into acute desire. Sweat poured down from my face, biting at my eyes, and after I dabbed at them with my shirt, I saw Sara was presenting the water bottle to me. Both anticipating and squelching my refusing, Sara said simply, "Drink, Stacy. Yo... ...ollow. With her memory as my core to security and knowledge, I packed my campers into the canoes, and we set off, a camp song on my lips and hunger for the wilderness within my heart. Whenever challenges arose, Sara stood beside me; her rational eyes scrutinized the sky for advancing storms; her inexhaustible patience built a roaring fire out of wet wood; and her deft fingers secured fishermen's knots to hold up a tarp. Because her skills had built a firm foundation for trail life within me, my confidence now positioned the girls into lightening stances; my hilarity amused the girls as we huddled under the protective tarp; my voice sang reassuringly over the pounding of the fierce rain. At last, when a fantastic rainbow fanned the brilliant blue sky, it was the love of both of us that abounded the joy and fulfillment of leadership being passed on to a new generation.

Oil Conspiracy Essay -- Environment Oil Fuel Essays Papers

Oil Conspiracy It is common knowledge these days that major oil companies are among the most wealthy and powerful entities in the world. Their massive incomes contribute enormously to economies all over the world and this gives them massive pull in these economies. It is no wonder then that conspiracy theories and myths of large scale evil plots surround these major oil producers. They range from the ridiculous to quite believable. Every thing from the deletion of alternative energies from ever making it into the market to wars has been blamed on these major oil companies. Some of them are very believable while others seem a stretch of the truth. Are oil companies really behind these vast conspiracies? Have they really been evilly plotting to start wars and destroy the environment? Believe it or not it is rather difficult to find real hard facts on either side of this dilemma. Those that say yes are often radical left wing liberals that blow this out of proportion and blame things like 9/11 on oil companies, claiming that it was an elaborate scheme to start a war in the Middle East to increase oil production. This seems way too farfetched and I personally hope to god that it’s not true. On the other side of the argument against oil companies (the sane one) it is equally as difficult to get information. When you sift through the articles it is apparent that there has been corruption and cases of oil companies using their vast power to influence government legislation and alternative energy uses. Whether or not these represent true cases of conspiracy is not clear. They do however show that oil companies have used less than ethical tactics to ensure high earnings for them selves. Cases like t... .... Rosentreter, Richard. (Sept. 2000) Oil, Profits, and the Question of Alternative Energy. Retrieved Feb. 9 from http://www.findarticles.com/p/articles/mi_m1374/is_5_60/ai_65133031 2. Liese, Lindsey. Disappearance of the Electric car Unveiled in Documentary. West World. Retrieved Feb. 8 from http://www.niles-hs.k12.il.us/westword/issue4,06-07/world5.pdf 3. Stop the Oil Company Greed. Nader.org. Retrieved on Feb. 9 from http://www.nader.org/template.php?/archives/276-Stop-the-Oil-Company-Greed.html http://aboutfacts.net/Conspiracy2.htm 4. Did General Motors destroy the LA mass transit system? The Straight Dope Retrieved Feb 9 from http://www.straightdope.com/classics/a2_335.html 5. General Motors Street car Conspiracy. Wikipedia. Retrieved Feb 8 from http://www.answers.com/topic/general-motors-streetcar-conspiracy

Agencies: Government and Private Adoption Agency

Describe a social policy that may affect your future position as a human services worker. Compare and contrast how a public versus a private organization might address this policy differently. Include an explanation of how the delivery system of a public organization would be different than that of a private organization. For example, what would be some differences between a state-funded child placement agency and a private adoption agency in regard to how they deliver their adoption services? Consider how you could influence this policy to meet your clients’ needs. If you work for a government organization, you may not be able to lobby, but what other ways could you advocate for your client population? Respond in 200 to 300 words. A state funded child placement agency is different because they do not have an extensive background. The place child in hands of people who are willing to give their home to the child. Whereas a private adoption agency, there is a waiting period and there is extensive backgrounds checks to make sure these are the right couples, and they have enough money to afford the adoption, and what jobs they have, and if they will be able to spend the time with the child. There is so much more involved in a private adoption agency. They do not just give children to anyone. It costs. It would be hard for me as a social worker if I was trying to locate a family for an individual, and they did not qualify, but were perfect people. I could try to go above for these people and address them to the higher ups to see what we can do to offer help to these people. If I was working for a government agency it might be a little harder to lobby. Though there are ways that I can help is by offering solutions on how to get approved to become parents and adopt. Private agencies may be profit or nonprofit agencies, but have to meet a certain criteria and the management is under pressure to keep costs down. Public are sometimes based on donations and help with the community, and are a little bit poorer. Both private and public are trying to help people in many ways, and are there to try to give to the community, though one is a little more famed, and the other is low income that are trying to make a difference. It is easier to get into the public organizations and harder to get into the private ones.