Tuesday, November 26, 2019
Drug treatment Essays
Drug treatment Essays Drug treatment Essay Drug treatment Essay In the study conducted regarding court-based drug treatment, there is evidence that clients have significantly developed negative correlations to counseling efforts because of associations made to trial and possible punishment (Cosden et al, 2006). At the same time, since compliance to counseling efforts is enforced rather than voluntary, level of participation can be compromised. Therefore to be able to establish a therapeutic relationship with the client, the counselor must be able to establish a positive perception of the counseling efforts and subject’s voluntary participation (Schell, 2005). The questions designed for this purpose aim to establish the relevance of counseling to mitigate punishment for the offense and to create a relationship with the client that will serve as foundation for future intensive counseling. The questions will follow this outline: I.   Establishing communication with the subject (Fleming, 2004) 1.   Are you comfortable? Would you like something to drink?  ·Ã‚        Establishes the concern for the subject’s well being and needs  ·Ã‚        Creates focus on the subject rather than the context of the meeting 2.   I understand that you are a university student, what are you majoring in?  ·Ã‚        Establishes the context or immediate environment of the subject and possible sources of stress 3.   Aside from curricular activities, what involves your university  ·Ã‚        Investigates the social context of the subject, particularly non-curricular involvements that influence his behavior and addictions II.   Determining the subject’s case and history 1.   Can you relate to me the circumstances that led to your arrest?  ·Ã‚        Establishing the understanding of the client of the details of his case 2.   Do you think that the accusations against you are valid?  ·Ã‚        Determines the level of responsibility directly associated by the subject with his arrest 3.   Can you relate to me how you were asked to participate in this program?  ·Ã‚        Establishing the understanding of the client of the details of his case 4.   What do you think is the prognosis of your case?  ·Ã‚        Evaluates the understanding of the subject regarding the probability of punishment or other corrective measures that may be afforded if he is convicted II.   Establishing the significance of counseling to mitigate court ruling to encourage participation (Schell, 2005) 1.   Are you aware of the purpose of this meeting?  ·Ã‚        Assess the subject’s understanding of the circumstances  ·Ã‚        Determines the level of responsibility the subject has for the meeting 2.   What is your expectation from your participation?  ·Ã‚        Assess the subject’s willingness to comply with the pre-trial conditions  ·Ã‚        Evaluates the cognizance of the subject of the significance of the meeting to his trial 3.   What do you think is the court’s expectation from your participation?  ·Ã‚        Determine the understanding of the relationship of ruling with compliance to pre-trial conditions III.   Reinforcing significance of participation and counseling to rehabilitation (Breda, 2004) 1.   How do you think will this impact your life?  ·Ã‚        Determines the level the perceived impact of arrest and possible conviction in terms of future educational opportunities or social capacity 2.   What are your options are most available to you to establish a defense in your case  ·Ã‚        Establishes the significance of the counseling as a means of legal defense 3.   Do you think that participation can be understood as an indication that there is no need for severe punitive measures in your case?  ·Ã‚        Establish with the client the advantages of participation in terms of mitigating court’s ruling 4.   Do you think that this exercise will help you deal with the circumstances that prompted your arrest?  ·Ã‚        Establish with the client how the programs can provided insight to addiction and other behaviors 5.   Will you be able to participate in this program?  ·Ã‚        Creates affirmation of the client’s affirmation to counseling
Saturday, November 23, 2019
How to Fix Comma Splices Blog
How to Fix Comma Splices Blog How to Fix Comma Splices Comma splices are a common punctuation error. But would you know a comma splice if you saw one? More importantly, would you know how to fix one? If your answer to either question is â€Å"no,†then you’re in the right place. Read on to find out how to spot and fix comma splices. What Are Comma Splices? Comma splices are a type of run-on sentence. This occurs when two main clauses (i.e., full sentences that express a complete thought) are used together without the correct punctuation. In a comma splice, it is because two sentences have been joined with a comma: I love sandwiches, I eat them every day. Here, for example, â€Å"I love sandwiches†and â€Å"I eat them every day†are both full sentences. And while commas have many uses, they can’t be used to join two sentences. As such, if we see two sentences with just a comma in between them, we know we have a comma splice on our hands. If you see a comma splice in your writing, you can fix it in various ways: Placing a period between each clause Adding a coordinating conjunction after the comma Replacing the comma with a semicolon Changing the first clause into a subordinate clause We will look at each of these in a little more detail below. 1. Fixing a Comma Splice with a Period We use a period at the end of a sentence. So if we use one in place of the comma in the sentence above, we can fix the comma splice by presenting each clause as a separate sentence: I love sandwiches. I eat them every day. This is often the simplest way to fix comma splices. However, if you want to emphasize or clarify the connection between two sentences, you have a few alternatives available. 2. Fixing a Comma Splice with a Coordinating Conjunction Conjunctions are connecting words, so we can fix a comma splice by adding one after the comma: I love sandwiches, so I eat them every day. The advantage of using a conjunction is that we can show the reader how the clauses are connected. In this case we’ve used the word â€Å"so,†which means â€Å"for this reason.†We therefore know that the speaker eats sandwiches every day because of their love of bready snacks. Keep in mind, though, that we can only use coordinating conjunctions to connect two sentences. We’ll get to subordinating conjunctions later. 3. Fixing a Comma Splice with a Semicolon We can use a semicolon between two clauses to show they are related: I love sandwiches; I eat them every day. As with using â€Å"so†above, the semicolon here suggests a connection. However, the nature of the relationship here is less explicit. 4. Fixing a Comma Splice with a Subordinate Clause While commas can’t be used to connect two main clauses, they can be used when a subordinate clause comes before the main clause in a sentence. Thus, if we change the first clause in a sentence containing a comma splice into a subordinate clause, we can fix the error: Because I love sandwiches, I eat them every day. As shown above, a subordinate clause includes a subordinating conjunction – in this case, â€Å"because†– and does not form a full sentence by itself. But by changing the first clause into a subordinate clause, we now have a grammatical sentence. And the choice of subordinating conjunction here shows us the relationship between the clauses (i.e., the subordinating clause gives a reason for the main clause).
Thursday, November 21, 2019
X-Ray Powder Diffraction Essay Example | Topics and Well Written Essays - 1000 words
X-Ray Powder Diffraction - Essay Example (Marta J.K Flour, 1997) Theory A non amorphous material consists of a three dimensional structure having atoms in a series of planes separated by a distance. When X-Rays are directed on to this structure, part of it is transmitted the specimen, some part is absorbed, a part is refracted and the rest diffracted. Diffraction of the beam brings out a fingerprint of the crystal lattice which depends on the arrangement of atoms in different planes and the type of mineral in the lattice. (Ron Jenkins, 2000) Applications 1. Apart from identifying the different minerals present it also gives an accurate data regarding the proportion of each of these minerals in the mixture. 2. It is also used in determining the degree of crystalline phase in a mineral and the divergence from its ideal state. 3. Study of secondary minerals helps in ascertaining the degree of solubility of the mineral and the kind of storage facility this would require. 4. Analysis of the under clays lying under coal beds have helped in identifying the nature of environment and climate that existed in these Middle Pennsylvanian regions. Introduction-2 The discovery of x rays by W.C Roentgen in 1895 led to its use in identifying the structure of crystalline materials. In principle a monochromatic beam of x-ray electrons will be dispersed by the atomic electrons and different diffraction patterns are obtained for each plane of crystal lattice. The diffraction pattern that is obtained by using the x ray powder diffraction method is used to identify the various phases in different materials.( James R Connelly, 2007) Theory X rays generated under vacuum conditions are made to impinge on a sample that has been ground into powder of size less than 10 microns. The arrangement of atoms in the crystal lattice causes these electrons to be diffracted by varying degrees. This can therefore be used to ascertain the distances between different planes of atoms by applying Bragg’s law. This ‘fingerprint†™ allows in better identification of a material. ( Mike Meier, 2004) Applications 1. Identification of materials chemical compounds and rocks in single phase and multiphase respectively. 2. Ascertaining amorphous materials that are partly in crystalline state. 3. The amount of different phases calculated using peak-ratio calculations 4. These are used in remote sensing study of hydrothermally distorted rocks that are found on several Cascade volcanoes and its study helps in gathering information regarding landslides and mudflows. Introduction-3 X ray powder diffraction method is a non-destructive procedure used in the identification of phases and determination of crystal structure along with its imperfections. All kinds of microcrystalline structures of metals, ceramics, organics and catalysts can found out using this technique which was initially devised by Debye and Scherrer in 1916. Theory Current applied releases electrons from a filament. These electrons are then accelerated at voltages of 60kV onto a copper piece producing x rays on impingement. These x rays are then directed onto a sample that has been ground to fine powder of size less than 10 microns. The diffraction pattern that is obtained can be used to measure the actual distances between crystalline planes using the equations of Bragg’s Law. ( Stock.S.R & Cullity B.D, 2001) Applications 1. Ascertain crystal structure of an unknown material and phase identification of high and low temperature phases. 2. Degree of crystalline phase that is present in a material. A crystalline phase presents narrower diffraction peaks compared to amorphous phases. 3. The amount of residual stress that exists in a material after the external load has been removed. 4.
Tuesday, November 19, 2019
Why Study Logic Essay Example | Topics and Well Written Essays - 250 words
Why Study Logic - Essay Example Reasoning is the ability to seek out a conclusion. (Morsanvi, Handley 2011) Reasoning is used to understand how something is and why it is. After understanding facts about something, one is then able to use reason to conclude. Sometimes this reasoning is done without being consciously aware. This has an effect on whether or not one is able to reason well decisions or reason bad decisions. When an individual is not aware of the proper way of reason this can prevent them from achieving an important lifelong skill. This skill is the ability to understand the theory behind reasoning. Understanding the theory behind reasoning will help with so many different aspects in life. Understanding the theory behind reasoning allows for better problem solving and the ability to communicate better with others. Without the study of logic one may have difficulties communicating and understanding others and why others make certain decisions. Morsanyi, K., & Handley, S. J. (2011). Logic feels so goodâ€â€I like it! Evidence for intuitive detection of logicality in syllogistic reasoning. Journal Of Experimental Psychology: Learning, Memory, And Cognition,
Sunday, November 17, 2019
Becoming a Teacher Essay Example for Free
Becoming a Teacher Essay Becoming a teacher means much more to me then just a paycheck or just another job I have to go to everyday. I want to make the difference in a student’s life, I want them to feel as if they can achieve the world and that each and everyone of them are important in one way or another. My vocation or calling to become a teacher has been with me for some time now. When I was little I use to play school with my little girlfriends all the time and I would always be the teacher. I love to learn and have always wanted to share that love of learning. Community impact and the commitment to my students tie together. As teachers we have tons of impact on the community, we help shape the younger generations within our community with the help of parents of course. I will strive to become that role model to my students and I will commit to them that they will succeed and learn new things each and every day. Being a role model to me as for any teacher I am sure is very important. Being a role model is not only a great feeling to have but is also a great tool to gain student’s respect. There will be extrinsic and intrinsic rewards to me as a teacher and to my students. For me extrinsic rewards will be seeing my students smiling faces and seeing them succeed in what they set their hearts to. An added bonus might be a teaching award at some point in my career. As for my students their extrinsic rewards for one is to always have a smiling teacher to greet them everyday, but also there can be multiple extrinsic rewards such as free days, homework coupons, or just to pick something fun to do at the end of the day. Intrinsic rewards I think are pretty similar to a teacher and a student. For us to have that joy of success or the fulfillment to teach and learn is a great intrinsic reward in my eyes. There are many resource books available for teachers of any grade, which is a great learning tool for teachers to have. As teacher we can have a major impact on families rather it is a safe haven for children to go to everyday, or a place where students know that they matter and are there to learn and succeed. Succeeding is a great feeling for any child of any age. There is nothing better for a teacher or a family member to see that look in a child’s eye when they have accomplished or learned something new; that is absolute wonderful! Some useful information I like to keep in mind is five reasons for becoming a teacher. Time commitment things will be done on my own time such as grading papers, activities, and lessons plans. Pay is not the best I know lots of teachers that have to get summer jobs to help out with income, so no one should be a teacher for pay or for the summer vacations. Respect is a big one, some people within the community you work in may have negative things to say about teachers due to a bad experience, so I must prove myself to be trustworthy and a great educator. Community expectations the community will always have an opinion on what their teachers should be doing, this is when the phrase â€Å"grin and bare it†comes into play, this is challenging but rewarding. Last emotional commitment this is by far not a desk job I will commit myself to my students and job, again challenging but rewarding. (Melissa Kelly, 2011, pg. 1) This is my passion and I will strive to be the best teacher I can be.
Thursday, November 14, 2019
World War II and American Racism Essay examples -- American History Ja
World War II and American Racism The United States was a divided nation at the time of World War II. Divided by race and racism. This Division had been much greater in the past with the institution of slavery. As the years went by the those beliefs did deteriorate slowly, but they were still present during the years of World War II. This division was lived out in two forms, legislation and social behavior. The legislation came in the form of the â€Å"Jim Crow†laws. The belief that some people were naturally superior and others inferior, scientific racism, was the accepted belief of the time These cultural traits were waning. After World War II ended they would decline even more rapidly. In the early days of World War II the everyday people of this country already sensed the great change to come. Interviews taken from the Library of Congress, in the collection labeled â€Å"After the Day of Infamy,†offer a window into the past. Into the America that existed in the early days after the attack on Pearl Harbor and the U.S. entrance into the war. Inside the collection, the pulse of the nation is revealed. Ordinary people, some of whom do not reveal their names, are given a chance to record their opinion of the war, the Japanese people, and the race relations within the union. In these open letters to the president and the â€Å"Man on the Street†interviews, the American public reveals their prejudices and their concerns in the most candid of fashion. American society, like that of Germany, was tainted with racial bigotry and prejudice. The Japanese were thought of as especially treacherous people for the attack on Pearl Harbor. The treachery was obviously thought to reside in ... ... it legal for non-white immigrant to become naturalized citizens. Many of those Japanese born immigrants who were held in concentration camps could now apply for citizenship status. It would take many years for African-Americans to acquire the freedoms that they had fought for over seas. Those efforts were accelerated by the war and the prosperity that it brought. Eventually Jim Crow would fall in the south and African-Americans would take their struggle to every part of the nation. It was never an over night sensation. The civil rights movement was one long continuous effort that occurred before and after World War II. The process has been a long one and still continues. [1] After the Day of Infamy: â€Å"Man on the Street†Interviews Following the Attack on Pearl Harbor, U.S. Library of Congress, American Folk Life Center
Tuesday, November 12, 2019
First Day of School Essay
Like you, I’m going back to school tomorrow. Unlike you, I am the professor. So I can tell you what at least one professor thinks about your concerns. First, thank you for thinking about being prepared for the first day of class. I always assume that the students have not had time yet to get to the book store, so my first day plans do not require the book. Many of my colleagues, however, do use it the first day, and you are wise to have it with you. Yes, the books are heavy (and expensive  we don’t like the cost any more than you do) but it will make you look involved and dedicated if you have it ready to go. About what time to arrive, again, as an instructor, I appreciate your not wanting to come late. I refuse to let students enter the room after the lesson has started (but I am very flexible for the first few days while everyone is still trying to find where the rooms are. Even I get lost once in a while.) That early arrival may give you the opportunity to talk with someone interesting in the class, make new friends, and become more comfortable. For heaven’s sake, talk to people! While you are waiting for the class to begin, don’t be afraid to introduce yourself to other students and get comfortable. I usually arrive early so that I can get to know the students. I talk to them about things which have nothing to do with the lesson, simply because I like to know who they are. And this is the final point (thank goodness!) The instructor is not your enemy. Instructors enjoy students, learn from them, and are glad to have them in class. We want you to learn, and we get our personal satisfaction when we see â€Å"the little light go on†over your head. Relax, because you will have all the support you ever wanted.
Sunday, November 10, 2019
Policy and Structure of education in different countries
Education is indispensable to last in today ‘s universe. To go on in instruction is non merely good for endurance, but plays a critical function in success and the hunt of ends. Education progresses because engineering and society advancement. Society is altering at a really fast gait therefore doing uninterrupted instruction a necessity in today ‘s trade market. The usage of uninterrupted instruction and the hunt thereof, is important to single success. As important and of import as instruction is, simply obtaining it is non plenty. It should be continuously pursued and used appropriately. Harmonizing to Steyn & A ; Wolhuter ( 2008:2 ) educationalists realize that instruction has restrictions to consequence alterations in society, but instruction is an of import tool which society can utilize to recognize the alterations they want. It is an of import instrument that can non be used by itself, but to help world to fix themselves for the challenges of the 21st century. â€Å" In order for instruction to be an effectual instrument in helping worlds for alteration, the construction and operation of the instruction system, as the vehicle of effectual instruction, should run into certain demands. †( Steyn & A ; Wolhuter, 2008:2. )Education policyPurposes The purposes of the instruction system point toward the awaited criterions to be reached over a longer term of office or term from approximately five to ten old ages. These purposes signifies the mileposts such as part to society, fulfilling of personal endowments, fulfilling of civic duties, transporting tradition frontward, supplying the engine for economic growing, supplying the work force with the necessary basic ‘academic ‘ accomplishments and supplying persons with chances, enlightenment and cognition to be reached in order to fulfill the vision and mission of that peculiar instruction system. The Aims These are the mileposts to be reached over a shorter period of clip from one to five old ages. These aims have the inclinations to make the purposes of the instruction system, thereby gaining the vision and mission of a peculiar system. Goals The ends of an instruction system find the boundaries wherein the system should work. The end describes the ideal personalities of the underlying beliefs, the educational services, the scholars and the pedagogues as the most of import constituting parts of the instruction system. The end is normally given in more general spiritual, societal, economical and political footings.The construction in generalThe instruction system is a good logically structured and multifaceted entireness dwelling of different parts which can be named the mechanism or subdivisions of the instruction system. These subdivisions are referred to as the instruction system policy, the instruction system disposal, the model for instruction and the support services. Different constituents of the instruction system can be located i.e. the instructions systems Acts of the Apostless, the ministry of instruction, the sections of instruction, school councils and different types of instructions establishments ( Steyn & A ; Wolhuter, 2008:4. ) These systems must be ordered harmonizing to a specific program in order to be an effectual and functional organic structure. The construction for instruction and preparation degrees and plans The degrees on which instruction is being provided in the peculiar instruction system are indicated by the instruction degrees. Conventional degrees in the system are the pre-primary, primary, secondary and third degrees. The school old ages with respect to the degrees may differ from instruction system to instruction system. It is high that the entry points and issue points, mandatory instruction and relevant entry demands with respects to these degrees are explained. The educational plans are reported harmonizing to the topics that are included in each plan on each degree. As a consequence of this, the component presents the organisation of educational plans on the different degrees, through which the educational demands of the mark group are provided for. Education establishments â€Å" This component describes the organisation of instruction establishments on different degrees. †( Steyn & A ; Wolhuter, 2008:7 ) . The purposes of the instructions establishments every bit good as the correlativity between the different instruction establishments every bit good as the different types of instruction establishments are explained. Curricula and distinction Curriculum and distinction is a unfastened term mentioning to the demand to modify learning environments and patterns to bring forth appropriately different larning experiences for different scholars. Keirouz ( 1993 ) suggests typical processs in the instance of gifted and gifted pupils include: canceling already mastered stuff from bing course of study, adding new content, procedure, or merchandise outlooks to bing course of study, widening bing course of study to supply enrichment activities, supplying class work for able pupils at an earlier age than usual, and composing new units or classs that meet the demands of talented pupils. Learners The human ecology of the scholars is reported on the figure, age, gender, rural or urban colony and makings obtained by the scholars. Admission demands and codifications of behavior, drop-out figures and learner-classroom ratio is besides taking in history. Educators Information sing the human ecology of instructors includes the figure, age, gender and rural or urban distribution. The pre-service and in-service preparation chances of instructors are provided every bit good as other relevant information i.e. codifications of behavior and the instructor scholar ratio. 3.6 Physical installations This is the physical country where instruction is administered. The schoolrooms, talk suites, and research labs should be mentioned. The handiness of necessary installations, the allotment, use and the costs of installations will be indicated.Describe the two constituents in South Africa, Namibia and USAPolicySOUTH AFRICA4.1.1 The purposes and ends of the South- African educational system: In the White Paper on instruction and preparation ( March, 1995 ) the following were accepted as guidelines. It besides includes the National Educational Policy Act: Education and preparation are basic human rights and the province has the duty to protect these rights. All the citizens of South Africa should hold the chance to develop their potencies and contribute to the development of the community. Parents and defenders of kids have the primary duty for the instruction of their kids. The parents have the right to take the signifier of instruction for their kids, capable to the sensible precautions required by jurisprudence. The parents rights include chose of linguistic communication every bit good as the cultural spiritual footing of instruction. The province has the duty to supply aid to those parents who can non themselves decide decently on their educational hereafter of their kids. The educational policy should enable all persons to value, have success to and win in womb-to-tomb instruction and preparation of good quality. The equal entree to basic instruction and preparation which includes more than school instruction should be guaranteed to all. An increasing scope of larning possibilities offering the scholars greater flexibleness in taking should be provided. All the historical inequalities should be redressed. State resources must be deployed harmonizing to the principal of equity to supply the same quality of larning chances for all. The rights of scholars and pedagogues should be equitably protected including the policy of affirmatory action. The proviso of quality instruction and preparation is indispensable and should be provided in an incorporate manner harmonizing to the National Qualification Framework. ( NQF ) . Communities must accept ownership for their schools and legitimate, representative regulating organic structures should be instituted. The rule of democratic administration should progressively be promoted and should be characterized by audience with all relevant involvement groups. The civilization of instruction, larning and direction should be restored and the civilization of answerability should be created. The end of instruction and preparation should be to set up a democratic, free, equal, merely and peaceable society in South Africa. The diverse spiritual, cultural and linguistic communication traditions should be respected and encouraged. Education in the humanistic disciplines should be promoted. Education should advance the common democratic values and the importance of the due procedure of the jurisprudence and civic duty. Education should advance independent and critical idea. Differentiated instruction should fit the scholars with the competences required by the economic system and calling development. Mathematicss, Science and Technology instruction are critical to human apprehension and economic promotion. Environmental instruction should be promoted to help the enjoyment of nice quality of life and sustainable usage of natural resources. The rules of achievability, sustainability, efficiency and productiveness of the RDP should organize the footing of all activities of instruction. 4.1.2 The aims of the National Education Policy Act: The aims of the National Education Policy Act, 1996 ( Act 27 of 1996 ) are to supply for: The finding of national instruction policy by the curate in conformity with certain rules. Guidelines for audiences to be undertaken anterior to the finding of policy and constitution of such organic structures. The publication and execution of policy ; and To supply for the monitoring and rating of instruction.Namibia4.1.1 The purposes and ends of the Namibia educational system: Harmonizing to the Government Policy papers, Toward Education for All – A development Brief for Education, Culture and Training ( 1993 ) , a clear vision was translated. At the helm of, Toward Education for All ( 1993 ) are four major ends: entree, equity, qualities and democracy. For Access it was stated that the Government ‘s first committedness is to supply cosmopolitan Basic Education. Ultimately, every Namibian is to hold twelve old ages of general comprehensive instruction. Basic instruction is intended to guarantee that by the twelvemonth 2000, the bulk of the citizens will hold acquired basic accomplishments of reading, composing, numeracy and understanding socio-cultural procedures and natural phenomena. This is the lone manner we can process with some hope into the following millenary ( Education for All, 1993:33 ) . On the issue of quality instruction, ( Toward Education for All ) puts it that its major committedness is to do our schools good schools and to offer high quality of formal options to formal school ( p.37 ) . It goes on to state that we are all scholars. Learning is a womb-to-tomb activity. Bettering the quality of our schools is a duty we portion. We all have a critical interest in the success of our attempts ( p.40 ) . Namibia devotes a big part of its fiscal resources to instruction in every fiscal twelvemonth. The basic instruction sector, primary and secondary degrees, receives more money while the third sector comes 2nd in the precedence of instruction outgo. The freshly elected authorities of Namibia inherited an instruction system of apartheid from South Africa in 1990 which was characterized by inequalities in footings of the distribution of resources, where entree to acquisition was a precedence for a few Whites, and where quality of instruction offered was non considered. In mending the instruction characterized by some of the above characteristics every bit good as seting it at the criterion of international degree, the new authorities declared righty in Article 20 of the state ‘s fundamental law that all people should hold entree to instruction and basic instruction shall be free and compulsory. Article 20 provinces: All individuals shall hold the right to instruction. Primary instruction shall be mandatory and the province shall supply sensible installations to render effectual this right for every occupant within Namibia, by set uping and keeping State schools at which primary instruction will be provided free of charge. Children shall non be allowed to go forth school until they have completed their primary instruction or have attained the age of 16 old ages, whichever is the Oklahoman, save in so far as this may be authorized by act of Parliament on evidences of wellness or other considerations refering to public involvement. 4.1.2 The aims of the National Education Policy Act: The aims of the National Education Policy Act of 2001 as promulgated in December 2001, primary aims are: To supply for the proviso of accessible, just, qualitative and democratic national instruction service. To supply for the constitution of the National Advisory Council on Education, the National Examination, Assessment and Certification Board, Regional Education Forums, School Boards, the Education Development Fund. The constitution of schools and inns. The constitution of the Teaching Service and the Teaching Service Committee. Provision for incidental affairs.USA4.1.1 The purposes and ends of the USA educational system: The USA is proud to supply equal educational chances for all its scholars and boasts about go forthing no kids behind. There is no federal system of instruction, and each province and local school territory within the US has the constitutional right to set up its ain signifier of instruction. There are nevertheless, togss of communality running throughout most of the instruction systems in the state, including course of study, answerability criterions, and teacher enfranchisement ordinances, in add-on to the sharing of many challenges linked to poverty, linguistic communication diverseness, gender, and race or ethnicity factors. ( Steyn & A ; Wolhuter, 2008:300 ) The US system of instruction provides free public instruction, from kindergarten through to rate 12, for all pupils. The US does non hold a centralised system of instruction, with most determinations left to single provinces and local authorities, provided their policies do non belie the US Constitution. Each province retained control over instruction within its boundary lines, provided its educational policies did non violate commissariats in the Constitution, which by and large focused on issues of civil rights. In some cases the Federal Government has become straight involved in province and local instruction sing the separation of faith from authorities maps and the protection of civil rights related to race, gender, disablement and due procedure ( Steyn & A ; Wolhuter, 2008:310 ) . However, the national purposes of instruction in the US refer. Differences in the look of values besides consequence what states decide are the national purposes of instruction and on how those are articulated. The most normally articulated purposes across the 16 states include: Developing the capacities of the person Promoting equal chance Fixing immature people for work Establishing a foundation for farther and higher instruction Supplying cognition, accomplishments and understanding Promoting citizenship ( sometimes in the signifier of advancing democracy or community ) , and Sing cultural heritage ( or literacy ) . Harmonizing to ( Steyn & A ; Wolhuter, 2008:326 ) the NCLB programme is designated to accomplish exalted ends outlined in the programme ‘s four ‘common-sense pillars ‘ , which include: – Stronger answerability for consequences through state-wide answerability systems based on one-year proving for all pupils ; – more freedom for provinces and communities through more flexible usage of their federal instruction financess ; – required usage of proved instruction methods supported by scientifically-based research ; and – more picks for parents by leting pupils assigned to neglecting schools to go to better public schools, with transit disbursals paid by the failing school ( US Department of Education, 2004b ) . 4.1.2 The aims of National Act: The aims of the Public Law 107 – 110, 107th Congress, No Child Left Behind Act of 2001 and Table of Contents of Elementary and Secondary Education Act of 1965 lineation: To Bettering the academic accomplishment of the disadvantaged. Teacher and chief preparation and recruiting fund. Implementing board policies that define public simple and secondary school operations, including such authorizations as graduation demands and class content ; Monitoring and roll uping informations to find conformity with province mandated maps and answerability plans ; Recommending for public instruction while supplying information to province legislative assemblies and citizens sing instruction ; Supplying proficient aid to the schools, such as aid construing English for Speakers of Other linguistic communications demands ; and Distributing province financess to local school territories.StructureSOUTH AFRICA 4.2.1 Structure for instruction and preparation degrees and plans: The National Qualifications Framework is a new attack to the organisation of instruction and preparation in South Africa after 1994. The NQF is an instrument to implement an outcomes-based incorporate attack to instruction and preparation. This become a world and provides chances to larn, irrespective of age, fortunes and the degree of instruction and developing a scholar may hold. This is called lifelong acquisition. The General Education and Training ( GET ) forms the first set and degree 1 of the NQF. This set consists of Grades 1-9 of the formal schooling and forms the nine old ages of compulsory schooling. The Foundation Phase, Grades 1-3 includes the early childhood development stage and forms the first portion of the GET set of the NQF. The overall end of the course of study is to supply kids with the chances to develop to their full potency as active responsible and fulfilled citizens who can play a constructive function in a democratic, non-racist and just society. In the intermediate stage, grades 4-6, while still extremely contextualized and mostly incorporate. Rate 7-9, the Senior Phase is the last stage in the GET set. In this stage the scholar should be progressively able to ground independently of concrete stuffs and experience. Combined schools offering all stages as mentioned above under one roof. 4.2.2 The course of study and distinction: A new policy for the constitution of new course of study for schools was announced by the curate of instruction on 24 March 1997. The new course of study is known as course of study 2005. The new attack known as OBE is linked to the NQF. The new course of study was introduced in class 1 in 1998 and in grade 2 in 1999. The debut of the course of study 2005 in the senior classs was in July 1998 postponed by the curate of instruction due a deficit of resources and financess. In the new course of study, specific larning countries are identified for the different degrees of the NQF. In add-on to the larning countries, there are besides three types of results, viz. critical results, larning results and specific results. The Foundation Phase makes proviso for 3 learning plans: 1. Communication, literacy and linguistic communication larning 2. Numeracy and Mathematicss 3. Life Orientation. The Intermediate Phase makes proviso for 5 acquisition plans and the Senior Phase provides the following 8 LA ‘s: 1.Communication, literacy and linguistic communication acquisition. 2.Human and Social Sciences. 3.Numeracy and Mathematicss 4.Technology. 5.Economic and Management Science. 6.Life Orientation 7.Arts and Culture 8.Natural Sciences Namibia 4.2.1 Structure for instruction and preparation degrees and plans: The formal system in Namibian schools consists of 12 old ages of schooling broken down as follows: Four old ages of lower primary utilizing mother lingua as the medium of direction ; Three old ages of upper primary ( English as medium of direction starts in Grade 4 and goes up to rate 12 ) ; 3 old ages of junior secondary ; and, 2 old ages of senior secondary. However, the formal school system may besides be divided into the undermentioned phases some of which have combined stages: Pre-primary stage, caters for the under 6 old ages age group. Primary Phase, Lower primary, grades 1 to 4 and upper primary classs 5 to 7. Secondary Phase, Junior secondary, grades 8 – 10 and senior secondary, grades 11 – 12. Combined Schools offering both primary, junior secondary or senior secondary classs under one roof. 4.2.2 The course of study and distinction: A new prescribed course of study was introduced in 1996. I 1998, new course of study panels and topic, some of which have already been completed ( Ministry of Education, Namibia, 2006 ) . The chief countries in primary schools are linguistic communication accomplishments such as speech production, reading and composing and composing in English and in Namibian linguistic communications ; societal accomplishments such as societal surveies, spiritual and moral instruction ; humanistic disciplines and trade like pulling, music and dance ; physical instruction such as hygiene, horticulture and handicraft, and mathematics and environmental scientific discipline ( Craelius et al. , 1995:690 ) . In the junior secondary schools the chief countries covered are linguistic communication, spiritual and moral instruction, scientific discipline and mathematics, art and athleticss and prevocational accomplishments from which two of the following are chosen: domestic scientific discipline, woodwork, metalwork, commercialism, needlecraft or dressmaking and agricultural production. The senior secondary schools offer linguistic communication surveies, humanistic disciplines and societal scientific disciplines, mathematics, physical instruction and originative, proficient and vocational surveies as nucleus topics. Options are broad, but are dependent on the field of survey chosen and the handiness of physical, instructional and human resources in the school ( Steyn & A ; Wolhuter, 2008:151-152 ) . USA 4.2.1 Structure for Education and preparation degrees and plans: The construction for learning in the US includes 12 old ages for regular schooling, followed by a four phase system of higher instruction. This system is normally preceded by one or two old ages of pre-school instruction ( US Department of Education, 2005 ) . Pre-School: Most provinces require some sort of pre-school and / or kindergarten programme before leting pupils to inscribe in the first twelvemonth of an simple or primary school. Pre-school plans normally occur from one or two old ages before entry. They have to be between the ages of three to five. Twelve Old ages of Formal Schooling: Formal primary instruction, frequently refer to as simple instruction, lasts for the first five to six old ages. The staying old ages of this 12 twelvemonth rhythm consist of 3 to 4 old ages of in-between school or junior high school, followed by three to four old ages of senior high school. Depending on local and or province guidelines, a pupil would go to: 8 old ages of simple and 4 old ages of high school ; 4 old ages of simple, 4 old ages of center and 4 old ages of high school ; 6 old ages of simple, 3 old ages of junior high, and 3 old ages of senior high school ; or 6 old ages of simple and 6 old ages of combined junior or senior high school. Higher Education: After successfully finishing 12 old ages of formal schooling and having a high school sheepskin pupils may take to go to: a. A two twelvemonth vocational institute B. Two twelvemonth junior community college, or c. A four twelvemonth undergraduate college or university plan. 4.2.2 The course of study and distinction: The simple, in-between and or junior high schools enroll pupils from ages 6 to 12, and include direction in the cardinal accomplishments or reading, composing and arithmetic. Foreign linguistic communications are normally introduced at the in-between school degree. Depending on local and province ordinances, high schools normally require pupils to inscribe in English, Mathematics, General Science, Social Studies and Physical Education classs. The course of study may besides include two old ages of a foreign linguistic communication, applied concern classs, engineering and the humanistic disciplines. After finishing 12 old ages of formal instruction, pupils may use for either a 4 twelvemonth grade allowing establishment or a two twelvemonth junior or community college.Similarities of the instruction systems of South Africa, Namibia and USA:Equal chances for all without bias. Pre-school plan. Junior and Senior stages. Third instruction Particular and inclusive instruction Mother lingua instruction Combined schools 12 old ages of formal instruction Pre-school under 6 old ages of age Lifelong acquisition Fundamentalss accomplishments, reading and authorship and numeracy.Differences:SOUTH AFRICASpecific larning countries in GET Phase. Structure: GET Band: Classs 1 to 3 Foundation Phase Classs 4 to 6 Intermediate Phase Classs 7 to 9 Senior Phase FET – Grades 10 – 12.NamibiaFocus on Namibian linguistic communications accomplishments, societal accomplishments, spiritual and moral surveies. Structure: Lower Primary: classs 1 to 4, Upper Primary: classs 5 to 7 Secondary: classs 8 to 10. Senior Secondary: classs 11 – 12USA1.Focus on English, Mathematics, General Science, Social surveies and Physical instruction. Two old ages of foreign linguistic communications, applied concern classs, engineering and humanistic disciplines. 2.Structure: Options: 8 old ages simple school, 4 old ages high school 4 old ages simple, 4 old ages in-between high school and 4 old ages senior high school. old ages simple, 3 old ages junior high, 3 old ages senior high. 6 old ages simple, 6 old ages combined junior and senior high school.6.Reasons for possible similarities and differences in the 3 instruction systems:Throughout the universe, basicss of instruction are addressed. These include basic accomplishments such as reading, composing and numeracy. Equal chances given to our immature scholars address the issues of human rights within each of the three states mentioned. Education is a cosmopolitan instrument and hence the acquisition is and remains womb-to-tomb larning. Mother tongue instruction is an imperative tool for scholars that come from the same human ecology, part or province. It is hence really of import to learn the same linguistic communication where kids are being educated. Some of the differences could turn to the issue of population. In the first universe states, it is a given that the population are get downing to settle in whilst in the 3rd universe states like South Africa and Namibia, the population is of all time increasing. A high per centum of the population is below the active economic age. South Africa ‘s and Namibia ‘s urbanisation are in the beginning stage. All three states experience a high inflow of other states citizens. The educational demands of every state are addressed. Cipher is excluded. The constitutional right of every kid is adhered to. Peoples are inspired by womb-to-tomb scholars. Throughout the universe the demands of people differ. The ground for this is the population of each state and the demographics of that state. Specific demands of states differ that is why instruction will differ. The USA is a first universe state with extremely specialised people, Namibia and South Africa though do non hold the substructure to compare with the USA. 7. Decision The degree of trouble of the different states to cover with the expected challenges differs to a big extend. A large difference exists with respect to the degree that instruction systems of the different states are prepared to efficaciously cover with challenges of the twenty-first Century. It is of import that the authoritiess, involvement groups and persons in the societies of immerging states takes duty to place the cloth of the community sing the demographical, geographical, socio-economical, scientific and technological, political and philosophical inclinations. It must take topographic point in such a mode that the peculiar state can efficaciously cover with the expected challenges of the twenty-first Century. 8. Bliography 8.1 Quality Primary Education, Program Overview and Strategic Objectives. hypertext transfer protocol: //www.usaid.gov/na/so2.htm. Date of entree: 10 February 2010. 8.2 David Kerr, 1999. Citizenship Education: an International Comparison. hypertext transfer protocol: //www.inca.org.uk/pdf/citizenship_no_intro.pdf. Date of entree: 09 February 2010. 8.3 Professional & A ; Associates Resumes.com hypertext transfer protocol: //www.professional-resumes.com/why-continuous-education-is-an-important-tool.html. Date of entree 09 February 2010. 8.4 Steyn, H.J. , Wolhuter C.C. 2000. Education Systems, Challenges of the twenty-first Century. Noordbrug. Keurkopie Uitgewers. 8.5 Steyn, H.J. , Steyn S.C. , & A ; De Waal E.A.S. , 2001. The South African Education System, Core features. Noordbrug. Keurkopie Uitgewers. 8.6 Basic Education Namibia. hypertext transfer protocol: //www.nied.edu.na/Bep/en-home.htm. Date of entree: 12 February 2010. 8.7 PUBLIC LAW 107-110-JAN. 8, 2002 115 STAT. 1425 hypertext transfer protocol: //opi.mt.gov/PDF/FEDPrgms/USDOE/pl107110.pdf. Date of entree: 12 February 2010. 8.8 hypertext transfer protocol: //en.wikipedia.org/wiki/Education_in_the_United_States. Date of entree: 09 February 2010.
Thursday, November 7, 2019
Traditional vs. Computerized Instructions essays
Traditional vs. Computerized Instructions essays Traditional vs. Computerized Instructions Times have really change a lot, and one of the things that have change with time is the way teaching is done. The only way that teaching was done in the old days was by a teacher standing in front of a class and instructing them on what to do. Now, with technology all over the place, instructions are given through the computer. The question is which one of the methods is better. To me, each one is better than the other in a different way. By giving instruction the traditional way, the student will be able to ask question if he or she doesnt understand the lesson. The pupil will also learn by seeing the instructor actually do the work right in front of him or her. He will know what steps to take since the teacher will be explaining the process of the work step by step. The bad thing about giving instructions the traditional way is that there is always a dead line. The instructor ways says when the work is due. Also, the person instructing the lesson goes under their own pace. If the student is following behind because he or she didnt understand, they have to wait until the lesson is over. By the time the lesson is over, the pupil would have already fallen behind in many things because he was thinking about the first thing he fell behind in. By giving instructions the new way, by computerized instructions, the pupil will be able to learn at his own pace. There wont be any one to tell the pupil when the work has to be turned in. If the student happens to not understand something, he will be able to stop and go back to what they were reviewing. By computerize instruction, the learner will be able to stop at whatever time they wish and return back to the same place they left off the following day. The bad thing about computerized instructions is that you can not ask questions to the computer. You will have to ask yourself the question and try to look fo...
Tuesday, November 5, 2019
Sterilization in Nazi Germany
Sterilization in Nazi Germany In the 1930s, the Nazis introduced a massive, compulsory sterilization of a large segment of the German population. What could cause the Germans to do this after having already lost a large segment of their population during World War I? Why would the German people let this happen? The Concept of The Volk As social Darwinism and nationalism merged during the early twentieth century, the concept of the Volk was established. Quickly, the idea of the Volk extended to various biological analogies and was shaped by the contemporary beliefs of heredity. Especially in the 1920s, analogies of the German Volk (or German people) began surfacing, describing the German Volk as a biological entity or body. With this concept of the German people as one biological body, many believed that sincere care was needed to keep the body of the Volk healthy. An easy extension of this thought process was if there was something unhealthy within the Volk or something that could harm it, it should be dealt with. Individuals within the biological body became secondary to the needs and importance of the Volk. Eugenics and Racial Categorization Since eugenics and racial categorization were in the forefront of modern science during the early twentieth century, the hereditary needs of the Volk were deemed of significant importance. After the First World War ended, the Germans with the best genes were thought to have been killed in the war while those with the worst genes did not fight and could now easily propagate.1 Considering the new belief that the body of the Volk was more important than individual rights and needs, the state had the authority to do whatever necessary to help the Volk. Sterilization Laws in Pre-war Germany The Germans were not the creators nor the first to implement governmentally sanctioned forced sterilization. The United States, for instance, had already enacted sterilization laws in half its states by the 1920s which included forced sterilization of the criminally insane as well as others. The first German sterilization law was enacted on July 14, 1933 - only six months after Hitler became Chancellor. The Law for the Prevention of Genetically Diseased Offspring (the Sterilization Law) allowed the forced sterilization for anyone suffering from genetic blindness, hereditary deafness, manic depression, schizophrenia, epilepsy, congenital feeblemindedness, Huntingtons chorea (a brain disorder), and alcoholism. The Process of Sterilization Doctors were required to register their patients with genetic illness to a health officer as well as petition for the sterilization of their patients who qualified under the Sterilization Law. These petitions were reviewed and decided by a three-member panel in the Hereditary Health Courts. The three-member panel was made up of two doctors and a judge. In the case of insane asylums, the director or doctor who made the petition also often served on the panels that made the decision whether or not to sterilize them.2 The courts often made their decision solely on the basis of the petition and perhaps a few testimonies. Usually, the appearance of the patient was not required during this process. Once the decision to sterilize had been made (90 percent of the petitions that made it to the courts in 1934 ended up with the result of sterilization) the doctor that had petitioned for the sterilization was required to inform the patient of the operation.3 The patient was told that there would be no deleterious consequences.4 Police force was often needed to bring the patient to the operating table. The operation itself consisted of ligation of the fallopian tubes in women and a vasectomy for men. Klara Nowak was forcibly sterilized in 1941. In a 1991 interview, she described what effects the operation still had on her life. Well, I still have many complaints as a result of it. There were complications with every operation I have had since. I had to take early retirement at the age of fifty-two - and the psychological pressure has always remained. When nowadays my neighbors, older ladies, tell me about their grandchildren and great-grandchildren, this hurts bitterly, because I do not have any children or grandchildren, because I am on my own, and I have to cope without anyones help.5 Who Was Sterilized? Asylum inmates consisted of thirty to forty percent of those sterilized. The main reason for sterilization was so that the hereditary illnesses could not be passed on in offspring, thus contaminating the Volks gene pool. Since asylum inmates were locked away from society, most of them had a relatively small chance of reproducing. The main target of the sterilization program were those people with a slight hereditary illness and who were at an age of being able to reproduce. Since these people were among society, they were deemed the most dangerous. Since slight hereditary illness is rather ambiguous and the category feebleminded is extremely ambiguous, some people were sterilized for their asocial or anti-Nazi beliefs and behavior. The belief in stopping hereditary illnesses soon expanded to include all the people within the east whom Hitler wanted eliminated. If these people were sterilized, the theory went, they could provide a temporary workforce as well as slowly create Lebensraum (room to live for the German Volk). Since the Nazis were now thinking of sterilizing millions of people, faster, non-surgical ways to sterilize were needed. Inhuman Nazi Experiments The usual operation for sterilizing women had a relatively long recovery period - usually between a week and fourteen days. The Nazis wanted a faster and perhaps unnoticeable way to sterilize millions. New ideas emerged and camp prisoners at Auschwitz and at Ravensbrà ¼ck were used to test the various new methods of sterilization. Drugs were given. Carbon dioxide was injected. Radiation and X-rays were administered. The Lasting Effects of Nazi Atrocity By 1945, the Nazis had sterilized an estimated 300,000 to 450,000 people. Some of these people soon after their sterilization also were victims of the Nazi euthanasia program. While many others were forced to live with this feeling of loss of rights and invasion of their persons as well as a future of knowing that they would never be able to have children. Notes 1. Robert Jay Lifton, The Nazi Doctors: Medical Killing and the Psychology of Genocide (New York, 1986) p. 47.2. Michael Burleigh, Death and Deliverance: Euthanasia in Germany 1900-1945 (New York, 1995) p. 56.3. Lifton, Nazi Doctors p. 27.4. Burleigh, Death p. 56.5. Klara Nowak as cited in Burleigh, Death p. 58. Bibliography Annas, George J. and Michael A. Grodin. The Nazi Doctors and the Nuremberg Code: Human Rights in Human Experimentation. New York, 1992. Burleigh, Michael. Death and Deliverance: Euthanasia in Germany 1900-1945. New York, 1995. Lifton, Robert Jay. The Nazi Doctors: Medical Killing and the Psychology of Genocide. New York, 1986.
Sunday, November 3, 2019
15 summaries Assignment Example | Topics and Well Written Essays - 500 words
15 summaries - Assignment Example As such, people need to embrace strife, misery, and folly as harbingers that foster a greater good. Author Voltaire Francois discusses ignorance, philosophy, as well as self-conceit of humanity in his essay â€Å"Micromegas.†In this essay, the author undertakes a satirical exploration in his research about the philosophy principles paraded by humanity, alongside their ignorance and self-conceit towards various aspects of life. Author Voltaire Francois discusses through a satirical approach government corruption, religious doctrines, as well as the injustices and folly perpetrated by the French society in his essay â€Å"The Huron.†In this essay, he explores the above concepts through disusing the story of one man from the tribe of Huron transported to Paris city. Author Voltaire Francois discusses in his essay â€Å"The man of Forty Crowns,†the author Voltaire discusses the various concepts of a crown, and how monarchial hereditariness passes on power from one generation to another. He asserts that some poor leadership traits may sometimes pass on from one lineage to the next during such practices Author Voltaire Francois discusses in â€Å"The Sage and the Atheist,†Voltaire explores the different perspectives of religion and the effect that each has on the belief, faith, and religious practices of an individual, and an entire community at large. A sage is a holy person, while an atheist does not believe in the existence of any supernatural powers controlling the lives and doings of men. Author Voltaire Francois discusses in â€Å"The World as it goes,†Voltaire discusses the vision of Babuoc. In this excerpt, the author explores how the King commissioned his faithful servant, Babuoc to go and visit a far away country in Persia then bring back a report on the under dealings within the city, using his spirit of discernment, as well as the power to inspire confidence. Author Voltaire Francois discusses in â€Å"the study of nature,†Voltaire asserts
Friday, November 1, 2019
The Use and Impact of the Internet and Social Media Essay
The Use and Impact of the Internet and Social Media - Essay Example The introduction and growth of social media have had adverse effects on the quality of friendship made. Currently, people are in a rush to make friends without clear knowledge and understanding of what these people are, their backgrounds and what common interests you share. Others prefer interacting with their friends via smartphones and computers rather than creating friendship time where people can interact with each other and build on friendship ties. On the other hand, I disagree with some of Deresiewicz 's opinions and thoughts. Social media platform has taken dissemination of information to another level. In my opinion, people using online platforms can share what they want others to see. Most of the social media platforms have a privacy column where one can choose what other people can see about them. Apart from that, social sites such as Facebook and Twitter have helped bridge strong ties between their users. Information can be easily passed from one person to another via twe ets and Facebook updates hence as much as Deresiewicz describes them as a liability to quality friendship, it is important to look at the positives as a whole.From his view, Deresiewicz has a solid argument with candid illustrations but it is important to look at the positive attributes the online platform has created so far.In her article "The Things People Say: Rumors in an Age of Unreason", Elizabeth Kolbert describes how the use of the World Wide Web has influenced peoples way of analyzing critical issues affecting them in the society.
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