Power and Politics essays

Power and Politics essays Fran Gibson was placed in an awkward position when Jennifer Chung, a financial analyst in Ken Hamiltons Department came into her office at 6:45 a.m. to complain about Kens off-color comments made her when they were alone within a month after Jennifer joined Thompson. According to Jennifer, the situation worsen. Jennifer told Fran that Ken would leer her, put his arm over her shoulder when they were reviewing reports, patted her rear. Jennifer stated that every time one of these occurrences happened, she would ask him to stop it and not to do it again. However, according to Jennifer, it fell on deaf ears. Fran had to decide how to respond to Jennifers complaint since sexual harassment is a form of sex discrimination that is a violation of Title VII of the Civil Rights Act of 1964. The EEOC's guidelines define two types of sexual harassment: "quid pro quo" and "hostile environment." Being the highest ranking woman at Thompson, Fran understood that unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature constitute "quid pro quo" sexual harassment when (1) submission to such conduct is made either explicitly or implicitly a term or condition of an individual's employment, or (2) submission to or rejection of such conduct by an individual is used as the basis for employment decisions affecting such individual. Fran also understood that unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature constitute "hostile environment" sexual harassment when such conduct has the purpose or effect of unreasonably interfering with an individual's work performance or creating an intimidating, hostile, or offensive working environment. According to the EEOC, the central inquiry is whether the conduct "unreasonably interfered with an individual's work performance" or created "an intimidating, hos...

How to Write a Cover Letter

How to Write a Cover Letter How to Write a Cover Letter How to Write a Cover Letter By Mark Nichol Does anyone write business letters anymore? Whether or not you still employ this declining form of communication, you should be aware of the customary procedure, because the necessity may come up. This model is only one of several variations, but whichever version you employ, veer from the template only if you have a good reason to do so. (Word-processing programs generally have a business-letter template, but it’s simple enough to create a letter on your own.) Start the letter with your own address on one line, followed by the city and state (using the US Postal Service’s two-letter state symbols) and the ZIP code on the next. (It’s not necessary to include your name here.) Enter a line space, and then type the date in full for example, â€Å"November 1, 2012† (or, if you’re writing to someone outside the United States, â€Å"1 â€Å"November 2012†). A few lines below that, write the recipient’s name (preceded, if known and applicable, by a title such as Professor or Doctor or by a social title like Mr. or Ms., or a variation you know the person prefers). If you don’t know the name of the person you wish to contact, research it online or phone or e-mail the company and obtain a name. On subsequent lines, add the address and then the city and state and the ZIP code. Several lines below that, enter the salutation, which should consist of the word dear and the full name as it appears in the address section for example, â€Å"Dear Mr. Mark Nichol,† followed by a colon. If you know the recipient on a first-name basis, write simply, â€Å"Dear Mark,† followed by a colon. (If you can’t easily determine whether a person with a name used by men and women alike is male or female, or if you prefer, omit the social title or use another applicable title.) The body of the letter should be concise, beginning with a friendly introduction and a statement of the purpose of your letter. In one or more subsequent paragraphs, expand on your main point and supporting details, then close with a summary of your intent in writing and a request for action from the recipient or a reference to action you or another party will undertake that the recipient should expect or be aware of. Separate each pair of paragraphs by a line space (or a double space), and use single-space lines and left-aligned, or ragged-right, justification. (A left-aligned block of type has a straight left margin and a right margin that varies depending on the length of the words in each line, hence the alternative name.) Margins should be set about one inch from the left edge of the paper and should be no wider than six or six and a half inches. Also, because you’re inserting line spaces between paragraphs, it’s not necessary to indent the first lines. The closing (â€Å"thank you,† or, as informal alternative, â€Å"thanks† in either case, the first letter should be capitalized) should be followed by a comma, then leave several line spaces between that and your typed name (which is optional) to allow you to handwrite your signature. If you are including one or more enclosures, type the initial-capped singular or plural form of that word (or the abbreviation Encl.) so that the recipient knows that he or she should find additional materials in the envelope with the letter. You might also want to list the specific enclosures so that the recipient will be certain that he or she has received all of them. Times New Roman in 12-point type is the standard font, though other easy-to-read fonts are acceptable. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Business Writing category, check our popular posts, or choose a related post below:Spelling Test 1What is the Difference Between Metaphor and Simile?One "L" or Two?

English Essay Example | Topics and Well Written Essays - 250 words - 34

English - Essay Example The new iPad is truly worth its price because it serves the owner in a lot of ways and with high quality of standards. There are many gadgets and equipments which have made life easier and entertaining for us and iPad is one of them. In day to day life we have some moments which are boring and time consuming like waiting for something or traveling and it becomes difficult to pass time. Now an iPad can be used to pass time conveniently by reading a favorite book on it or by playing a game or watching a movie on it. Time is very precious for everybody in this fast world and iPad provides an opportunity to utilize the time properly. Hence an iPad justifies its price by serving us in many useful ways. Among many devices which have made our life easier, comfortable and entertaining, iPad is one which helps us to utilize our time conveniently which is normally wasted or boring. The time we spent on waiting or traveling can be made entertaining by using an iPad. We can use an iPad for playing games or watching movies or reading a book of choice while we are riding a bus or a train or an airplane or waiting for somebody or something. Nobody, whether young or old, wishes to waste time uselessly and iPad has given us the best option to utilize the time which was normally wasted. An iPad is worth investing in because it serves its purpose in many ways by entertaining people. A few years back, it was very boring and difficult to pass time while waiting or traveling. We didn’t have any option to do anything except for reading newspapers or magazines which were seldom available. Now we have many devices that can be used to pass time conveniently by entertaining ourselves. iPad has made it possible and the time can be passed by reading a book or watching a movie or playing a game on an iPad. Now passing the time in waiting or traveling is no longer a problem and an iPad is well worth its price. The

Blog exercise Assignment Example | Topics and Well Written Essays - 250 words

Blog exercise - Assignment Example As a result, ‘white’ fails to commonly qualify as a racial marker. Being white is often not associated with ethnicity or collective social groups that make up a race. In this respect, it would appear that race and whiteness are two independent factors, such that they do not relate or interrelate in any way. Therefore, the perceived disconnection between ‘white’ and race fails to account for ‘white’ as a racial marker. Finally, the attitude, environment, beliefs, and social perceptions towards whiteness shape the underlying notion relative to racial marking. The aforementioned factors inform the superiority aspect attributed to being white. Whiteness is mostly associated with the best and perfect things, thus the reluctance to use ‘white’ as a racial marker. The documentary, Mirrors of Privilege: Making Whiteness Visible, (http://www.youtube.com/watch?v=pAljja0vi2M) presents the whiteness factor in the western context. The film shows just how much white people denounce racism. A global perspective of racial marking is highlighted, alongside how the white people constitute the white

Stress and Performance Essay Example for Free

Stress and Performance Essay So far, we have seen that stress is a negative experience. We have seen the short-term negative effects that stress hormones can have on your performance, and have seen how stress can contribute to burnout. The Positive Effects of Pressure Sometimes, however, the pressures and demands that may cause stress can be positive in their effect. One example of this is where sportsmen and women flood their bodies with fight-or-flight adrenaline to power an explosive performance. Another example is where deadlines are used to motivate people who seem bored or unmotivated. We will discuss this briefly here, but throughout the rest of this site we see stress as a problem that needs to be solved. And the Negative In most work situations jobs, our stress responses causes our performance to suffer. A calm, rational, controlled and sensitive approach is usually called for in dealing with most difficult problems at work: Our social inter-relationships are just too complex not to be damaged by an aggressive approach, while a passive and withdrawn response to stress means that we can fail to assert our rights when we should. Before we look further at how to manage stress and our performance, it is important to look at the relationship between pressure and performance in a little more detail, first by looking at the idea of the â€Å"Inverted-U†, and second by looking at Flow. This is the ideal state of concentration and focus that brings excellent performance. Pressure Performance – the Inverted U The relationship between pressure and performance is explained in one of the oldest and most important ideas in stress management, the â€Å"Inverted-U† relationship between pressure and performance (see below). The Inverted-U relationship focuses on people’s performance of a task. The left hand side of the graph is easy to explain for pragmatic reasons. When there is very little pressure on us to carry out an important task, there is little incentive for us to focus energy and attention on it. This is particularly the case when there may be other, more urgent, or more interesting, tasks competing for attention. As pressure on us increases, we enter the â€Å"area of best performance†. Here, we are able to focus on the task and perform well – there is enough pressure on us to focus our attention but not so much that it disrupts our performance. The right hand side of the graph is more complex to explain. Negative Thoughts Crowd Our Minds We are all aware that we have a limited short-term memory: If you try to memorize a long list of items, you will not be able to remember more than six or eight items unless you use formal memory techniques. Similarly, although we have huge processing power in our brains, we cannot be conscious of more than a few thoughts at any one time. In fact, in a very real way, we have a limited â€Å"attentional capacity†. As we become uncomfortably stressed, distractions, difficulties, anxieties and negative thinking begin to crowd our minds. This is particularly the case where we look at our definition of stress, i. e. that it occurs when a person perceives that â€Å"demands exceed the personal and social resources the individual is able to mobilize. † These thoughts compete with performance of the task for our attentional capacity. Concentration suffers, and focus narrows as our brain becomes overloaded. As shown in the figure, this is something of a slippery slope: the more our brain is overloaded, the more our performance can suffer. The more our performance suffers, the more new distractions, difficulties, anxieties and negative thoughts crowd our minds. Other research has shown that stress reduces people’s ability to deal with large amounts of information. Both decision-making and creativity are impaired because people are unable to take account of all the information available. This inability accounts for the common observation that highly stressed people will persist in a course of action even when better alternatives are available. It also explains why anxious people perform best when they are put under little additional stress, while calm people may need additional pressure to produce a good performance. Notes on the research behind the Inverted-U: While this is an important and useful idea, people’s evaluations of stress and performance are by necessity subjective. This has made it difficult to prove the ‘Inverted-U’ idea formally. Also, for ease of explanation, we show a smooth curve here. In reality, different people have different shaped and positioned inverted-Us at different times and in different circumstances. This is all part of â€Å"life’s rich tapestry†. Entering a State of Flow When you are operating in your â€Å"area of best performance†, you are normally able to concentrate, and focus all of your attention on the important task at hand. When you do this without distraction, you often enter what Professor Mihaly Csikszentmihalyi of Chicago University describes as a state of ‘flow’. This involves â€Å"being completely involved in an activity for its own sake. The ego falls away. Time flies. Every action, movement, and thought follows inevitably from the previous one, like playing jazz. Your whole being is involved, and youre using your skills to the utmost. You perform at your best in this state because you are able to focus all of your efforts, resources and abilities on the tasks at hand. While you are sufficiently motivated to resist competing temptations, you are not so stressed that anxieties and distractions interfere with clear thought. This is an intensely creative, efficient and satisfying state of mind. It is the state of mind in which, for example, the most persuasive speeches are made, the best software is developed, and the most impressive athletic or artistic performances are delivered. Helping Yourself to Get Into Flow One of the frustrations of management is that managers can feel that they lose the ‘right’ to these periods of deep concentration when they must be readily available to others, and be able to deal with the constantly changing information, decisions and activities around them. Studies of good managers show that they rarely get more than a few minutes alone without distraction. This alone can be frustrating, and can contribute strongly to managerial stress. In jobs where concentration is a rare commodity, there are various solutions to creating the periods of flow that sustain good performance. Solutions include working from home, or setting aside parts of the day as quiet periods. Another solution might be to delegate the activities that require the greatest levels of concentration, allowing the manager to concentrate on problems as they arise, serving to create a flow of its own. One of the key aims of this site is to help you manage stress so that you can enter this state of flow, and deliver truly excellent performance in your career.

The Role of Media in Reporting Child Abuse Essays -- The Media and Chi

The media began to report upon child abuse when society decided that it was no longer a family issue. A study conducted by Fishman in 1978, stated that crimes perceived as â€Å"family matters†, such as child abuse and wife beating, were keep private because they were too common to warrant interest from journalists (McDevitt, p. 264, 1996). In fact, public attention to child abuse as a problem within our society â€Å"has often been tied to media attention on the subject† (McDevitt, p. 262, 1996). The media’s role in reporting child abuse is to help deter child abuse perpetrators and to inform the public. The media has the ability to make a negative or positive impact on the preception of child abuse. The publications about child abuse inform the public about different types of child abuse and neglect and incidents that happen within their community, and how to report child abuse. They serve to â€Å"sensitize, arouse public opinion on issues, influence policymakers, and call problem agencies to account† (McDevitt, p. 270, 1996). Understanding Emotional Abuse Emotional abuse is prevalent within our society. Some child experts â€Å"argue that almost all parents are guilty of emotional maltreatment of child at some time or another† (Crosson-Tower, p. 211, 2010). However, it remains â€Å"the most difficult type of abuse or neglect to define or isolate† (Rees, p. 59, 2010). While physical abuse leaves detectable signs like scars and bruises, emotional abuse is hidden deep within a person. It lacks the public profile of sexual or physical abuse (Rees, p. 59, 2010). Emotional abuse can be understood as the â€Å"failure to provide children with an emotional environment conducive to adequate psychological, developmental and physical progress to ac... ... Goldman, R. (2011, March 7). Jorge and Carmen Barahona's alleged beating death of daughter called 'subhuman'. ABC News, pp. 1-2. Retrieved from http://abcnews.go.com/US/police-jorge-carmen-barahona-beat-death-adopted-daughter/story?id=13077739#.TyF0fPlG3xg Green, T. D. (2012, January 17). Alleged child rape, torture recounted in trial. The Leaf Chronicle, pp. 1-4. Retrieved from http://www.theleafchronicle.com/article/20120118/NEWS01/201180314/Alleged-child-rape-torture-recounted IJzendoom, M., Euser, E., Prinzie, P., Juffer, F., & Bakermans-Kranenburg, M. (2009). Elevated risk of child maltreatment in families with stepparetns but not with adoptive parents. 369-375: Child Maltreatment. McDevitt, S. (1996). The impact of news media on child abuse reporting. Child Abuse & Neglect, 261-274. Rees, C. A. (2010). Understanding emotional abuse. Arch Dis Child, 59-67.

Curriculum Theory Essay

Historical accounts of public education reaching back into the nineteenth century reveal successive waves of polarization of view points, limited approaches to curriculum development, and recurring upsurges of dissatisfaction with school offerings. Curriculum development activities in the past show a seeming lack of rigorous, systematic thinking about curriculum development and give insight into the attic thinking about curriculum development and give insight into the need for an adequate theory of curriculum development. Without an inclusive theory of curriculum theory, child-centered, society-centered, subject-centered, and other approaches of limited dimensions will continue to compete with each other as exclusive routes to curriculum planning. Evidence of a long succession of limited approaches to curriculum development may be found in historical literature. In the colonial era, free public schooling had not yet been conceived. The prevailing concept at that time, borrowed from European schools, was that education was for the elite-a view that haunted public education in one way or another for generations. Traditional Theory The American Revolution added new power to the emerging spirit of democracy and focused new attention on schools and education. The colonial view that formal schooling was only for the upper classes came into question, and public schooling was introduced in this country. Its expressed purpose is in the poster evolutionary period were to inculcate moral standards by transmitting the traditional culture — a job previously. American culture out of the diverse cultures brought here by immigrants from many countries. Although educators viewed the Dewey (1916) concept as desirable, they disagreed on how to carry it out in practice. To some it meant a school without structure or predetermined objectives and content. Harold Rugg viewed such superficial interpretations with alarm in 1926 and urged educators to realize that curriculum-making is a complex, highly specialized task that must be the cooperative endeavor of many minds. Despite its varied interpretations, the Dewey (1916) concept brought an upsurge of curriculum development in the 1920s and 1930s that moved away from traditional classicism and toward emphasis on the needs of the individual and of society. Dewey (1916) finds that, when pupils are a â€Å"traditional† class rather than a social group, the teacher acts largely from the outside and not as a director of processes of exchange in which all have a share. In Dewey’s (1916) view, when education is based on experience and educative experience is seen to be a social process, the situation changes radically. Planning, in their view, is the structuring of a living situation with a wide range of educative alternatives. The transactions that take place within this structure cannot be planned in the traditional manner. They are more in the nature of â€Å"planned accidents† . . . . The curriculum is the cultural environment which has been selected as a set of possibilities for learning transactions (Dewey, 1916) When a range of educational alternatives is available, the principle of choice becomes an essential consideration in planning for freedom. The preceding discussion gives numerous examples of needs assessment procedures that encompass far broader concepts of needs than the traditional expert-determined or producer-determined needs or the narrow definition of needs that arises from comparison of student achievement scores with national norms on standardized tests. The examples given here include psychological needs as well as educational needs and describe ongoing procedures in various parts of the country in which individuals and groups directly concerned with a curriculum development process are also involved in identifying the needs that curriculum and instruction should meet. Structure of Disciplines Theory The work of Jerome Bruner (1960) and others emphasized the â€Å"structure of the disciplines† as a basis for curriculum design. Burner called attention to the general usefulness of structure within a discipline as an organizing principle, but he did not set forth a comprehensive curriculum development theory. Hilda Taba ( 1962) noted that the either/or practice still prevailed and that, while in the 1930s the cry was for attention to the child, in the 1950s the battle was to reintroduce disciplined content, with the problem of balance still unresolved. James Macdonald (1971) observed that the â€Å"curriculum reform movement† of the 1950s and 1960s was in no real sense a movement, because its separate parts were never really related or coordinated. Rather, it was a historical accident — a combination of Sputnik, McCarthyism, interested professors, federal money, and the ambitions of commercial publishers. Structure identifies order or sequence or notes that order is immaterial. Structure for an individual may develop from his or her interests and motivations, when a range of alternatives is available. Jerome Bruner’s widely publicized statement in The Process of Education (1960) that anything worth teaching can be taught in some intellectually honest way at any level has conveyed the impression to a wide audience that there is some definite pattern of construction or organization of the subject matter of the separate disciplines that should be known by curriculum-makers and used in sequencing information to impart it to children in an efficient and effective way. This point of view influenced the curriculum â€Å"reforms† of the 1960s, which did not in actuality reform curriculum. John Dewey (1916) would probably not have advocated a rigid or set structure as an intellectually honest way to introduce children to life and experience. Knowledge, of course, must be integrated to be meaningful, and curriculum structure can be constructed not only within the separate disciples but also across disciplines or interdisciplinary areas of social, cultural, or personal interest. As a system of ideas and beliefs, it includes aspects of the cognitive world isolated by disciplines and/or subjects in terms of facts, information, generalizations, principles, laws, and the like. . . . Cultural systems are substantive aspects of social and personality systems and evolve in a constant interaction shaped and influenced by the dynamics of structures and actions in . . . culture, society, and personality (Macdonald 1971). George Counts (1952) maintained that the responsibilities of the school included curriculum development directed toward constructive modification and development of the nation’s economy, social structure, cultural institutions, and outlook on the world. Curriculum development should lead toward creating as well as transmitting culture, meeting and maintaining democratic social relationships, and increasing individual self-realization, Counts asserted. The scope of available culture is almost limitless. It involves societal conditions, knowledge from the academic disciplines, professional knowledge about learning and educative processes, philosophical and value bases, futures research, realities in the classroom, pluralistic ethnic backgrounds of the participants, and their needs and desires. Behavioral Theory A dominant influence on curriculum development since the early1950s has been the Tyler rationale, set forth in Ralph Tyler Basic Principles of Curriculum and Instruction (1950). Tyler’s frequently credited with providing impetus for the behavioral objectives movement of recent years. Its advocate proposition is that instructional goals be stated in behavioral terms, with built-in criteria for measurement of outcomes. Selections are then made from alternative activities expected to help the student attain the desired behavioral objectives. Scope and sequence decisions follow, and evaluation is carried out. Various interpretations of this approach have led to highly technical procedures to develop a preplanned program of behavioral objectives closely tied to subsequent measures of achievement. Behavioral and other models adapted from Tyler seem to over- emphasize educational need and underestimate psychological need. Although Tyler was cognizant of the latter and referred to two types of need, he gave psychological need no more than a nod of recognition (Tyler, 1950): The inclusion of psychological need in curriculum development is advocated by those who fear that overemphasis on behavioral objectives, academic achievement, and grading may develop negativism among students toward school learning. Academic objectives retain their importance, but these planners also stress the importance of psychological processes, human relations, positive mental health, and student involvement in setting goals, selecting options, learning how to work toward goals, and developing persistence in spite of occasional failures. Arthur Combs (1972), taking a strong position, outlines the hazards of accountability programs that focus almost exclusively on test scores of detailed behavioral objectives. A truly comprehensive approach to accountability, he says, must consider at least five major problems related to curriculum and instruction: 1. Basic skills. Specific, atomistic behavioral objectives can be applied successfully only to simple skills and problems for which they are appropriate and must be constantly updated. The information explosion and rapidity of change make â€Å"right† behaviors rapidly obsolete. 2. Intelligence and holistic behavior. Accountability must contribute maximally to intelligent behavior and problem-solving action directed toward fulfillment of the individual’s and society’s needs. 3. The nature of learning and the causes of behavior. Attention should be concentrated on the causes of behavior rather than on behavior itself. Personal meanings are the causes of behavior, and these are formed through two aspects of learning: the provision of new information or experience, and the discovery by the learner of its personal meaning for him. 4. Humanistic goals of education. Developing humane qualities, self-actualization of the individual, good citizenship, learning to care for others, and working together are all aspects of humanism for which schools must be accountable. â€Å"We can live with a bad reader,† says Combs, â€Å"but a bigot is a danger to everyone,† (Combs, 1972) 5. Professional accountability. Teachers can and should be held accountable for professional behavior: being informed in subject matter, being concerned about the welfare of students, being knowledgeable about their behavior, and understanding human behavior in general. Professional educators may be held professionally responsible for the purposes they seek to carry out and the methods they use. Constructivist Theory Outside the fortress of elitism’ in secondary education, political, social, and educational leaders began to awaken to the broader responsibilities of the schools and to look to the public schools for constructive approaches to the public’s needs and problems. Mark Chesler, a frequent observer and consultant in disrupted schools, gained some insights into procedures that seem to hold promise for constructive change. In â€Å"School Crisis and Change† ( 1970), he asserts that when school officials sought only superficial techniques for reestablishing the status quo, stress and turmoil were more likely to continue. When collaborative decision-making procedures were instituted among students, community people, school executives, and faculty, meaningful and positive curriculum improvements began to takes place. A statewide assessment of the Michigan plan, conducted by Ernest House, Wendell Rivers, and Daniel Stufflebeam (1974), reflected general support of the accountability process in principle but was highly critical of the implementation of the plan in Michigan. The evaluators pointed out that attention had been limited mainly to reading and arithmetic at two grade levels, that no constructive purpose had been gained by ranking schools on norm-referenced tests, and that the promise of providing needs assessment in relation to the full scope of goals had not been pursued. It is obvious that curriculum development must be a responsive process, constantly extending, expanding, and revising the curriculum. This requires continuous planning of learning outcomes that will help individuals draw effectively on growing realms of knowledge, develop new skills in a rapidly changing world, and develop insights into and constructive approaches to unresolved problems. The process of curriculum development must continue to be responsive to needs and problems and to generate alternative means for reaching desirable ends George Counts (1952) maintained that the responsibilities of the school included curriculum development directed toward constructive modification and development of the nation’s economy, social structure, cultural institutions, and outlook on the world. Curriculum development should lead toward creating as well as transmitting culture, meeting and maintaining democratic social relationships, and increasing individual self-realization, Counts asserted. Research studies have found that very young as well as older students formed important and serious work groups to discuss, plan, and carry out activities in cooperation with adults. In the cases reported, the schools provided constructive learning situations in which children were involved in forging their own roles, working out relationships, and assuming responsibility for self-evaluation. In these situations the teacher acted as guide and resource rather than a not- to-be-questioned authority, critic, and judge. A systems approach is an analytic rather than an erratic approach. It requires planning and action to be accomplished in a manner that allows participants to revise the plans, as action and experience proceed, and incorporate constructive improvements. A systems approach requires initiative and commitment. Curriculum-planners using a systems approach must be ready to document and make public exactly what they are doing, why they are doing it, and how the curriculum is being developed. The participants and consumers must evaluate the curriculum development effort so that it can be continually improved. Experiential Theory Active critics and reformers on the contemporary scene can be classified roughly into three categories. One includes those who focus on individual freedom in learning. They are sometimes termed the â€Å"romantics† or â€Å"radicals,† and they advocate free schools or the elimination of schools as they now exist. The free school movement can be traced to the publication of A. S. Neill’s Summerhill in 1960 and became manifested in various types of â€Å"free schools,† emphasizing experiential learning that places the highest priority on the â€Å"self† of the individual. Advocates of de schooling see hope in a network of opportunities for incidental education through which each child can discover itself and pursue his or her particular interests in special ways. In Kohlberg’s (1972) studies the main experiential determinants or causal factors in moral development seem to be the amount and variety of the child’s social experience and the opportunities he or she has had to assume a number of roles and to take other perspectives into account. Being able to put oneself in another’s place is a source of principles; for example, when parents sought their children’s views and elicited comparisons of views in dialogues, the children reached more advanced stages of moral development. Roger Pillet (1971) asserts that researchers have perpetuated a separation of experiential theory and practice. He lists as shortcomings (1) the locus of the leadership function in curriculum development that is external to the teachers, administrators, parents, and students who are expected to become users; (2) the negation of reality that occurs when new programs are designed on paper without regard to the knowledge and experience of the learners and educators who are expected to become the users; and (3) the use of abstract language that reduces the possibility of communication among those involved in various aspects of curriculum development. References Bruner Jerome S. The Process of Education. Cambridge: Harvard University Press, 1960. Chesler Mark A. â€Å"School Crisis and Change†. In Student Unrest: Threat or Promise? edited by Richard L. Hart and J. Galen Saylor, pp. 100-21. Washington, D. C. : Association for Supervision and Curriculum Development. 1970. Combs Arthur W. Educational Accountability. Beyond Behavioral Objectives, Washington, D. C. : Association for Supervision and Curriculum Development, 1972. Counts George S. Education and American Civilization. New York: Bureau of Publications, Teachers College University, 1952. Dewey John. Democracy and Education. New York: Macmillan, 1916. pp. 17 House Ernest R. ; Rivers Wendell; and Stufflebeam Daniel L. â€Å"An Assessment of the Michigan Accountability System†. Phi Delta Kappan 55 (June 1974): 663-69. Kohlberg Lawrence. â€Å"Moral Education in the Schools: A Developmental View†. In Curriculum and the Cultural Revolution, edited by David E. Purpel and Maurice Belanger, pp. 455-78, Berkeley: McCutchan, 1972. Macdonald James B. â€Å"Curriculum Development in Relation to Social and Intellectual Systems†, In The Curriculum: Retrospect and Prospect, part I, pp. 97-98. Seventieth Yearbook of the National Society for the Study of Education, Chicago: University of Chicago Press, 1971. Pillet Roger A. â€Å"Boundaries of a Curriculum Network†, In Elements of Curriculum Development, pp. 7-11, Monograph supplement of Curriculum Theory Network. Toronto: Ontario Institute for Studies in Education, 1971. Taba Hilda. Curriculum Development: Theory and Practice. New York: Harcorut, Brace and World, 1962. Tyler Ralph W. Basic Principles of Curriculum and Instruction, Chicago: University of Chicago Press, 1950. pp. 7-8

Advertisement: Cosmopolitan Magazine

In this Cosmopolitan magazine ad for Tacori jewelry, there is a silver honey comb stick with rich, golden brown honey on the end of it. The honey looks like it is about to drip off of the stick, making the honey look very indulgent. On the handle of the honey stirrer are three engagement rings. The bottom one is a wedding band with diamonds around the whole band. The middle ring and the top ring are the same ring just with different views. The middle ring is the top view and the top ring is the side view.The ring has one big rounded square diamond in the middle and little diamonds around it and on the band four more diamonds on each side. From the ad, the marketing idea is that these rings are a treat, sort of like and indulgent to go along with the sweet honey. In this ad, the honey wand is silver, unlike normal ones that are usually wooden or plastic. Color is a very important detail when creating an ad, and in this ad, the colors chosen were the not bright or vibrant colors, they were simple yet elegant.The background is all white, which allows all of the attention to be drawn to the delectable golden honey on the wand and to the sparkling silver of the rings. The word TACORI is located at the top left hand corner of the ad. It is a thin, black font and does not take up a lot of room, it is just enough to let the reader know what the brand is. I think that the reason why there are not many colors and the name of the company is not a huge bold font is because the main focus is the rings themselves. The honey wand is rather large and the rings are zoomed in on so that the crystal clear diamonds shimmer on the magazine paper.The bright yellow, deep orange and brown from the honey add the only splash of color for this ad. I think the colors of the honey though are used to create a rich feeling to the ad, after all, these rings are the best and money the best is what money can buy. The angle of vision for this ad is very important because in order to sell a produ ct such as these diamond rings, the viewer needs to see all of the aspects of the rings. This ad did a very good job at showing the rings in different angles. The ring at the bottom of the honey wand is the wedding band.In the ad, the ring is positioned so that the diamonds that go around the entire ring can be seen but also the inside of the ring is shown because the word TACORI is stamped on the inside. This is a very good marketing strategy because the rings look more desirable knowing they are name brand. The middle ring is the engagement ring. It is positioned so that the reader is looking straight at the huge square setting of the ring. It shows the top, which is what a person sees if they are wearing the ring. This makes it easier for a person to imagine what it would be like to wear the ring.And the top ring shows the side of the ring, and the small but beautiful details of the smaller diamonds surrounding the sides of the ring. This gives a person the full view of the rings at every angle. There are no characters in this ad nor are there any catchy phrases or sayings. The ad is very clear and shows everything the business needs for a person to want what is being advertised. I don’t think that characters were used in the ad because it would take away from the ring. If a woman sees a gorgeous model wearing a ring, they are not going to put all of their focus on the ring; they are going to look at the surrounding objects.With this ad, there are no distracting people, just sweet honey to make the rings look like a tempting dessert. I think the impression that the ad gives is that these rings are a treat. We as Americans love to be treated well and have things that are valued in our society. A woman for instance loves to be lavished with clothes and shoes and fine jewelry. And this ad is the perfect example of how the honey represents a sweet â€Å"treat† and the rings should go along with it. The rings are a treat for a woman, and she should indulge herself in it. What kind of woman wouldn’t want these rings on her finger?

APA Referencing †How to Cite a Conference Paper

APA Referencing – How to Cite a Conference Paper APA Referencing – How to Cite a Conference Paper So you’ve been to an academic conference and you want to cite a presentation you’ve seen. Or maybe you’ve just read the conference proceedings and want to cite them. Either way, APA referencing has specific rules for citing a conference paper, so make sure you know how it’s supposed to be done! In-Text Citations In-text citations for a conference paper use the standard APA referencing style of giving the author’s name, year of publication and relevant page numbers in parentheses: Many academic conferences are â€Å"oversubscribed† (Chatterton, 2002, p. 16). If the author is named in the text, simply give the year of publication afterwards, followed by page numbers after the quoted text: According to Chatterton (2002), many academic conferences are â€Å"oversubscribed† (p. 16). If you’re citing the entire proceedings of a conference, give the editor’s name in place of an author. Reference List: Conference Proceedings The papers presented at a conference are often published as â€Å"conference proceedings.† If you’ve cited the proceedings of a conference as a whole, the information you’ll need to provide in the reference list includes: Editor Name, Initial. (ed.) (Year). Title of conference: Subtitle, Location, Date. City of Publication: Publisher. For instance, the proceedings from a (fictional) conference about academic conferences would appear in an APA reference list as: Ditor, E. (ed.) (2002). Getting together: The academic benefits, Atlanta, June 2002. Houston: PME Publications. Reference List: Published Conference Papers Rather than citing the entire proceedings, you’ll often want to cite a single presentation you’ve seen or read. For a published paper, the reference list entry should include: Author Name, Initial. (Year). Paper title. In: Editor Name (ed.). Title of Conference, Location, Date (page range). City of Publication: Publisher. So a paper from our fictional meta-conference would appear in the reference list as: Chatterton, T. (2002). Anachronisms and conferences. In: Ed Ditor (ed.). Getting together: The academic benefits, Atlanta, June 2002 (pp. 15-23). Houston: PME Publications. Reference List: Unpublished Conference Papers You can also cite a conference paper that hasn’t been published, but the format here is a little different: Author Name, Initial. (Year, Month). Paper title. Paper presented at Conference Title, Location of Conference. An unpublished version of the Chatterton paper used in the example above would therefore appear in an APA reference list as: Chatterton, T. (2002, June). Anachronisms and conferences. Paper presented at Getting Together: The Academic Benefits, Atlanta, Atlanta Metropolitan State College.

Definition and Examples of Verbiage in English

Definition and Examples of Verbiage in English Definition Verbiage is the use of more words than necessary to effectively convey meaning in speech or writing: wordiness. Contrast with conciseness. The Shorter Oxford English Dictionary defines verbiage as [s]uperfluous abundance of words, tedious prose without much meaning, excessive wordiness, verbosity. See Examples and Observations below. Also see: AcademeseBafflegabBattologyBloviationBomphiologiaCampaign to Cut the Clutter: Zinssers BracketsLiterature and the Schoolmam, by H.L. MenckenOn Sadlers Bombastic Declamations, by Thomas Babington MacaulayOverwritingPadding (Composition)Purple ProseThe Style of Woodrow, by H.L. Mencken EtymologyFrom the Old French, to chatter   Examples and Observations What I am afraid of is: verbiage.(Joseph Conrad, letter to Hugh Walpole, December 2, 1902)It is a midden and a criminal haunt and packed to the gills each split-up low deceiving house and alley with footpads and coiners and runners of poor women, with uncertificated pox-doctors and cat-gut spinners, with tripe-merchants and rumour-mongers and rabbit-breeders and slaughterers of the peace of the Lord. Why must your brother lodge there, Claffey? Could he not come here to us at Cockspur Street?He may do that yet, Claffey said.As for the man you call Sligdoes he not keep that infamous cellar where we lodged when we were freshly arrived?By the dripping blood of Christ! Vance said. I am sick of your verbiage. Slig is a sworn brother of mine. Slig gave you straw and a shelter for fourpence. Infamous cellar? It was a usual kind of cellar. I tell you, OBrienit was good, of its kind.Sick of my verbiage? the Giant said. Sick of my stories, also?I leave them to the brutes that want soothing.(Hil ary Mantel, The Giant, OBrien. Henry Holt, 1998) Excess Verbiage- Dont bore your audience with excess verbiage: be succinct.(Sharon Weiner-Green and Ira K. Wolf, How to Prepare for the GRE, 16th ed. Barrons Educational Series, 2005)- Using excess with verbiage is redundant. Verbiage by itself means wordiness or an excess of words. Thus, you could say that the phrase excess verbiage is verbiage.(Adrienne Robins, The Analytical Writer: A College Rhetoric, 2nd ed. Collegiate Press, 1996)- Part of the complexity of the problem with verbosity, wordiness and excess verbiage comes from the not uncommon tendency for individual people to use too many extra unnecessary words that are definitely not needed to make the actual clarity of the specific communication crystal clear.Lets rewrite that sentence, cutting out the verbiage: Verbosity is the use of more words than necessary for clear communication. Weve gone from 45 words to 12.(Timothy R. V. Foster, Better Business Writing. Kogan Page, 2002) Euphemisms and VerbiageEuphemisms are not, as many young people think, useless verbiage for that which can and should be said bluntly; they are like secret agents on a delicate mission, they must airily pass by a stinking mess with barely so much as a nod of the head. Euphemisms are unpleasant truths wearing diplomatic cologne.(Quentin Crisp, Manners from Heaven, 1984) Oratorical Verbiage[A] characteristic ingredient in all epideictic oratory and literature [is] the opportunity it affords the rhetor for self-display. . . . But this same opportunity for self-display runs the risk of deliquescing into crass showmanship, false posing, hollow oracularity, empty verbiage, mere rhetoricas it does in the Roman period known as the Second Sophistic, and does again in [Robert] Frosts weakest poems (cracker barrel wisdom, clever trivia; to some high moderns the ordure of the ordinary). This remains a standing temptation to any epideictic rhetor and marks an extreme distance from epideictics original concern with the health of the civic polity.(Walter Jost, Epiphany and Epideictic: The Low Modernist Lyric in Robert Frost. A Companion to Rhetoric and Rhetorical Criticism, ed. by Walter Jost and Wendy Olmsted. Blackwell, 2004) The Lighter Side of VerbiageStubb: Took you long enough, you dithering imbecile! Weve been waiting in that swamp for so long, Ill be pul ling leeches off me nether parts for ages!Jack Sparrow: Ah Stubb, your verbiage always conjures up such a lovely image.(Stephen Stanton and Johnny Depp in Pirates of the Caribbean: The Legend of Jack Sparrow, 2006) Pronunciation: VUR-bee-ij Alternate Spellings: verbage (generally regarded as an error)

Discuess the statement about the pricing, valuation and sensitivities Essay

Discuess the statement about the pricing, valuation and sensitivities of Credit default Swaps Spreads by presenting a critical r - Essay Example Secondly, it presents a review of sensitivities and spillover effects on CDS spreads from bond, equity and options markets. Under this, the market that has the greatest influence is identified after considering statistical evidence from various sources. Finally, the report reviews credit default swaps in the context of monitoring sovereign risks in both developed and emerging market economies. This seeks to demonstrate how credit default spreads behave in tranquil and volatile market environments. In addition, the importance of CDS market development in emerging economies is also highlighted in this report. 2.0 Background Credit default spreads (CDS) are recent innovation in the management of credit risks. They have gained popularity in the management of both single name and sovereign debt risks. The market is valued based on information from related underlying equity, bond and their options markets. However, various challenges have been experienced when dealing with CDS markets. The se challenges include pricing of CDS spreads, lack of exchanges for trading credit derivatives, manipulation of accounting information, among others. Pricing of the CDS spreads is not an easy task. Though various models have been put forward by many researchers, there is no universally accepted method of computing the price of CDS. Another challenge is the lack of exchanges for trading credit derivatives. CDS quotes are therefore obtained over the counter (OTC) and may not be reliable for estimating the CDS spreads. Spillover effects from the bond, equity, and options markets also affect the CDS spreads. The extent to which these markets impacts on the CDS spreads is not clearly known despite the various statistical methods posted by different researchers. Some suggested that equity markets have the greatest spillover effects on the CDS spreads while others argued that options market are the major contributors. Credit default swaps have been fully taken up in the developed economies while the emerging economies are still struggling to catch up. The way in which CDS behaves in tranquil and volatile market environments has sparked serious research. Many questions concerning CDS markets and their importance in the emerging economies have been raised by various researchers. How are sovereign risks managed by these economies? The application CDS in managing risks is a new innovation that requires further research. 3.0 Credit Default Swaps 3.1 Determination of the price of a single name CDS security. Many approaches of determining CDS spreads have been put forward by various researchers. One commonly used approach for pricing a derivative is by finding a portfolio of assets whose returns matches that of the derivative replicated. Duffie & Singleton (2003) and Lando (2004) suggested such portfolios in their research. This strategy may not work in a situation where similar replicating instruments needed for replicating the portfolio are not issued by the issuer whose CDS’s are being replicated. In addition, what happens to the replicating portfolio when the CDS contract ends after a credit event? Another approach of pricing CDS spreads is to determine the value of spread which equates the net present value of the expected value of the coupon to the net present value of the expected value of the payoff. Hull & White (2001) used this approach to formally derive the pricing formula. They assumed that interest rates, recovery rates and default