Inquiring minds want to know Essays

Inquiring minds want to know Essays Inquiring minds want to know Essay Inquiring minds want to know Essay Sampling plan The idea of sampling is the process of selecting some of the people in the population so that conclusions can be drawn about the entire population (Cooper, Schneider, 2011). The true test of a sampling plan is how well it represents the characteristics of the population. A sampling plan is a detailed outline of which measurements will be taken at what times, on which material, in what manner, and by whom (Sampling). It should allow all questions, as stated in the companys goals, to be answered. Pennon used a multistage qualitative communication study to determine the long- ERM feasibility of the reader service card used that is used by readers to be able to request additional information from a particular advertiser. First, Pennon drew a small sample of participants from their database of 1. 7 million domestic subscribers. The research team then conducted phone surveys to pre-test the reader-targeted mail questionnaire. A telephone survey is described to be the workhorse of survey research (Cooper, Schneider, 2011). It is a low cost and efficient means of contracting information from people. There are disadvantages or weaknesses when conducting loophole surveys that may have impacted Pennons data. One disadvantage is that there is a limitation on the interview length. A second disadvantage is that there are limitations on the use of visual or complex questions that are used in face to face interviews. Studies have suggested that the response rate in telephone studies is much lower than comparable face to face interviews (Cooper, Schneider, 2011). Participants can find it much easier to terminate a phone conversation. Following the phone surveys, a second pretest through mail went out to a considerably small sample size of 300 subscribers. After the second pretest became finalized, the mail survey went out to 4,000 managers, executives, engineers, and purchasing agents that were selected from the database by using stratified disproportionate random sampling. A total of 710 questionnaires were received, but only 676 of the respondents indicated they were purchase decision makers for their respective organization. Similar to the telephone survey, there are several weaknesses that may potentially exist when conducting surveys via mail. The survey cannot be long or complex and there is no interviewer intervention. Also, the artisans may represent extremes of the population. In this case, over 5% responded they were not decision makers for their organizations. In research, that is a large amount of variability. The number may actually be greater; some that responded may have not indicated they were not decision makers. Using stratified sampling can be disadvantageous because there is a possibility of ignoring other subgroups in the population that could have a strong effect on the management dilemma that ultimately leads to the management decision. In this database. They were able to include a question in the survey that could simply identify who has this type of power in their organization. Pennon was able to significantly reduce the resources needed by investigating the specific audience it had intended to in the questionnaire used in their sample selection. A disadvantage to this is that this does not accurately represent their entire 1. 7 million subscribers. This could change their findings on how the subscribers interact with advertisers through the publication. Research design Research Design is the blueprint for the collection, measurement, and analysis of data (Cooper Schneider, 2011). The research design used by Pennon consisted off ultraists communication study. In a communication study, the researcher questions the subjects and collects their responses by personal or impersonal means (Cooper Schneider, 2011). Pennon started their research by first using exploratory studies. The company started their research by comparing inquiry responses options within the September issues of 12 Pennon magazines. This allowed Pennon to see that readers have more options when responding and the individuals increase in the use of email. The research conducted by Pennon used a two-stage design. The initial surveys allowed Pennon to begin a reporting study to obtain data from the users of the reader service cards. A reporting study provides data that allows the company to have a deeper understanding and generates numbers for comparison. The data that was collected resulted in a reader-targeted mail questionnaire by telephone, and then Pennon mailed a questionnaire to a select 300 subscribers before finalizing the questionnaire to 4,000 managers, executives, engineers, and purchasing agents. The technique used in the questionnaire was qualitative, by asking specific questions on methods of contact between consumer and advertiser. A weakness of the design used by Pennon is the lack on observation and communication with the participants. In the final portion of the study, Pennon should have conducted personal or group interviews to establish a better understanding of the users feelings. Personal interviews with the 4,000 managers and executives may supply a great depth of information regarding user preferences. As mentioned previously, a great deal of variability exists when dealing with telephone or mailed surveys. Pennon cannot fully verify the experience of the participants. In conclusion, Pennon Media believed that its magazine advertisements did not enervate as much revenue as they used to create.

How to Deal with Bad Lab Partners

How to Deal with Bad Lab Partners Have you ever taken a lab class and had lab partners that didnt do their share of the work, broke equipment, or wouldnt work together with you? This situation can be really hard, but there are steps you can take to make things better. Talk to Your Lab Partners This may be harder than it sounds, if your problem is that you and your lab partners dont speak the same language (which is relatively common in science and engineering), but you can improve your working relationship with your lab partners if you can explain to them whats bothering you. Also, you need to explain what you would like them to do that you feel would make things better. Be prepared to compromise, since your lab partner may want you to make some changes, too. Keep in mind, you and your partner may come from very different cultures, even if youre from the same country. Avoid sarcasm or being too nice because theres a good chance you wont get your message across. If language is a problem, seek an interpreter or draw pictures, if necessary. If One or Both of You Dont Want to Be There The work still has to get done. If you know your partner wont do it, yet your grade or your career is on the line, you need to accept that youre going to do all of the work. Now, you can still make sure it is evident your partner was slacking. On the other hand, if you both resent doing the work, its reasonable to work out an arrangement. You might find you work better together once you acknowledge you hate the task. Willing But Unable If you have a lab partner who is willing to help, yet incompetent or klutzy, try to find harmless tasks that allow the partner to participate without damaging your data or your health. Ask for input, let the partner record data and try to avoid stepping on toes. If the clueless partner is a permanent fixture in your environment, its in your best interest to train them. Start with simple tasks, clearly explaining the steps, reasons for specific actions, and desired results. Be friendly and helpful, not condescending. If you are successful in your task, youll gain a valuable ally in the lab and possibly even a friend. Theres Bad Blood Between You Maybe you and your lab partner had an argument or theres past history. Perhaps you simply dont like each other. Unfortunately, its not always possible to escape from such a situation. You can ask your supervisor to reassign one or both of you, but youll run the risk of getting a reputation of being hard to work with. If you decide to ask for a change, its probably better to cite a different reason for the request. If you absolutely must work together, try setting boundaries that limit how much you actually have to interact. Make your expectations clear so both of you can do the work and retreat. Take it to the Next Level Its better to try to work out problems with your lab partners than to seek intervention from a teacher or supervisor. However, you might need help or advice from someone higher up. This might be the case when you realize you cant meet a deadline or complete an assignment without more time or changing the work dynamic. If you decide to talk to someone about your problems, present the situation calmly and without bias. You have a problem; you need help finding a solution. This may be difficult, but its a valuable skill to master. Practice Makes Perfect Having trouble with lab partners comes with the territory. The social skills you can master dealing with lab partners will help you, whether youre only taking one lab class or are making a career out of lab work. No matter what you do, youll have to learn to work well with others, including people who are incompetent, lazy or just dont want to work with you. If you are making a career of science, you need to recognize and accept youll be a member of a team.

Records and Information Management Research Paper

Records and Information Management - Research Paper Example The article also asserts that information is one of the best resources in the world. It is required daily to solve not only problems, but also make decisions affecting the future. Increasingly, the level of success enjoyed by any organization depends on the manner in which the information resource is managed. According to the article, when one refers to information he or she means the entire records, documents, as well as data and files created, received and preserved. Records management on the other hand is the â€Å"field of management responsible for the efficient and systematic control of the creation, receipt, maintenance, and disposition of records – including capturing and maintain evidence of and information about business activities and transactions in the form of records† (Records & Information Management, 1). According to the article, the objectives furnishing accurate, timely as well complete information for amicable decision-making. Other objectives include efficient processing of recorded information, provision of information as well as records at the lowest cost, rendering maximum service to record users and getting rid of the information that is not required. The article also asserts that organizations invest in records management systems together with programmes so as to realize their business benefits. In relation to this assertion, one can deduce that RIM systems are the key part of incorporating new technologies i nto the business as well as ensuring conformity with record keeping requirements by the government. In conclusion, information management as well as record management plays a very significant role in the management of an organization. Organizations rely on information in making amicable decisions pertaining to their production of services to the customers. Organizations also invest on records management in order to realize the benefits of their

The Reading Fluency Strategies Essay Example | Topics and Well Written Essays - 2500 words

The Reading Fluency Strategies - Essay Example There are many ways to help improve reading fluency for students. According to researchers Wolf& Katzir-Cohen, (2001) there are 25 words used daily by the student which make up about 33 percent of what students read at school. The reading strategies for teachers to use with struggling readers are very broad. There are several studies which involve demonstrating reading techniques to increase fluency, including having the books the students read in class also taken home and read again with family members. Author Darling (2005) implied that â€Å"Engaging parents in their children's reading acquisition, particularly by focusing their attention on the skill areas outlined in this column, can help children find greater success in school.† The author further explains that children can learn more with teacher and parent collaboration. This suggests that the onus of learning is not placed solely upon the teacher, but is also a responsibility the parent must undertake. The reasons for this are clear: 1) to reinforce the strategies learned in school, 2) to allow the child to read in a non-judgmental environment, away from peers and 3) to involve the parent in the child’s learning process. ... Prosody refers to expressive interpretation, which speaks to the student’s comprehension of the reading material. These three components allow the teacher (and the parent) to accurately assess each student’s reading and comprehension. According to authors Morrow, Kuhn, & Schwanenflugel (2006) their Family Fluency Program shows that children who read automatically become fluent readers and are able to decode words more freely. The authors also stated that prosody is used by fluent readers who use â€Å"appropriate pitch, pace, and phrasing† for better comprehension (p. 1). The program by Morrow, Kuhn, & Schwanenflugel (2006) shows the importance of parental involvement at the school and home, which also improves the student’s fluency. Students who are behind in reading may have a hard time adapting to new reading strategies. This is why it is particularly important that the strategies being used in school are reinforced at home. According to the National In stitute of Child Health and Human Development (2000) there are five key components to watch for in assessing reading ability in students aged 3-9. These components are phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Watching for these key skills at home during parent-child reading sessions can assist a student with early development, particularly if the process starts before the student reaches kindergarten. There are reports on early literacy skills by Chard,Simmons, & Kameenui (1995) Snowv, Bums, &Griffin (1998) showing rates for early increase and indicating the importance of reading as a life skill. Useful Approaches for Struggling Readers There are three main approaches used for struggling readers: whole class reading and partnership reading,

History of education Essay Example for Free

History of education Essay Before the invention of reading and writing, people lived in an environment in which they struggled to survive against natural forces, animals, and other humans. To survive, preliterate people developed skills that grew into cultural and educational patterns. For a particular group’s culture to continue into the future, people had to transmit it, or pass it on, from adults to children. The earliest educational processes involved sharing information about gathering food and providing shelter; making weapons and other tools; learning language; and acquiring the values, behavior, and religious rites or practices of a given culture. Through direct, informal education, parents, elders, and priests taught children the skills and roles they would need as adults. These lessons eventually formed the moral codes that governed behavior. Since they lived before the invention of writing, preliterate people used an oral tradition, or story telling, to pass on their culture and history from one generation to the next. By using language, people learned to create and use symbols, words, or signs to express their ideas. When these symbols grew into pictographs and letters, human beings created a written language and made the great cultural leap to literacy. IIIEDUCATION IN ANCIENT AFRICA AND ASIA In ancient Egypt, which flourished from about 3000 BC to about 500 BC, priests in temple schools taught not only religion but also the principles of writing, the sciences, mathematics, and architecture. Similarly in India, priests conducted most of the formal education. Beginning in about 1200 BC Indian priests taught the principles of the Veda, the sacred texts of Hinduism, as well as science, grammar, and philosophy. Formal education in China dates to about 2000 BC, though it thrived particularly during the Eastern Zhou Dynasty, from 770 to 256 BC (see China: The Eastern Zhou). The curriculum stressed philosophy, poetry, and religion, in accord with the teachings of Confucius, Laozi (Lao-tzu), and other philosophers. IVEDUCATION IN ANCIENT GREECE Historians have looked to ancient Greece as one of the origins of Western formal education. The Iliad and the Odyssey, epic poems attributed to Homer and written sometime in the 8th century BC, created a cultural tradition that gave the Greeks a sense of group identity. In their dramatic account of Greek struggles, Homer’s epics served important educational purposes. The legendary Greek warriors depicted in Homer’s work, such as Agamemnon, Odysseus, and Achilles, were heroes who served as models for the young Greeks. Ancient Greece was divided into small and often competing city-states, or poleis, such as Athens, Sparta, and Thebes. Athens emphasized a humane and democratic society and education, but only about one-third of the people in Athens were free citizens. Slaves and residents from other countries or city-states made up the rest of the population. Only the sons of free citizens attended school. The Athenians believed a free man should have a liberal education in order to perform his civic duties and for his own personal development. The education of women depended upon the customs of the particular Greek city-state. In Athens, where women had no legal or economic rights, most women did not attend school. Some girls, however, were educated at home by tutors. Slaves and other noncitizens had either no formal education or very little. Sparta, the chief political enemy of Athens, was a dictatorship that used education for military training and drill. In contrast to Athens, Spartan girls received more schooling but it was almost exclusively athletic training to prepare them to be healthy mothers of future Spartan soldiers. In the 400s BC, the Sophists, a group of wandering teachers, began to teach in Athens. The Sophists claimed that they could teach any subject or skill to anyone who wished to learn it. They specialized in teaching grammar, logic, and rhetoric, subjects that eventually formed the core of the liberal arts. The Sophists were more interested in preparing their students to argue persuasively and win  arguments than in teaching principles of truth and morality. Unlike the Sophists, the Greek philosopher Socrates sought to discover and teach universal principles of truth, beauty, and goodness. Socrates, who died in 399 BC, claimed that true knowledge existed within everyone and needed to be brought to consciousness. His educational method, called the Socratic method, consisted of asking probing questions that forced his students to think deeply about the meaning of life, truth, and justice. In 387 BC Plato, who had studied under Socrates, established a school in Athens called the Academy. Plato believed in an unchanging world of perfect ideas or universal concepts. He asserted that since true knowledge is the same in every place at every time, education, like truth, should be unchanging. Plato described his educational ideal in the Republic, one of the most notable works of Western philosophy. Plato’s Republic describes a model society, or republic, ruled by highly intelligent philosopher-kings. Warriors make up the republic’s second class of people. The lowest class, the workers, provide food and the other products for all the people of the republic. In Plato’s ideal educational system, each class would receive a different kind of instruction to prepare for their various roles in society. In 335 BC Plato’s student, Aristotle, founded his own school in Athens called the Lyceum. Believing that human beings are essentially rational, Aristotle thought people could discover natural laws that governed the universe and then follow these laws in their lives. He also concluded that educated people who used reason to make decisions would lead a life of moderation in which they avoided dangerous extremes. In the 4th century BC Greek orator Isocrates developed a method of education designed to prepare students to be competent orators who could serve as government officials. Isocrates’s students studied rhetoric, politics, ethics, and history. They examined model orations and practiced public speaking. Isocrates’s methods of education directly influenced such Roman educational theorists as Cicero and Quintilian. VEDUCATION IN ANCIENT ROME While the Greeks were developing their civilization in the areas surrounding the eastern Mediterranean Sea, the Romans were gaining control of the Italian peninsula and areas of the western Mediterranean. The Greeks’ education focused on the study of philosophy. The Romans, on the other hand, were preoccupied with war, conquest, politics, and civil administration. As in Greece, only a minority of Romans attended school. Schooling was for those who had the money to pay tuition and the time to attend classes. While girls from wealthy families occasionally learned to read and write at home, boys attended a primary school, called aludus. In secondary schools boys studied Latin and Greek grammar taught by Greek slaves, called pedagogues. After primary and secondary school, wealthy young men often attended schools of rhetoric or oratory that prepared them to be leaders in government and administration. Cicero, a 1st century BC Roman senator, combined Greek and Roman ideas on how to educate orators in his book De Oratore. Like Isocrates, Cicero believed orators should be educated in liberal arts subjects such as grammar, rhetoric, logic, mathematics, and astronomy. He also asserted that they should study ethics, military science, natural science, geography, history, and law. Quintilian, an influential Roman educator who lived in the 1st century AD, wrote that education should be based on the stages of individual development from childhood to adulthood. Quintilian devised specific lessons for each stage. He also advised teachers to make their lessons suited to the student’s readiness and ability to learn new material. He urged teachers to motivate students by making learning interesting and attractive. VIANCIENT JEWISH EDUCATION Education among the Jewish people also had a profound influence on Western learning. The ancient Jews had great respect for the printed word and believed that God revealed truth to them in the Bible. Most information on ancient Jewish goals and methods of education comes from the Bible and the Talmud, a book of religious and civil law. Jewish religious leaders, known as rabbis, advised parents to teach their children religious beliefs, law, ethical practices, and vocational skills. Both boys and girls were introduced to religion by studying the Torah, the most sacred document of Judaism. Rabbis taught in schools within synagogues, places of worship and religious study. VIIMEDIEVAL EDUCATION. During the Middle Ages, or the medieval period, which lasted roughly from the 5th to the 15th century, Western society and education were heavily shaped by Christianity, particularly the Roman Catholic Church. The Church operated parish, chapel, and monastery schools at the elementary level. Schools in monasteries and cathedrals offered secondary education. Much of the teaching in these schools was directed at learning Latin, the old Roman language used by the church in its ceremonies and teachings. The church provided some limited opportunities for the education of women in religious communities or convents. Convents had libraries and schools to help prepare nuns to follow the religious rules of their communities. Merchant and craft guilds also maintained some schools that provided basic education and training in specific crafts. Knights received training in military tactics and the code of chivalry. As in the Greek and Roman eras, only a minority of people went to school during the medieval period. Schools were attended primarily by persons planning to enter religious life such as priests, monks, or nuns. The vast majority of people were serfs who served as agricultural workers on the estates of feudal lords. The serfs, who did not attend school, were generally illiterate (see Serfdom). In the 10th and early 11th centuries, Arabic learning had a pronounced influence on Western education. From contact with Arab scholars in North Africa and Spain, Western educators learned new ways of thinking about mathematics, natural science, medicine, and philosophy. The Arabic number system was especially important, and became the foundation of Western arithmetic. Arab scholars also preserved and translated into Arabic the works of such influential Greek scholars as Aristotle, Euclid, Galen, and Ptolemy. Because many of these works had disappeared from Europe by the Middle Ages, they might have been lost forever if Arab scholars such as Avicenna and Averroes had not preserved them. In the 11th century medieval scholars developed Scholasticism, a philosophical and educational movement that used both human reason and revelations from the Bible. Upon encountering the works of Aristotle and other Greek philosophers from Arab scholars, the Scholastics attempted to reconcile Christian theology with Greek philosophy. Scholasticism reached its high point in the Summa Theologiae of Saint Thomas Aquinas, a 13th century Dominican theologian who taught at the University of Paris. Aquinas reconciled the authority of religious faith, represented by the Scriptures, with Greek reason, represented by Aristotle. Aquinas described the teacher’s vocation as one that combines faith, love, and learning. The work of Aquinas and other Scholastics took place in the medieval institutions of higher education, the universities. The famous European universities of Paris, Salerno, Bologna, Oxford, Cambridge, and Padua grew out of the Scholastics-led intellectual revival of the 12th and 13th centuries. The name university comes from the Latin word universitas, or associations, in reference to the associations that students and teachers organized to discuss academic issues. Medieval universities offered degrees in the liberal arts and in professional studies such as theology, law, and medicine. VIIIEDUCATION DURING THE RENAISSANCE The Renaissance, or rebirth of learning, began in Europe in the 14th century and reached its height in the 15th century. Scholars became more interested in the humanist features—that is, the secular or worldly rather than the religious aspects—of the Greek and Latin classics. Humanist educators found their models of literary style in the classics. The Renaissance was a particularly powerful force in Italy, most notably in art, literature, and architecture. In literature, the works of such Italian writers as Dante Aleghieri, Petrarch, and Giovanni Boccaccio became especially important. Humanist educators designed teaching methods to prepare well-rounded, liberally educated persons. Dutch humanist Desiderius Erasmus was particularly influential. Erasmus believed that understanding and conversing about the meaning of literature was more important than memorizing it, as had been required at many of the medieval religious schools. He advised teachers to study such fields as archaeology, astronomy, mythology, history, and Scripture. The invention of the printing press in the mid-15th century made books more widely available and increased literacy rates (see Printing). But school attendance did not increase greatly during the Renaissance. Elementary schools educated middle-class children while lower-class children received little, if any, formal schooling. Children of the nobility and upper classes attended humanist secondary schools. Educational opportunities for women improved slightly during the Renaissance, especially for the upper classes. Some girls from wealthy families attended schools of the royal court or received private lessons at home. The curriculum studied by young women was still based on the belief that only certain subjects, such as art, music, needlework, dancing, and poetry, were suited for females. For working-class girls, especially rural peasants, education was still limited to training in household duties such as cooking and sewing. IXEDUCATION DURING THE PROTESTANT REFORMATION The religious Reformation of the 16th century marked a decline in the authority of the Catholic Church and contributed to the emergence of the middle classes in Europe. Protestant religious reformers, such as John Calvin, Martin Luther, and Huldreich Zwingli, rejected the authority of the Catholic pope and created reformed Christian, or Protestant, churches. In their ardent determination to instruct followers to read the Bible in their native language, reformers extended literacy to the masses. They established vernacular primary schools that offered a basic curriculum of reading, writing, arithmetic, and religion for children in their own language. Vernacular schools in England, for example, used English to teach their pupils. As they argued with each other and with the Roman Catholics on religious matters, Protestant educators wrote catechisms—primary books that summarized their religious doctrine—in a question and answer format. While the vernacular schools educated both boys and girls at the primary level, upper-class boys attended preparatory and secondary schools that continued to emphasize Latin and Greek. The gymnasium in Germany, the Latin grammar school in England, and the lycee in France were preparatory schools that taught young men the classical languages of Latin and Greek required to enter universities. Martin Luther believed the state, family, and school, along with the church, were leaders of the Reformation. Since the family shaped children’s character, Luther encouraged parents to teach their children reading and religion. Each family should pray together, read the Bible, study the catechism, and practice a useful trade. Luther believed that government should assist schools in educating literate, productive, and religious citizens. One of Luther’s colleagues, German religious reformer Melanchthon, wrote the school code for the German region of Wurttemberg, which became a model for other regions of Germany and influenced education throughout Europe. According to this code, the government was responsible for supervising schools and licensing teachers. The Protestant reformers retained the dual-class school system that had developed in the Renaissance. Vernacular schools provided primary instruction for the lower classes, and the various classical humanist and Latin grammar schools prepared upper-class males for higher education. XEDUCATIONAL THEORY IN THE 17TH CENTURY Educators of the 17th century developed new ways of thinking about education. Czech education reformer Jan Komensky, known as Comenius, was particularly influential. A bishop of the Moravian Church, Comenius escaped religious persecution by taking refuge in Poland, Hungary, Sweden, and The Netherlands. He created a new educational philosophy called Pansophism, or universal knowledge, designed to bring about worldwide understanding and peace. Comenius advised teachers to use children’s senses rather than memorization in instruction. To make learning interesting for children, he wrote The Gate of Tongues Unlocked (1631), a book for teaching Latin in the student’s own language. He also wrote Orbis Sensualium Pictus (1658; The Visible World in Pictures, 1659) consisting of illustrations that labeled objects in both their Latin and vernacular names. It was one of the first illustrated books written especially for children. The work of English philosopher John Locke influenced education in Britain and North America. Locke examined how people acquire ideas in An Essay Concerning Human Understanding (1690). He asserted that at birth the human mind is a blank slate, or tabula rasa, and empty of ideas. We acquire knowledge, he argued, from the information about the objects in the world that our senses bring to us. We begin with simple ideas and then combine them into more complex ones. Locke believed that individuals acquire knowledge most easily when they first consider simple ideas and then gradually combine them into more complex ones. In Some Thoughts Concerning Education (1697), Locke recommended practical learning to prepare people to manage their social, economic, and political affairs efficiently. He believed that a sound education began in early childhood and insisted that the teaching of reading, writing, and arithmetic be gradual and cumulative. Locke’s curriculum included conversational learning of foreign languages, especially French, mathematics, history, physical education, and games. XIEDUCATION DURING THE ENLIGHTENMENT The Age of Enlightenment in the 18th century produced important changes in education and educational theory. During the Enlightenment, also called the Age of Reason, educators believed people could improve their lives and society by using their reason, their powers of critical thinking. The Enlightenment’s ideas had a significant impact on the American Revolution (1775-1783) and early educational policy in the United States. In particular, American philosopher and scientist Benjamin Franklin emphasized the value of utilitarian and scientific education in American schools. Thomas Jefferson, the third president of the United States, stressed the importance of civic education to the citizens of a democratic nation. The Enlightenment principles that considered education as an instrument of social reform and improvement remain fundamental characteristics of American education policy. XIIEDUCATION IN THE 19TH CENTURY The foundations of modern education were established in the 19th century. Swiss educator Johann Heinrich Pestalozzi, inspired by the work of French philosopher Jean Jacques Rousseau, developed an educational method based on the natural world and the senses. Pestalozzi established schools in Switzerland and Germany to educate children and train teachers. He affirmed that schools should resemble secure and loving homes. Like Locke and Rousseau, Pestalozzi believed that thought began with sensation and that teaching should use the senses. Holding that children should study the objects in their natural environment, Pestalozzi developed a so-called â€Å"object lesson† that involved exercises in learning form, number, and language. Pupils determined and traced an object’s form, counted objects, and named them. Students progressed from these lessons to exercises in drawing, writing, adding, subtracting, multiplying, dividing, and reading. Pestalozzi employed the following principles in teaching: (1) begin with the concrete object before introducing abstract concepts; (2) begin with the immediate environment before dealing with what is distant and remote; (3) begin with easy exercises before introducing complex ones; and (4) always proceed gradually, cumulatively, and slowly. American educator Henry Barnard, the first U. S. Commissioner of Education, introduced Pestalozzi’s ideas to the United States in the late 19th century. Barnard also worked for the establishment of free public high schools for students of all classes of American society. German philosopher Johann Herbart emphasized moral education and designed a highly structured teaching technique. Maintaining that education’s primary goal is moral development, Herbart claimed good character rested on knowledge while misconduct resulted from an inadequate education. Knowledge, he said, should create an â€Å"apperceptive mass†Ã¢â‚¬â€a network of ideas—in a person’s mind to which new ideas can be added. He wanted to include history, geography, and literature in the school curriculum as well as reading, writing, and arithmetic. Based on his work, Herbart’s followers designed a five-step teaching method: (1) prepare the pupils to be ready for the new lesson, (2) present the new lesson, (3) associate the new lesson with ideas studied earlier, (4) use examples to illustrate the lesson’s major points, and (5) test pupils to ensure they had learned the new lesson. AKindergarten German educator Friedrich Froebel created the earliest kindergarten, a form of preschool education that literally means â€Å"child’s garden† in German. Froebel, who had an unhappy childhood, urged teachers to think back to their own childhoods to find insights they could use in their teaching. Froebel studied at Pestalozzi’s institute in Yverdon, Switzerland, from 1808 to 1810. While agreeing with Pestalozzi’s emphasis on the natural world, a kindly school atmosphere, and the object lesson, Froebel felt that Pestalozzi’s method was not philosophical enough. Froebel believed that every child’s inner self contained a spiritual essence—a spark of divine energy—that enabled a child to learn independently. In 1837 Froebel opened a kindergarten in Blankenburg with a curriculum that featured songs, stories, games, gifts, and occupations. The songs and stories stimulated the imaginations of children and introduced them to folk heroes and cultural values. Games developed children’s social and physical skills. By playing with each other, children learned to participate in a group. Froebel’s gifts, including such objects as spheres, cubes, and cylinders, were designed to enable the child to understand the concept that the object represented. Occupations consisted of materials children could use in building activities. For example, clay, sand, cardboard, and sticks could be used to build castles, cities, and mountains. Immigrants from Germany brought the kindergarten concept to the United States, where it became part of the American school system. Margarethe Meyer Schurz opened a German-language kindergarten in Watertown, Wisconsin, in 1855. Elizabeth Peabody established an English-language kindergarten and a training school for kindergarten teachers in Boston, Massachusetts, in 1860. William Torrey Harris, superintendent of schools in St. Louis, Missouri, and later a U. S. commissioner of education, made the kindergarten part of the American public school system. BSocial Darwinism British sociologist Herbert Spencer strongly influenced education in the mid-19th century with social theories based on the theory of evolution developed by British naturalist Charles Darwin. Spencer revised Darwin’s biological theory into social Darwinism, a body of ideas that applied the theory of evolution to society, politics, the economy, and education. Spencer maintained that in modern industrialized societies, as in earlier simpler societies, the â€Å"fittest† individuals of each generation survived because they were intelligent and adaptable. Competition caused the brightest and strongest individuals to climb to the top of the society. Urging unlimited competition, Spencer wanted government to restrict its activities to the bare minimum. He opposed public schools, claiming that they would create a monopoly for mediocrity by catering to students of low ability. He wanted private schools to compete against each other in trying to attract the brightest students and most capable teachers. Spencer’s social Darwinism became very popular in the last half of the 19th century when industrialization was changing American and Western European societies. Spencer believed that people in industrialized society needed scientific rather than classical education. Emphasizing education in practical skills, he advocated a curriculum featuring lessons in five basic human activities: (1) those needed for self-preservation such as health, diet, and exercise; (2) those needed to perform one’s occupation so that a person can earn a living, including the basic skills of reading, writing, computation, and knowledge of the sciences; (3) those needed for parenting, to raise children properly; (4) those needed to participate in society and politics; and (5) those needed for leisure and recreation. Spencer’s ideas on education were eagerly accepted in the United States. In 1918 the Cardinal Principles of Secondary Education, a report issued by the National Education Association, used Spencer’s list of activities in its recommendations for American education. XIIINATIONAL SYSTEMS OF EDUCATION In the 19th century, governments in the United Kingdom, Germany, France, Italy, and other European countries organized national systems of public education. The United States, Canada, Argentina, Uruguay, and other countries in North and South America also established national education systems based largely on European models. In the United Kingdom The Church of England and other churches often operated primary schools in the United Kingdom, where students paid a small fee to study the Bible, catechism, reading, writing, and arithmetic. In 1833 the British Parliament passed a law that gave some government funds to these schools. In 1862 the United Kingdom established a school grant system, called payment by results, in which schools received funds based on their students’ performance on reading, writing, and arithmetic tests. The Education Act of 1870, called the Forster Act, authorized local government boards to establish public board schools. The United Kingdom then had two schools systems: board schools operated by the government and voluntary schools conducted by the churches and other private organizations. In 1878 the United Kingdom passed laws that limited child labor in factories and made it possible for more children to attend school. To make schooling available to working-class children, many schools with limited public and private funds used monitorial methods of instruction. Monitorial education, developed by British educators Joseph Lancaster and Andrew Bell, used student monitors to conduct lessons. It offered the fledgling public education system the advantage of allowing schools to hire fewer teachers to instruct the large number of new students. Schools featuring monitorial education used older boys, called monitors, who were more advanced in their studies, to teach younger children. Monitorial education concentrated on basic skills—reading, writing, and arithmetic—that were broken down into small parts or units. After a monitor had learned a unit—such as spelling words of two or three letters that began with the letter A—he would, under the master teacher’s supervision, teach this unit to a group of students. By the end of the 19th century, the monitorial system was abandoned in British schools because it provided a very limited education. BIn Russia Russian tsar Alexander II initiated education reforms leading to the Education Statute of 1864. This law created zemstvos, local government units, which operated primary schools. In addition to zemstvo schools, the Russian Orthodox Church conducted parish schools. While the number of children attending school slowly increased, most of Russia’s population remained illiterate. Peasants often refused to send their children to school so that they could work on the farms. More boys attended school than girls since many peasant parents considered female education unnecessary. Fearing that too much education would make people discontented with their lives, the tsar’s government provided only limited schooling to instill political loyalty and religious piety. CIn the United States Before the 19th century elementary and secondary education in the United States was organized on a local or regional level. Nearly all schools operated on private funds exclusively. However, beginning in the 1830s and 1840s, American educators such as Henry Barnard and Horace Mann argued for the creation of a school system operated by individual states that would provide an equal education for all American children. In 1852 Massachusetts passed the first laws calling for free public education, and by 1918 all U. S. states had passed compulsory school attendance laws. See Public Education in the United States. XIVEDUCATION IN THE TWENTIETH CENTURY At the beginning of the 20th century, the writings of Swedish feminist and educator Ellen Key influenced education around the world. Key’s book Barnets arhundrade (1900; The Century of the Child,1909) was translated into many languages and inspired so-called progressive educators in various countries. Progressive education was a system of teaching that emphasized the needs and potentials of the child, rather than the needs of society or the principles of religion. Among the influential progressive educators were Hermann Lietz and Georg Michael Kerschensteiner of Germany, Bertrand Russell of England, and Maria Montessori of Italy. AMontessori. Montessori’s methods of early childhood education have become internationally popular. Trained in medicine, Montessori worked with developmentally disabled children early in her career. The results of her work were so effective that she believed her teaching methods could be used to educate all children. In 1907 Montessori established a children’s school, the Casa dei Bambini (Children’s House), for poor children from the San Lorenzo district of Rome. Here she developed a specially prepared environment that featured materials and activities based on her observations of children. She found that children enjoy mastering specific skills, prefer work to play, and can sustain concentration. She also believed that children have a power to learn independently if provided a properly stimulating environment. Montessori’s curriculum emphasized three major classes of activity: (1) practical, (2) sensory, and (3) formal skills and studies. It introduced children to such practical activities as setting the table, serving a meal, washing dishes, tying and buttoning clothing, and practicing basic social manners. Repetitive exercises developed sensory and muscular coordination. Formal skills and subjects included reading, writing, and arithmetic. Montessori designed special teaching materials to develop these skills, including laces, buttons, weights, and materials identifiable by their sound or smell. Instructors provided the materials for the children and demonstrated the lessons but allowed each child to independently learn the particular skill or behavior. In 1913 Montessori lectured in the United States on her educational method. American educators established many Montessori schools after these lectures, but they declined in popularity in the 1930s as American educators stressed greater authority and control in the classroom. A revival of Montessori education in the United States began in the 1950s, coinciding with a growing emphasis on early childhood education. BDewey The work of American philosopher and educator John Dewey was especially influential in the U. S. and other countries in the 20th century.

Frederick Augustus Washington Bailey Essay -- Auto Biography

Douglass wrote his narrative to persuade his readers of the evils of slavery. Using carefully chosen examples from the book explain how Douglass developed his story so that it was an effective attack on slavery. In other words, make clear how each example specifically contributes to his argument against slavery. Do not just list examples of the horrors of slavery; explain how Douglass uses them in his argument. Frederick Augustus Washington Bailey was born in Tuckahoe, Talbot County, Maryland, in February, 1817. His mother's name was Harriet, his father was unknown, but thought to be Aaron Anthony, his master. Fredrick Bailey later became Fredrick Douglass upon his freedom. Douglass’s auto biography not only tells his life story, but persuaded readers of the time toward abolition. Douglass poses many arguments against slavery, and appeals to his reader’s emotions and conscience. Douglass first and most importantly uses truth of his experience to persuade his readers. No second telling of white man’s sympathetic witness can compare to depth of the words of a slave himself. His skill as a writer has great influence in shining a light on his truth. The truth is his thread, and his skill weaves his life’s story into a beautiful flag for freedom. With his talent, he uses several arguments against slavery such as; emotionally wrenching trauma, ,immoral degradation, power poisoning of the spirit of the slave owners ,religious hypocrisy, waste of human potential, and dispels the myth that an economy cannot prosper without slavery. His mere intellectual prowess was in and of itself an argument against slavery, as it was believed in his era that blacks were not capable of complex intellectual thought. Blacks were often not seen as hum... ...hould be free, but withheld from connection from the very people that could support him, broke my heart, as I suspect it had the same effect on the readers at the time. Douglass eventually is helped, and is able to ease his fears slightly. In this chapter he also marvels at the wealth. He has suspected that New Bedford would be a poor country. To his surprise he found great abundance, and evidence of wealth that even succeeded the wealth of Maryland. By pointing out the economical abundance of the non-slave holding state, he was making the argument that slavery was not needed to have a profitable country. All of these arguments were valid, and he subtly wove them into his strong narrative. His eloquence of speech and triumph of spirit were alone an argument against slavery. I am thankful to have read such a remarkable book. The power of his words is timeless.

Five-Year Career Development Paper Essay

Every year millions of college students’ worldwide graduate from college in hopes of obtaining a position in their career field of choice; however a lot of these students do not have a plan of action to actually help them find their career and achieve their goals. So much emphasis is put on college graduates going out and finding a â€Å"job†, but little focus is put on helping them find a â€Å"career.† â€Å"A five year career plan is a road map that allows for progress tracking, and development of solutions or alternate courses of action (Crump, 2009).† From personal experience I have realized that the chances of achieving my personal and career goals are increased of I actually write them out as a plan. In this paper I will discuss my career goals and objectives, my current knowledge and skills that I currently possess in my future career, the steps that I will take in order to meet my career goals, and any possible barriers that may present themselves in the path to me completing these goals. Currently I am a front desk clerk and personal trainer at Fitness Systems, a privately owned fitness center in South Sacramento. Since it is a small business and only consists of five employees, chances of promoting within the business are small. However I have used my experience from working the front counter and interacting with members of the gym, to help promote my presence of being a trainer. Also, working at Fitness Systems has allowed me to observe the procedures and responsibilities that it takes to run a successful business. Statistics show that most small businesses will fail in between 1-3 years from the initial startup time; therefore I am trying to absorb as much information as possible so that I don’t fall into the same category. In order to manage a successful career it is important to develop an exceptional method of thinking strategically and exceptional execution skills. Building upon my skills in these areas will help me to achieve my long term goals. In all organizations, it is important that management sets goals for employees in accordance with the goals of the organization. When I open my fitness center, one of the main things that I want to stress among my employees (trainers), is strong communication skills. If management and staff aren’t on the same page, there will be an abundance of errors within  the organization. If certain skills are lacking within employees, it is the responsibility of management to identify these weaknesses and find a resolution such as training, to solve the issues. As a way to help kick start my five year career development plan, I have put together a list of some of my short term and long term career goals. My short term goals include improving upon my current skills as a personal trainer and gain experience in specific areas such as nutrition, so that I will be prepared to take on the role of being the owner of my own Personal Training Company. My personal short term goals include the following: increasing my knowledge in anatomy, improve upon my ability to map out an effective workout plan for clients, improve upon my communication skills, obtain my business degree in management, network with other local personal trainers, and gain more hands on personal training experience by recruiting more clients. My personal long term career goal is open a private fitness center that enables clients and their trainers to schedule one on one sessions in the center without having to worry about the crowds that usually plague commercial fitness centers. This goal will be achieved by the summer of 2012. My plan is to continue being a part time trainer for now, graduate with my BS in Business Management, enter and complete the MBA marketing program at the University of Phoenix, and then work on opening up my fitness center. Owning a successful business requires that you build strong relationships with your clients/customers, their families, and the surrounding communities. Maintaining a positive stance and reputation in the community that you serve, determines if you’re company will be successful. In order to promote myself within the community, I have created business cards that describe the service that I provide and my contact information. I have also spoken to the founder and CEO (Plashette Robinson), of a local journal called the Sacramento Cultural Hub. Sacramento Cultural Hub is a Sacramento based journal that spotlights small businesses owned by minorities in Northern California. Ms. Robinson has agreed to post a small feature about  me in her journal. This feature will include a photo of me, current attributions to the community, my educational background, my career field of choice, and my opinion on different health/fitness related issues that are plaguing our society and communities. I feel that Sacramento Cultural Hub, along with my personal efforts, will help give me the exposure that I need to earn a good reputation within the community. As I mentioned earlier in this writing, actually mapping out a plan will help increase the chances of all objectives and goals being met. Below is a chart that displays my Five-Year Career Development plan on a year-to-year basis. Intermediate Steps Over the Next Five Years to Reach My GoalFor MeFor my supervisor/others who will support meYear OneFocus on school and earn my degree in Business Management by March 2010.Feedback from my peers and professors. Year TwoComplete the MBA Marketing program at UOP. Attend courses for first time business owners and begin looking for high traffic locations for my Fitness Center. Network with various promotional outlets.Feedback from my peers and professors. Seek advice from the owner of Fitness Systems in regards to opening a small business. Year ThreeActively recruit certified Personal Trainers in the Sacramento area. Open the Fitness Center in the summer of 2012. Network with other small business owners. Setup commercials spots with Sacramento area radio stations.Network with friends and family in order to assist me with finding local certified Personal Trainers. Year FourContinue to actively recruit Personal Trainers. Continue promotion via radio and other outlets. N/AYear FiveConsider possible methods of expanding services beyond Sacramento. N/A*Five-Year Career Plan Chart template retrieved from: mpiweb.orgRegardless of how well thought out a plan may be, there is always some kind of temporary barrier that may be encountered. In relation to my career plan, two potential barriers that I predict may take place are time management issues between my professional and personal life and a further downturn in our nation’s economy. Both of these issues can definitely cause a change in the objectives and goals for my business. However, the matter of time management can easily be tweaked if any issues shall arise and any issues in relation to the economy will have to be solved on a day to day basis. Both of the barriers mentioned above are vital, but they are issues that all small business owners’s struggle and deal with. In conclusion, I have shared my five-year career development plan. This plan will help assist me in achieving my career goals and at the same time help me in meeting some of my personal goals as well. Creating a development plan will assist in maximizing the potentials of an individual in the workplace. A career development plan not only helps to keep me motivated and focused; it also helps in providing the confident feeling that will in turn help me take charge of my career. References Crump, Jocelyn. (2009). Five-Year Career Plan. Retrieved July 30, 2009 from: http://www.stc.org/confproceed/1994/PDFs/PG163164.PDFFive-Year Career Plan Template. (2009) Retrieved August 1, 2009 from:http://www.mpiweb.org/CMS/uploadedFiles/Career_Development/Five-Year%20Plan.doc

Living the Dream of a Juvenile Probation Officer Essay

I have always wanted to make an impact on a youth that completely changed them forever; to help change if not a family’s life, but a youth’s life for the better. A juvenile probation officer helps to steer youths in the right direction and keep them out of trouble. The job of a Juvenile Probation Officer contains many types of jobs and responsibilities that are necessary in the role of deterring many youths from a life of crime. The job requires patience and understanding, while providing supervision and counseling to the youths and their families to create a rehabilitation plan to get back on track. Juvenile probation officers play an important role in our communities since they are the last line of defense and intervention before a youth is placed into a correctional facility. Becoming a juvenile probation officer begins with enjoying to work with youth and find the work rewarding. It is a good idea to first do some volunteer work with organizations such as Big Brothe rs, Big Sisters or Boys and Girls Club to determine if counseling and rehabilitation of young adults is something effective and enjoyable. In order to meet basic qualifications for most juvenile probation officer jobs it is needed to complete a bachelor’s degree in criminal justice, corrections, social work, psychology, or related. Together with a strong educational background and some work experience, the necessary skills will be provided to begin applying for positions. Most probation jobs will require a background check, drug testing, and psychological examination. Juvenile probation officers monitor offenders’ behavior through personal contact, not just with the offender but the offender’s family and school as well. Many probation officers also have to work in the courts. The number of cases a probation officer is responsible for depends on the counseling needs and the threat the offenders pose to the society. Being a probation officer can be very stressful, dealing with clients their families and friends who may be angry, upset and uncooperative. Stress does makes this job and any job more diff icult, but at the end of the day it is very rewarding to know someone made a better life decision. Many probation officers build a bond with their clients and families; it becomes more personal getting to know the clients, while the whole goal is helping the client become a productive citizen. Ever since I can remember my goal has been to get my Bachelor’s Degree in Criminal Justice. I have enjoyed working with the youth and young  adults; a troubled teen deserves a second chance to turn their lives around. Becoming a juvenile probation officer will allow me to work with troubled youth, helping them get back on the right track and becoming more focused on getting an education and becoming extremely successful later on in life; making sure they can stay out of trouble long enough to accomplish these goals . The job growth is also expected to occur in other areas of the criminal justice field, including police work and the private detective field. Many of these job openings will be in government agencies, to provide good benefits and job stability. When choosing a career in criminal justice, it’s opening the door to many other career possibilities down the road. Once you gain experience working in corrections or law enforcement, if wanting to change careers, it’s likely to find that opportunity for a person with experience. Prisons and other correctional facilities won’t be going away anytime soon. As of 2011, the (Bureau of Labor Statistics) â€Å"reported that job growth for prison employees and probation officers will be higher than average until at least 2018.† Overcrowding in prisons has forced judges and prosecutors to search for alternatives punishment, such as electronic monitoring, and day reporting centers. Not only is probation avoiding housing clients in overcrowded prisons, probation is far less expensive, saving tax payers’ dollars. (Bureau of Labor Statistics,) Probation officers must be in respectable physical condition and emotionally stable. Most places require being at least 21 years of age and not over 37; also must not have any previous or pending felony charges. Another skill required is having strong writing skills, because of the large number of reports to write on a daily basis to be familiar with computers is often required. To be eligible for a job as probation officer also have be knowledgeable about the laws and regulations pertaining to corrections in your state. Education and training vary from state to state. A bachelor’s degree in social work and or criminal justice is usually required. Some states require having one year of work experience or one year graduate study in criminal justice, social work, or psychology. Most probation officers must go through some type of training program and work as a trainee for about six months. Candidates who successfully meet these requirements and complete the training period obtain a permanent position. Some but not all states require you to take a certification test during or after training. Also applicants  are usually made to pass a number of tests from oral, written, psychological and physical. Probation officers are very dedicated to what they do. The job is very demanding, not only do they have their normal everyday appointments, but to receive several phone calls an hour, clients that stop in the office needing to speak immediately. Probation officers are strong willed, dedicated, they know their own strengths and weaknesses those qualities makes them able to help others in need. A career as a Juvenile Probation officer can be extremely rewarding, and challenging. Although the position requires a vast variety of skills, the satisfaction of helping a troubled teen makes the challenge worth it. Annotated Bibliography Alpert D. Andrew Internet http://www.bls.gov/opub/ooq/2001/fall/art05.pdf Probation officers who, in some states may be referred to as community supervision officers. Monitor offender’s behavior through personal contact with the offenders and their families. Officers also may arrange for offenders to get substance abuse rehabilitation or job training. Correctional treatment specialist, also known as case managers or drug treatment specialists, assess inmate’s rehabilitative development. They work with inmates, probation officers, and agencies to develop plans for parole and release providing case reports. They also write treatment plans and summarizes for each client. Probation officers and correctional treatment specialists work similar ways with people convicted of crimes. In addition, they arrange for offenders attendance at education and job training programs and counsel offenders. The different ways of counsel are either individually or in groups, regarding issues such as coping skills, anger management and drug and sexual abuse. Probati on officers in some states may be referred to as community supervision officers, minor offender’s behavior through personal contact with families. Bryant Linda These are some of the steps she gave me to pursue being a juvenile probation officer. Have at least a 4-year college degree at an accredited university,  pass a background check that is free of any felony convictions, must pass a drug screen test, You must pass the polygraph test; also I would need to go through an Oral Board Interview. Officers are involved in community, such as religious institutions and neighborhood groups. Probation officers usually work a standard of forty hour weeks but they may be required to work longer or be on call hours a day to supervise and assist offenders. Probation officers may find the job stressful for a variety of reasons. They work with convicted criminals, some that can be very dangerous. Supervising offenders and officers usually interact with many other individuals, including family members and friends of their clients who may be angry or upset. Fieldwork assignments in high crime areas may require that probation officers carry a firearm or o ther weapon for protection. The job outlook for these occupations depends on the amount of government funding that is given to the corrections. Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2012-13 Edition, Probation Officers and Correctional Treatment Specialists, on the Internet at http://www.bls.gov/ooh/community-and-social-service/probation-officers-and-correctional-treatment-specialists.htm (visited April 30, 2013) Many people who are convicted of crimes are placed on probation, instead of being sent to prison. People who have served time in prison are often released on parole. During probation and parole while they are in prison, offenders must stay out of trouble and meet other requirements. Probation officers and correctional treatment specialist’s work with and monitor offenders to prevent them from committing new crimes. They work with criminal offenders, some of whom may be dangerous. Probation officers, who are called community supervision officers in some states, supervise people who have been placed on probation. They work to ensure that the offender is not a danger to the community and to help in their rehabilitation. Probation officers write reports that detail each offender’s treatment plans and their progress since they were put on probation. Most probation officers work with either adults or juveniles. Only in small, mostly rural, jurisdictions do probation officers counsel both adults and juveniles. Pretrial services  officers investigate an offender’s background to determine if that offender can be safely allowed back into the community before his or her trial date. They must assess the risk and make a recommendation to a judge who decides on the appropriate sentencing or bond amount. When offenders are allowed back into the community, pretrial officers supervise them to make sure that they stay with the terms of their release and appear at their trials. 1999 National Occupational Employment and Wage Estimates 21-1092 Probation Officers and Correctional Treatment Specialists http://www.bls.gov/oes/1999/oes211092.htm Social services to assist in rehabilitation of law offenders in custody or on probation or parole. Make recommendations for actions involving formulation of rehabilitation plan and treatment of offender, including conditional release and education and employment stipulations. As guidelines are reduced or repealed, judges have more flexibility in sentencing offenders for each case. For offenders who are deemed to be a lower risk, this may result in less prison time, more community-based corrections, or some combination of the two. Employment growth depends primarily on the amount of government funding for corrections, especially how much there is for probation and parole systems. Although community supervision is far less expensive than keeping offenders in prison, a change in political and social trends toward more imprisonment and away from community supervision could result in reduced employment opportunities. In addition to openings resulting from growth, many openings will be created by the need to replace large numbers of these workers expected to retire in the coming years. This occupation is not attractive to some potential entrants because of relatively low earnings, heavy workloads, and high stress. For these reasons, job opportunities should be excellent for those who qualify.

Double Helix essays

Double Helix essays People Doing Science: The Double Helix (The discovery of DNA's Double Helix) The Double Helix tells the story of the discovery of DNAs structure as seen through the eyes of the author, James D. Watson. The book starts in the fall of 1951 with Watson, an American postdoctoral fellow, arriving at Cavendish Laboratory at Cambridge University. Although, he originally worked on the three-dimensional structure of proteins, Watson gradually turned his attention to the structure of DNA and worked with Francis Crick on cracking DNAs secret structure. In a race to be the first to discover DNAs arrangement, Watson and Crick competed with Englanders Rosy Franklin and Maurice Wilkins, and American Linus Pauling. Each tries different methods to find DNAs structure. Each team tries different structures. Nevertheless, after two year of searching and many incorrect models, Watson and Crick get all of the pieces of the puzzle to fit together. In April of 1953, Watson and Crick went public with their findings in a monumental journal article, which proclaimed DNAs doubl e helix. Watson and Crick won the race. In the Origins of Science, Philip Wilson wrote, When perusing a science textbook, one can easily envision science as a body of knowledge. But more than knowledge, science is a process in that people do science. This means that not only is the outcome of the scientific research important, but it is also important how that result came to be. Like perusing a science textbook, perusing The Double Helix shows how humans do science. By examining interactions among scientists, one can begin to understand how people do science. A major form of the interactions between the key players in The Double Helix was through competition. Petrified that others would steal her work, Rosy kept her research from everyone. She saw solving...

When You Want Your Home Made Just for You, Customize

When You Want Your Home Made Just for You, Customize A custom home is one that is specially designed to meet the specifications of the person who commissioned it. A custom home is constructed from architectural plans drawn up to meet the needs and stipulations of the owner - the first owner. Plans can be extravagant, drawn from a Pritzker Laureate, or modest from the local architect in your town. Custom plans are different from stock building plans, where the same plan may be sold to many different people. Frequently a builder will customize stock plans by changing details. The builder may change the type of siding, move a doorway, or even add a dormer. However, the house is not truly a custom home unless a designer (usually an architect) has closely studied the land and interviewed the clients to create a one-of-a-kind home that is tailor-made for the people who will live there. Basically, if you dont have it built, a custom home will not be built. Custom Home or Production Home? To build a custom home, you will need a building site and an architect or a professional home designer. A builder who specializes in custom homes may also offer design services. A custom home builder may be a production home builder, but the process and results are different. Because the process is a personal relationship, custom homes cannot be advertised. If the house was already built and ready to be sold, it wouldnt be customized to the buyer. Sometimes developers will leave parts of the interior unfinished to customize for prospective buyers (e.g., custom kitchens), but this is not really a custom home- its more of a customized production home. Know the difference, and dont be fooled by marketing and sales pitches. Examples of Custom Homes: Many architects begin their careers designing homes for specific people. For example, architect William Rawn designed a house for a couple in Massachusetts and author Tracy Kidder told the whole story in his book House- a good exploration of the conflicts that arise in the scope of a custom home project. The commissioned plans of a custom home are tailor-made for the client and location, but also often reflect the design style of the architect. Here are some examples: The Vanna Venturi House by Robert Venturi was built for his motherXanadu 2.0, home of Bill and Melinda GatesGraceland, well-known home of Elvis Presley, was built in 1939 for Ruth Brown Moore and her familyThe Robie House, Frank Lloyd Wrights most famous house, was built for Frederick C. RobieMaison Bordeaux by Rem Koolhaas was built for Jean-Franà §ois Lemoine and his familyMendocino County Wooden Cottage as a get-away designed by architect Cathy Schwabe What Is a Custom Home Builder? A Custom Home Builder constructs a one-of-a-kind home that is designed for a specific client and for a particular location. They may use plans created by an architect or by a professional home designer, so the Custom Home Builder knows how to read and interpret architectural renderings- a skill we assume all builders to have, but youll find degrees of abilities in the construction industry. Some Custom Home Builders also offer professional design services. Because each house is unique, Custom Home Builders generally construct only a few (less than twenty-five) homes a year. In most cases, Custom Home Builders construct on land the home buyer already owns. However, some Custom Builders will provide the building lot. If you own your own land or have plans for a particular home you want to build, you will need the services of a Custom Home Builder.

Markets and Morals- Essay Example | Topics and Well Written Essays - 1000 words

Markets and Morals- - Essay Example The skeptics argue that there is the welfare of the society cannot be made by charging exorbitant prices during hard times. If there is social welfare to be considered, it should factor in the pain and suffering to the customers who buy those who may buy such high priced products. In their argument, some people cannot afford and hence may opt just to stay and die since the products and services are out of their means. They also argue that free markets are not always free under certain conditions. For instance, when the hurricane hit Florida, the need to have a safe shelter is no longer a freedom of choice. They are under duress to have such kind of products hence unethical to claim that the market is free Drafting soldier implies enlisting them whereby the candidates are chosen on the ground of suitability. On the other hand, hiring means having a lottery where the desired number is selected to join the military services. There are two ways whereby soldiers can be recruited. One is where the soldiers would be picked by the government to serve the public through a lottery system, and the other one is where there is a voluntary choice of joining the army where attractive salary packages. Volunteering, according to utilitarian, will be unjust to the civil obligations which require everyone to serve the nation. On the other hand, it is unjust since it may not be free as some candidates cannot find better engagements owing to the inadequacy of skills. In any effect, it may not produce the best candidates as compared to the coercive process. According to Libertarians, sometimes the economic conditions might not allow one to choose for the army position. The jobs might be so restricted whereby there is no option for free will since one need to have the economic engagement in order to live. Libertarian have objection argues that it should be treated as civil obligation for the citizens have a duty to serve