Pride and Prejudice: Women and Social class in the Regency Era Essay

Women were not considered to be equal to men. Women were regarded as being more fragile, mentally and physically, than men, and in need of care and protection. Wives were expected to defer to their husbands. Women laboured under certain legal disadvantages. When a woman married, for instance, any property she owned or any moeny she earned or ineherited automatically belonged to her husband. A husband could divorce his wife for adultery (though even for a man,divorce was difficult to come by, and carried a strong social stigma) but a woman could not divorce her husband even if he was cruel, deserted her etc. It ws possible to obtain a legal seperation, but that ws very difficult to come by. For upper or middle class women who needed to earn a living, teaching was one of the very few respectable options, and to be a teacher was not regarded as a particularly desirable occupation. A woman who became a teacher might be a governess (teaching the children of one family in their own home) or she might be a teacher in a school. Universities did not admit women at this time, and there were no female university professors, nor could women be doctors or lawyers or go into the church. The standard of education in girls’ schools was very variable, most concentrated mainly on fashionable accomplishments like dancing, music, French, and drawing, but some had more demanding curriculums. Mary Russell Mitford (who was a few years younger than Jane Austen) went to a school that taught Latin and Astronomy as well as the more usual subjects. And there were books aimed at girls which offered more challenging subjects. for instance, an immensely popular book in the Regency era was ‘Conversations in Chemistry’ by jane marcet, which taught chemistry in the form of conversations between a governes.s and her two pupils. This book was extremely popular and went through many editions. It was intended mainly for girls, but was read by men as well, the scientist Michael Faraday said that it was one of the two books that had influenced him most in his life (the other was the Encyclopedia Britannica). However, as you can see from reading the novels of Jane Austen, gentlemen were expected to treat ladies with respect. Most girls of the upper and middle class expected to stay at home until they married, but most were probably quite happy with this. It was not usual in those days for people to work unless they really needed to. This applied to men as well as women, a gentleman like Mr Darcy or Mr Bingley for instance would not expect to have to work for a living, any more than most women of their class would. Relations between men and women were often very good, for instance you can see from the letters of jane Austen that she had a lot of affection for her brothers, and they for her. It was different for working class women of course. They, like working class men, would be expected to work for a living from an early age. One of the commonest forms of employment for women in this period ws domestic service. Almost everyone who could afford it kept at least one servant, and a wealthy family might have dozens. One of the very few working class characters in Jane Austen is the housekeeper at Pemberley (mr Darcy’s home) who speaks about him so warmly when Elizabeth and her aunt and uncle visit the house. The housekeeper was the most important female servant in a large household, and she would be in charge of all the other servants, give the orders as to what they were to do, manage the household accounts etc. It was a responsible and important position. The fact that Elizabeth Bennet is impressed by the housekeeper’s good opinion of Mr Darcy shows that a servant’s opinion of her employer could be a valuable guide to his character.

English reflection Essay

As I am approaching graduation after five long years of college, it is hard to believe that English 200 was my first English class of my college career. I have concluded that during my four writings that there have been three areas that I needed and have improved on during this semester. Over the course of these few months, it has become apparent that my writing skills have improved in the areas of finding the appropriate target audience, finding new language to use in persuasive essays, and finally the way to format a works cited page. The appropriate target audience had been a continual problem throughout the semester. One way that has helped me solidify the target audience has been to find out who I want to hear the message I am trying to get across. The first challenge picking a target audience came during the second writing. During this writing I had prepared a response to the NCAA about college athletes going pro. Ultimately at first I was confused with who had the ability to make these changes and the authority to go along with it. I would have to say that during all four of my writings this semester it continually came back to finding out who had the major authority within the organization or group of people I was trying to approach. After gaining some insight into who the appropriate target audience was during the second writing, it greatly affected the way that I approached the third and fourth persuasive writing assignments. I put a great deal of emphasis on who was going to be able to make a difference in the topic that I was trying to discuss. In my third writing especially I was able to come up with a target audience by first assessing what type of people I wanted to reach out to and how I was going to make that happen. My third writing was about an alternative way to dieting in the form of fasting. I found that the target audience was people that were searching for a diet in the first place and how I was going to be able to provide them with an alternative position on the topic. The second change that has been a drastic development has been the use of persuasive language. Until this semester I have always struggled with grammar and how to make the target audience stay engaged in the writing. This language that has helped to get my point across has become stronger as the semester has gone on. This is an important aspect because it is what drives your essay to really hit your audience. Beginning with the first two  writing assignments it was evident that we were going to be easing our way into the types of persuasive essays in the semester. I found that it was easier to start with an argument essay where I was able to express some of this persuasive language in a much more natural writing environment. As we approached the next three writings, it challenged me more and more to find new ways to keep the language in an engaging way for the audience. I learned an enormous amount about persuasive language and thought that the way of easing into it throughout the semester has provided me with the tools to become a better writer in everyday life for other classes and a future career. The final improved aspect of writing had to have been the works cited page. I was unaware how important this aspect was to the paper and how to properly construct this page. I feel more confident now on the format and what information needs to be provided in this area. After getting the first writing assignment back I realized that I had no idea how to properly format the works cited page, let alone how to cite those sources in the actual writing. I had a lot of errors, for example I was unaware that I was able to use the last name of the author at the end of the cited sentence to properly give credit to the author. There were only minor improvements on the next writing which made me realize that this was an area that I was going to have to really work on. On writing three and four I decided to put more thought into the works cited page as a whole. This was also the same time as to when we started highlighting in our sources where we found our information and whether or not we paraphrased it or took it straight from the articles. This helped make me realize which type of citations to use and when the appropriate time to use them was. I believe that the toughest part about making the works cited page is the format. While there is not a huge difference between MLA and APA, it can become confusing when two different teachers prefer different methods. Knowing the differences and correctly applying the changes was one of the aspects that I improved on greatly this semester. Over the course of the semester the works cited, persuasive language, and the target audiences have been the areas of writing needing the most improvement. I feel more confident now in picking the language and target audience, along with being able to construct a proper works cited page for these writings. As each paper came along I provided with more opportunities to learn the proper ways in which to approach these three  aspects and how to put more emphasis on them.

Companies with low on diversity Research Paper Example | Topics and Well Written Essays - 1000 words

Companies with low on diversity - Research Paper Example There is a realization that diversity can be a source of immense creativity and innovation. In the new light, American companies are doing their best to embrace and harness the value of diversity in all their aspects. This paper will explore ways in which these companies are embracing diversity. It will also highlight companies that are leading in embracing diversity as well those lagging behind. An understanding of the American diversity is crucial (Johnson 9). The workforce comprises Whites, African American, Hispanics, Latinos, Indians, Asians, and Africans. The Whites form the majority while the others are the minority groups. From a different angle, the minority group also includes women, and all disabled people. The American people are adherents of different religions (Wuthnow 130). The society has varying cultures and belief systems. The people grow up in different backgrounds and neighborhoods. The American society is greatly diverse. In addition, each individual has a unique personality and abilities. For companies, embracing diversity means more. Most of the companies are operating on a global front. Their markets are from different races and backgrounds. A good example is McDonalds that operates in many regions of the world (Harris 6). They realize the need to satisfy their clients. One of the strategies of survival has been to recruit a heterogeneous workforce. Such a workforce is a representation of the society. This workforce produces ideas that can address the needs of the market (Harris 58). In this sense, diversity results in innovation. Most of the companies who understand the need for diversity have a diversity officer in place. This officer ensures that the company maintains diversity and inclusion at all levels. Companies are working hard to ensure that there is inclusion in all offices and departments. Most of the companies are proving gender sensitive. A remarkable percentage of women sits in boards in many companies and indulges actively in decision-making and formulating practices at the workplace. Appreciating diversity in the American society has not been an easy venture. There are numerous challenges and the companies need to have a great deal of commitment. Such commitment drives the companies to lay down strategies that can help the company improve in appreciating diversity. Many of the companies have made remarkable progress in embracing diversity.

Toxicology Essay Example | Topics and Well Written Essays - 250 words - 3

Toxicology - Essay Example Although, more often the size of the solute particles is larger than what can easily cross the biomembranes. In that case, there are carrier proteins that bind with the solute and transport them across the membrane. This is known as facilitated diffusion. In facilitated diffusion, the carrier proteins are embedded in the membrane. They bind with the biomolecules and change their shape which results in translocation of the molecules to the other side of membrane. In a biochemical system, there is frequently need of transporting biomolecules across a membrane against the concentration gradient. It can be thought of as uphill movement of molecules and it requires energy. The energy used can be chemical in nature as from ATP in various protein pumps or electrochemical due to difference of electrochemical potential across the membrane. As illustrated by Jack H. Kaplan (2002), an example of active transport pump is Sodium/ Potassium ATPase that uses energy from ATP breakdown to transport ions across

Financial Analysis Term Paper Example | Topics and Well Written Essays - 1250 words

Financial Analysis - Term Paper Example In the case of Competition Bikes Inc., they have been using traditional costing methods and have recently given ABC a try. The following is the data for the overhead costs of six items: From the figure above, we see the difference in production costs due to the cost allocation method. Under the traditional approach, the manufacturing overheads were overpriced for the Titanium model at $239,020 whereas the actual costs is $188,415. Consequently, the total manufacturing cost is also affected. Using the ABC approach would reduce the manufacturing cost of Titanium products, hence, helping the company get better margins. Similarly, for the Carbon DL model, the manufacturing overhead is underpriced at $232,380 whereas using ABC, we found it to be $282,985. Therefore, the product cost is less than the actual cost incurred. Hence, based on the above findings, we can conclude that Activity Based Costing method is the right approach for cost allocation as it allocates costs to individual activ ities making cost identification better. Moreover, it also helps in making operational improvements as with ABC, we have a clear idea of the cost centers. Evaluation of Cost-Volume-Profit Cost-volume-profit analysis also sometimes termed as breakeven analysis is the point at which revenues equal costs (both fixed and variable costs), i.e. a point of no loss or no gain. The analysis assumes that costs and revenue behave in a linearly and both fixed and variable costs have been accurately assigned. It also assumes that all units produced are sold and in the case of more than one type of product, the sales mix remains constant. Cost-Volume-Profit amalysis is the analysis that provides a company a rough understanding of the number of units they can produce to earn a particular amount of profit while incurring certain cost. One of the tools of Cost-Volume-Proft is Breakeven Analysis, which describes the units are which revenue equal cost. Bascially, this means that if Competition Bikes c an sell more than 1415 units of the Titanium model and 786 units of CarbonLite, they would be able to earn profit. Breakeven analysis describes the volume above which a company can earn profits while incurring the same amount of costs. The following figure provides the calculations for the Breakeven Analysis of Competition Bikes Inc. for their plant in San Diego with Titanium model of 900 units and CarbonLite model with 500 units. From the figure above, we can see that if Competition Bikes Inc. sells a total of 2201 units of Titanium and CarbonLite models combined, they would be able to breakeven and if they sell more than 2201 units, they can earn profit. It is also necessary to find the individual breakeven points of both the models. Competition Bikes need to sell 1415 units of Titanium model and 786 units of CarbonLite to be at the point where they suffer no loss and no gain. If we analyze the breakeven point in terms of sales dollars, we know that for Titanium, $1,273,500 are th e breakeven figures whereas for CarbonLite they are $1,175,070 as it is expensive than the Titanium model that is why lesser units and more sales dollars result in the breakeven of CarbonLite. An increase in fixed costs results in increasing both the breakeven units and sales dollars. If the fixed costs of Competition Bikes Inc. increases by an additional $50,000 and the cost of direct materials increase by 10%, then the following breakeven calculations would result: As we can see

Organisational Behaviour (Corporate Social Responsibility and National Essay

Organisational Behaviour (Corporate Social Responsibility and National Culture) - Essay Example Breadtalk, is a company that was established in 2000 and deals with designing confectionery store, and is known for its delicious cream filed buns. It owns some of the best performing food courts and restaurants in 13 different countries, including Singapore, Indonesia, China, Kuwait, Oman, the Philippines, Malaysia, Hong Kong, India, Thailand, Korea, Vietnam, and Bahrain.  Moreover, the company owns more than 240 stores across the globe. Although the company operates in different culture, the adequate understanding of the issues that arise from cultural differences has enabled BreadTalk expand rapidly in different countries. This essay focuses on what corporate social responsibility is and how it could influence the organizational behavior of BreadTalk. Moreover, the essay will explain why an understanding of cultural differences is important to the business at BreadTalk, and include a brief description of the Australian company where BreadTalk is planning to expand. In the contem porary world, companies have to operate in a competitive market characterized by changing consumer preferences. Therefore, it has become inevitable for companies willing to succeed to make strategic decisions such as undertaking to contribute to some activities in the society (Love, 2008). BreadTalk is one company that has benefitted from its engagement in corporate social responsibility. In china, BreadTalk is recognized for its role in assisting the victims of the Sichuan earthquake on 12th may 2008. BreadTalk designed Panda Bear shaped buns symbolic of the horror associated with the 7.8 magnitude earthquake. All proceeds obtained from the sale of Peace Panda buns were given to aid the different bodies dealing with the earthquake. The activity enhanced the reputation of BreadTalk and resulted in increased media coverage. This activity demonstrated the innovativeness of BreadTalk since it made use of their own products in raising funds, which also boosted sale of other products oth er than â€Å"Peace Panda† (Wood 2010). Different countries are characterized by different cultures, which affect certain aspects of business such as customer preference. Multinational companies are at times faced by conflict most of which are related to cultural differences that characterize the different countries. BreadTalk is a multinational company but has managed to gain wide acceptance in the regions where it has expanded its operations. Different cultures are characterized by different cultural values and ethics, which often affect the moral judgments of individuals (Tay 2010; Wood 2010). Having operated in different countries, especially in the Asian continent, BreadTalk management has sound understanding of the influence of culture on performance. Understanding the cultural differences that characterize different nations is important to the Business Managers at ‘Breadtalk since the company operates in a multicultural setup characterized by varying customer pre ference. Moreover, the company the company deals with offering food products. Most cultures are characterized by varying eating habits hence varying preference (Hart & Rosenbergerg 2004; Jones, Comfort, & Hillier 2007). An understanding of the Australian culture is important to the Business Managers at ‘Breadtalk and will enable them to decide if they should expand to

Why do firm operate in high-risk countries Give specific examples Essay

Why do firm operate in high-risk countries Give specific examples - Essay Example The term high risk implies that a certain country’s economy has a higher inclination towards risk. This risk may exist because of some social and political problems that the country might face. Because of a social and political turmoil in the country, government policies regarding the foreign direct investment may not be very friendly and so may not be very attractive for the investors. Also there is likelihood that the security situations in such countries also may affect the foreign businesses. For example many firms have suffered in countries like Pakistan and Afghanistan where the security situation does not permit a healthy business environment. The products of the firms that operate in high risk countries may not provide the value they once did, as Penn (2003) points out. Also according to Penn (2003), the overall productivity of the firms and companies might fall because the revenues earned would be less than those that were earned previously. As a consequence, the cost s incurred by the investors might rise too. The firms would be increasingly burdened in such situations with unnecessary costs and the benefits expected may also be dwindling. Also the interest rate in the high risk countries is generally less which means that the foreign direct inflows are also gravely affected. This is true for all the foreign direct investors that operate in high risk countries. However, it is interesting to note that recently there has been a trend of companies working in the high risk countries when they actually should have found exits. Of course there might be some benefits in doing so, that encourages the investors to work in such situations. The paper discusses some of the advantages that a firm might have while investing in countries that are in state of recessions. Most of the economists like Rothgeb (1986) believe

E-journal Essay Example | Topics and Well Written Essays - 750 words

E-journal - Essay Example I learnt that the instruction also should create safe and eye catching environment as this will allow for positive attitudes from children and result in productive learning. Well-planned and interactive lessons result in more student engagement; therefore â€Å"engagement in a quality music programs helps students†¦ develops both fine and gross motor skills† (Russell-Bowie, 2012, p.46). Thus, the range of different activities and using a variety of resources will allow children to stay engaged and develop. I also learned that the way the teacher communicates with students is very important due to the fact that if a teacher communicates in an effective way and provides clear instructions the lesson will be able to run smoothly. Therefore, the lecture was very useful for me as it allowed me to gain management ideas, which I can implement in my classroom. Through the tutorial that was prepared, I learnt much about the music. During the music tutorial we worked in a group and chose instruments to represent sound in a story or poem. It allowed me to understand the different moods instruments can create. Our group had the poem ‘Will we ever see?’ by Georgia Heard and I was able to learn the different sounds music can make and the mood they create. I find this activity to be very interesting in the classroom as it allows the children to understand the sound of different instruments, working as a group. Therefore, the tutorial demonstrated to the class the different sound effects from instruments. Application of the rhythm sticks made it clear how to read the rhythm cards as we were taping the sticks to the beat and this allowed our group to understand how to play eight rhythm beats. This will be a great idea to implement in the classroom as through the rhythm children can understand meaning of duration. Working in big groups and small groups allowed us to gain a deeper understanding on how to engage a whole class using instruments, flash

How to be an effective communicator Essay Example for Free

How to be an effective communicator Essay Good communicators are not born they are created, and you cannot create one out of yourself overnight. You have to have constant practice and some rules to follow. Other than learning how to speak clearly and avoiding monotonous voice which will definitely play a big part to becoming the best in your chosen career, avoiding plagiarism is also an important thing to consider. What is plagiarism?   Ã¢â‚¬Å"Is using ideas and/or words from a different person, claiming as ones own without proper credit to the real source (Merriam-Webster Dictionary)†.   Ã¢â‚¬Å"The inability to give credit and acknowledge ideas or phrases used in any paper, publication, or project submitted but gained from another person (http://english.la.psu.edu)†. What are the different types of plagiarism? 1.  Ã‚  Ã‚  Ã‚  Ã‚   Word-for-word Plagiarizing – â€Å"happen when you try to change opening part of the sentence, so that the readers won’t notice that the remaining of the entire paragraph is just a copy from the source (http://academics.hamilton.edu)†. 2. Plagiarizing by paraphrase – â€Å"the same concept from the source are being followed in a close manner simply by just substituting and changing some words with your own words and sentenced for those of the original text (http://academics.hamilton.edu)†. 3. The Source – The writer should have proper citation about the source, it should be clear and exact. 4. Mosaic Plagiarism – â€Å"this is more complicated type of plagiarism, because phrases and words are actually from the source or original text and you just add some of your words (http://academics.hamilton.edu)†. 5. Summary – â€Å"using quotation marks during an oral presentation and while writing a paper can help avoid plagiarism, but when overdone it will look like a patchwork and will resemble the original (Types of Plagiarism, http://la.psu.edu).   If it happened that almost the entire thing that you want to say came from one source, directly quote or paraphrase it so it will look better. But either way, introduce your borrowed words or ideas by pointing out that those ideas are from the author and followed them with citation inside the parenthesis (Types of Plagiarism, http://la.psu.edu)†. How do we avoid them in oral presentation? Consider indicating direct quotation, by saying â€Å"quote† and follow it with â€Å"unquote† or â€Å"close quote†. Another approach is by saying: â€Å"In her 1998 owner’s guide, Airedale Terriers, trainer Dorothy Miner says the following about the origins of the Airedale Terrier†. If you are citing a saying from anonymous sources, you can say â€Å"It is always said that†¦Ã¢â‚¬  In oral presentation usually the citation is trimmed down to just the author, Title of the publication date and title. With all these information regarding plagiarism and proper citation I’ am sure it will be a big help for you to start so to speak. But with constant practice and proper usage of voice, using proper intonation, correct stress on words, pronunciation and enunciation you can become one of the most effective communicator.

Von Neumann Architecture Essay Example for Free

Von Neumann Architecture Essay The greatest social transformation in Britain can be traced back in early 19th century. It was primarily due to the reform in life style or modernity (the introduction of machines industrialisation)which have caused a radical change on the location of work, which also became a driven force for vast number of people to move towards cities (urbanization).In contrary caused a drastic change on population size (over population )in city areas .The overall state political frame work was based on lassie fair, conservative(non-interventionist )approach where there are no or limited state intervention in redistributing resources . The economy was market wise economy system(free market).There were no social welfare amendments or services provided by the state , it was commonly considered as commodity and they were mainly provided by private sectors or volunteers (philanthropy’s ). The newly life style and overpopulation have caused massive social, political and economic problems which mandated the state to intervention in overcoming the situate (the need appeoch). The overpopulation have triggered various social disorders like shortage in housing , outbreak of new diseases, sanitation problem, poor health condition increase rate of unemployment and poverty..Etc. In the 19th century Britain was the uppermost in industry and trades (the first country to go through industrialized) and accounted as one of the richest country in the world while 30 % of the population were under poverty line (ref) the free market had aggravated great social conflict among haves and the have–not due to opposing interest and created excessive gap between social classes. However this stimulated the emergence of strong labour unions . There are two approaches on the evolution of welfare state. The need approach states diversion in life style (modernity) have caused the state to intervene and the conflict approach argues on class conflict and the growth of strong labour union as the result for the emergence of social welfare. Poor laws that were amended in 1601 and 1834 were considered to be the first measures taken by the state in order to address poverty (poor people) even though the means of poverty were not clearly understood. There were important factors which stimulated the government to contemplate poverty (welfare system) as an important issue. The Edwin Chadwick report led down the first lime stone for the formation of the first health act in 1848 also Charles booth made an outstanding study on poverty and the Courses he argues poverty should not be linked with laziness or poor people should not be blamed for their states.

Measuring Public Attitudes to Reality TV | Methodology

Measuring Public Attitudes to Reality TV | Methodology 1. Outline the considerations you would make in deciding between using the Thurstone, Likert or Osgood method. Highlight the particular context and conclude with a clear decision about which of the three methods you would chose. The three social research methods of attitudinal measurement are appropriate for use in this experiment as they all give statistical evidence to support the questions relating to various attitudes taken from a general consensus of people. However, each has its own merits to be considered. The Thurston, Likert and Osgood methods can give a representation of social attitudes toward Big Brother, however, which is the most ideal requires some consideration of their procedural processes. The nature of measurement and descriptive qualities in each method was considered before a test was decided and questionnaire constructed. Thurstone was one of the primary social scaling theorists. He used the average rankings of a set of attitudinal statements based upon a given topic to determine a set of agree/disagree responses. He formulated three different methods that all worked upon a uni-dimensional scale. These were the method of equal-appearing intervals, the method of successive intervals, and the method of paired comparisons (Thurston, 1928). The three methods crucially differed in how the scale values for each item were constituted from their base source. However, in all three cases, the resulting scale was rated the same way by respondents. This labour-some method did not take into account any indifference towards the statements or the degree to which negative and positive attitudes could vary. In questionnaire format it relies upon closed questions to gain its data and measure attitude. Furthermore, it indicates a mean average as its descriptive data between that of agreeing and disagreeing in each state ment category,which does not capture the nature of the deviation or sway of general trends in attitude. Neither does it allow for a consideration of word connotation within the statements. Due to these considerations this method of measuring attitude was rejected for this experiment. The Likert technique was developed after the Thurstone scale. With this method to social research a set of attitudinal statements were also presented to subjects. Subjects were asked to express agreement or disagreement according to a five point or seven point scale measuring the variance of attitude towards the statements (Likert, 1932). Each degree of agreement or disagreement was given a numerical value from one to five / seven rather than being defined as a closed agree or disagree category. A total numerical value was then to be calculated from the total number of responses. This method is suited to our experiment as it can be applied to established attitudinal theories such as Ajzen’s Theory of planned behaviour as a way of drawing out not only attitude but intention and concepts that help shape our attitudes. Essentially, the Likert method can be broken down into segments pertaining to the theory of planned behaviour to reveal a more sophisticated set of results that in dicate a fuller relationhip than that of the Thurstone method. However, one more method that relates to the Likert method should be considered before moving on. The Osgood method was developed in conjunction with the Likert technique. Using the scale as the basis for the measurement of attitude, Osgood concerned himself with the significance of meaning, and in particular connotation of words. Typically subjects would be given a word or concept, such as race, and would subsequently be presented with an array of adjectives in which to describe that word / concept (Osgood, 1957). The adjectives would then be represented at either end of a five point / seven-point scale similar to the likert scale. Due to this, Osgood was able to contrive a map or model of peoples connotations for given concepts from which attitudes could be understood. However, there are problems for using this method for our experiment. Firstly, there is the problem that this map depends entirely on the presumption that all adjectives mean the same to everyone. Because of this, the method itself becomes contradictory as it begins from the general assumption that peoples connot ations for certain cocepts differ. However, it also depends upon the assumption that, for certain words at least, they do not differ. And secondly, there is nothing in this test that attempts to negate the onset of socially desired responses from participants. For this reason, the Osgood test for connotational attitude was dropped as the method for this experiment in place of the five category Likert test. 2. Provide a detailed description of the steps you would need to take at each stage of scale construction, using your chosen method. In the first stage of developing the Likert method for this experiment, relevant attitudinal questions would have to be established and drawn up. Based upon the preliminary research into certain perceived attitudes towards Big Brother, these questions should be drawn up and applied to a five point scale ranging from strong agreement through to strong disagreement. These should be comprised into sets of varying attitudinal question types that relate to the different categories apparent in the Theory of Planned behaviour. These sets should consist of questions relating to social norms, attitudes and perceived behavioural control (Ajzen, 1991). For example, the first two sets of questions should be taken into account, that is the subjective norm and the attitude, and categorised as one set. For example, based upon the measurement method of the likert five category system, typical questions relating to these sets could be ‘do you think Big Brother is valid?’ and ‘do yo ur friends tink big brother is valid?’. These provide us with indicators of varying attitudes from which behaviour could be measured as an outcome. For instance, questions then asking ‘would you watch Big Brother?’ or ‘is it your intention to watch Big Brother?‘ would give us an indication of the strength and nature of the forces creating the attitudes towards Big Brother. A third set of questions relating to the perceived behavioural control could then tell us of how people perceive the viewing of Big Brother and how that affects their attitudes and intentions towards watching the show. According to the theory of planned behaviour, these three attitudinal variables inform the intention from which behaviours can be understood (Ajzen, 1988, 1991). By taking the findings of this questionnaire through the method of the Likert scale, we are providing ourselves with a technique which can register, incorporate and analyse the findings of a limitless amount of subjects and find trends in the different ways that people have formed attitudes towards Big Brother. It is with the Likert model that an attitudinal questionnaire based upon the theory of planned behaviour was constructed to answer the main question put forward by this experiment. An example of the three sets of questions based primarily upon the theory of planned behaviour and developed at this stage are as follows: I like to Watch Big Brother? Strongly Agree / Agree / Indifferent-Unsure-Never Seen It / Disagree / Strongly Disagree. My Friends Think People Should Watch Big Brother? Strongly Agree / Agree / Indifferent-Unsure-Never Seen It / Disagree / Strongly Disagree. It is Morally Acceptable to Watch Big Brother? Strongly Agree / Agree / Indifferent-Unsure-Never Seen It / Disagree / Strongly Disagree. The next stage should be firstly concerned with eliminating ambiguous or leading questions such as those involving the terms ‘hate‘ and ‘love‘ or ‘nice‘ and ’kind of’ etc. This can be done where confusion is noticeable manually or where indicated on the results of pilot studies. This stage should then be concerned with content validity. This can also be done via a pilot test; by using the questionnaire to test a group whose attitudes are well established. For example, you would expect members of a Big Brother fan club or groups that promote Big Brother to score positively on attitudinal questions relating to Big Brother. However, if the results show that they did not score positively then this can be taken as an indication that there is something wrong with the questionnaire. Conversely, if they do score positively then the pilot test can be deemed valid. Alternatively, a professional or expert in matters of attitudinal tests could be consultd for clarity. After these questions have been arranged according to category and the pilot test and/or expert has given sufficient content validity, a sample group should be targeted and asked to participate. On defining that target group, an introduction giving them the required and ethical briefing should be performed, and on their completion a debriefing and contact address should be disclosed. On retrieval of the results, an appropriate measurement should be carried out to establish the descriptive and inferential statistics of the likert test. The procedure for the Likert does not involve mean averages as these merely convolute the sway of the attitudinal range. Rather, median and modes are better equipped to give descriptive data as the significant range is concerned with general trends rather than precise measures. Bibliography Ajzen., I. (1988) Attitudes, Personality and Behaviour, Milton Keynes: Open University Press. Ajzen, I., (1991) The Theory of Planned Behaviour. Organizational Behaviour and Human Decision Processes, 50, 1-33. Osgood, C, E., Suci, G, J., Tannenbaum, P, H., (1957) The Measurement of Meaning. Urbana: University of Illinois Press. Thurston, L, L., (1928) Attitudes can be Measured. American Journal of Sociology, 33, 529-544. Likert, R., (1932) A Technique for the Measurement of Attitudes. Archives of Psychology, 140, 1-55.

The New Teenage Parent Essay -- Essays Papers

The New Teenage Parent I originally wrote this essay as an assignment for Monique DuFour's class about how we classify different groups of people. I think that the part of the student population that are parents (especially single parents) are often forgotten by the University as a whole. I say this because there are very few, if any, programs that recognize and cater to the needs of parents/students that may need a little extra help, with time or financially. As I revised this essay, I tried to think of ways that I could speak to a larger audience and raise general awareness on this issue. A young man is at a party. He reaches in his pocket for some money, but he smiles to himself and pulls out a pacifier. He's a young single father. A young woman is playing on the lawn with a little boy, tickling him and laughing as he giggles. He's not her little brother. . . he's her son. Even more than being single parents, these are real people and have been or are currently students in college. I naturally feel that what I have to say is important because I am one of these people. I have a two-year old son, Jaymen. I also want you, the reader, to know that we, the young single parents who are a part of the United States, New York State, Syracuse and even closer to home, Syracuse University, are definitely more than statistics. I could tell my story and try to prove that to you, but that would not be a multi-faceted account of what being a single parent is. When I use the term, single parent, I am keeping in mind the literal meaning of single--unmarried. I am not excluding support of the other parent in any situation. When I add the word young to it, I am referring to a male or female whose child was born while they wer... ...ie, which ended in divorce five years later. She went to nursing school part-time, while working various kinds of jobs. She remarried while in school and finished nursing school when she was in her early thirties. Her son, Anthony, has finished high school and is now in the Marines. He's twenty-one now. She's divorced and now working as a traveling nurse. She never had any more children. The list of success stories for young single parents go on and on. Just because a person has made a mistake in the past does not mean that the future has to be a life full of mistakes. The saying, "Life is what you make it," is true. There is a difference, however. The extra incentive to work hard is to look into the big brown eyes of a child that you helped to create and realize that you have to be a good example and teach them to make their lives a little better than yours was. The New Teenage Parent Essay -- Essays Papers The New Teenage Parent I originally wrote this essay as an assignment for Monique DuFour's class about how we classify different groups of people. I think that the part of the student population that are parents (especially single parents) are often forgotten by the University as a whole. I say this because there are very few, if any, programs that recognize and cater to the needs of parents/students that may need a little extra help, with time or financially. As I revised this essay, I tried to think of ways that I could speak to a larger audience and raise general awareness on this issue. A young man is at a party. He reaches in his pocket for some money, but he smiles to himself and pulls out a pacifier. He's a young single father. A young woman is playing on the lawn with a little boy, tickling him and laughing as he giggles. He's not her little brother. . . he's her son. Even more than being single parents, these are real people and have been or are currently students in college. I naturally feel that what I have to say is important because I am one of these people. I have a two-year old son, Jaymen. I also want you, the reader, to know that we, the young single parents who are a part of the United States, New York State, Syracuse and even closer to home, Syracuse University, are definitely more than statistics. I could tell my story and try to prove that to you, but that would not be a multi-faceted account of what being a single parent is. When I use the term, single parent, I am keeping in mind the literal meaning of single--unmarried. I am not excluding support of the other parent in any situation. When I add the word young to it, I am referring to a male or female whose child was born while they wer... ...ie, which ended in divorce five years later. She went to nursing school part-time, while working various kinds of jobs. She remarried while in school and finished nursing school when she was in her early thirties. Her son, Anthony, has finished high school and is now in the Marines. He's twenty-one now. She's divorced and now working as a traveling nurse. She never had any more children. The list of success stories for young single parents go on and on. Just because a person has made a mistake in the past does not mean that the future has to be a life full of mistakes. The saying, "Life is what you make it," is true. There is a difference, however. The extra incentive to work hard is to look into the big brown eyes of a child that you helped to create and realize that you have to be a good example and teach them to make their lives a little better than yours was.

Ensure Technical and Academic Rigor of Programs :: Curriculum Education Careers Essays

Ensure Technical and Academic Rigor of Programs Effective career and technical education programs clearly articulate course outcomes and align content with national or state occupational skill standards. These standards, endorsed by business and industry, are designed to prepare students with skills that reflect job market requirements and address all aspects of the industry, not just skills required for single jobs. Curricula developed around these standards offer teachers a variety of strategies for improving standards in their classrooms. Ohio has developed a set of cluster guides based on the Integrated Technical and Academic Competencies (ITACS) that employers have identified as necessary for work: solving problems and thinking skillfully, communicating effectively, applying technology, and so forth. The curriculum for each of these cluster guides follows the same format. Each begins with a workplace scenario, engages students in a problem-solving approach to learning, and integrates technical and academic competencies from state and national standards. Through the scenarios outlined in the guides, students are led to construct knowledge by engaging in learning experiences and problem-solving activities that have value beyond the classroom (Vocational Instructional Materials Laboratory 1999). Projects that use the context of the workplace and the community to teach academic and technical skills offer another strategy for ensuring program rigor. Students learn best in the context of real life experiences. Sussex Technical High School in Georgetown, Delaware; William H. Turner Technical Arts High School in Miami; and Michael E. DeBakey High School for Health Professionals in Houston are three schools that combine rigorous academic coursework with career and technical education through hands-on activities set in real-world contexts (Roberts 1999). In this way, "students can combine what they're learning in the field or laboratory with basic writing, science, and math skills" (p. 22). "Curriculum integration, contextual and applied learning, tech prep, and team teaching have increased the academic rigor of career and technical education disciplines" (Lozada 1999, p. 16). Traditional instructional roles, however, do not support these strategies for applying academic and technical understandings to real-world problems. To involve students in learning experiences that are situated in certain physical and social contexts and require interaction with other people, teachers must assume the role of coach or mentor, encouraging students to create their own knowledge from experiences beyond the classroom. When CTE instruction supports what is known about intelligence, brain development, cognition and learning, it gives credence to initiatives that integrate academic education with career and technical education (Reese 2002). Ensure Technical and Academic Rigor of Programs :: Curriculum Education Careers Essays Ensure Technical and Academic Rigor of Programs Effective career and technical education programs clearly articulate course outcomes and align content with national or state occupational skill standards. These standards, endorsed by business and industry, are designed to prepare students with skills that reflect job market requirements and address all aspects of the industry, not just skills required for single jobs. Curricula developed around these standards offer teachers a variety of strategies for improving standards in their classrooms. Ohio has developed a set of cluster guides based on the Integrated Technical and Academic Competencies (ITACS) that employers have identified as necessary for work: solving problems and thinking skillfully, communicating effectively, applying technology, and so forth. The curriculum for each of these cluster guides follows the same format. Each begins with a workplace scenario, engages students in a problem-solving approach to learning, and integrates technical and academic competencies from state and national standards. Through the scenarios outlined in the guides, students are led to construct knowledge by engaging in learning experiences and problem-solving activities that have value beyond the classroom (Vocational Instructional Materials Laboratory 1999). Projects that use the context of the workplace and the community to teach academic and technical skills offer another strategy for ensuring program rigor. Students learn best in the context of real life experiences. Sussex Technical High School in Georgetown, Delaware; William H. Turner Technical Arts High School in Miami; and Michael E. DeBakey High School for Health Professionals in Houston are three schools that combine rigorous academic coursework with career and technical education through hands-on activities set in real-world contexts (Roberts 1999). In this way, "students can combine what they're learning in the field or laboratory with basic writing, science, and math skills" (p. 22). "Curriculum integration, contextual and applied learning, tech prep, and team teaching have increased the academic rigor of career and technical education disciplines" (Lozada 1999, p. 16). Traditional instructional roles, however, do not support these strategies for applying academic and technical understandings to real-world problems. To involve students in learning experiences that are situated in certain physical and social contexts and require interaction with other people, teachers must assume the role of coach or mentor, encouraging students to create their own knowledge from experiences beyond the classroom. When CTE instruction supports what is known about intelligence, brain development, cognition and learning, it gives credence to initiatives that integrate academic education with career and technical education (Reese 2002).

Downloading music Essay

* Does the growing popularity of downloading music from the Internet give rise to a new music industry value chain that differs considerably from the traditional value chain? Explain why or why not. I think it might have an effect in the traditional value chain for the fact that nowadays it is very normal to download music from the internet illegally and legally. Due to this fact the sales in albums in the music industry have decreased. People prefer to download music rather than buy the CD because is more economic and they save money. For the reasons I mentioned before I think the traditional value chain might change. It is harder for artists to sell CD’s and they obtain more profit from the concerts performance. * What costs are cut out of the traditional value chain or by passed when online music retailers (Apple, Sony, Microsoft, Musicmatch, Napster, Cdigix, and others) sell songs directly to online buyers? (Note: In 2005, online music stores were selling download-only titles for $0.79 to $0.99 per song and $9.99 for most albums). The price to buy a song on the internet is cheap, so several costs are cut out of the traditional value chain. Retailers at the moment of sell songs directly on the internet do not have to take into account costs like: record company direct production costs, pressing of CD and packaging, distribution of the CD, stock of CD’s. That is why the final price to consumer online is cheap. The problem is when the people download music from internet programs like Ares, Free music video, Lime wire, among others. In that case the artist is not receiving any gain and that’s the situation that affects the music industry. * What costs would be cut out of the traditional value chain (or bypassed) in the event that recording studios sell downloadable files of artists’ recordings directly to online buyers? I think in this event would be very similar to an electronic commerce business. All the benefits from e commerce would be applied here. The main cost that would be cut out is the stock as I said before because there would not be a physic place to keep the CD’s. Also there would be a reduction of costs in the sales department for the fact that the consumer might choose any song that he wants without going to a store. In the other hand generally in the e-commerce consumers must pay a cost of delivery service but in this case there is not a cost like that because the file or song would be downloaded directly. I found these questions very interesting; the way in which the technology has changed many industry facts and the effects that it has. Nowadays is very easy to obtain the music but, is true that the music industry and the artists do not have the same profits as it used to be long time ago.

Instructional Materials Essay

Social Studies can be defined as a discipline in which we can learn about our world and man’s interaction with his immediate and remote environment. Since Social Studies deals with how men interact with its social and physical environments, how can this interaction of physical and social environment be learnt by the pupils? This can be learnt in the classroom where teaching and learning cannot be conducted by the teacher by merely feeling his pupils with facts and information. There is need to expose the pupils to varied activities. The environment of the child is rich in varied resources. The teacher should utilize these varied resources to promote or stimulate learning among his pupils. Pupils learn positively not by hearing alone but by seeing and doing. How can the teacher stimulate the pupils’ interest? This can be done by the use of instructional materials. Instructional materials are meant to stimulate pupils’ interest in the classroom for meaningful learning to take place. They also afford the pupils the opportunity to make use of more of their senses in the process of learning experiences which are not available in the classroom or school environment, are â€Å"brought† to the classroom for pupils’ attention through the use of instructional materials. For example, the use of the map of the world in teaching some topics in social studies enables the teacher to bring to class these learning experiences. â€Å"This is why instructional materials is said to be aids to learning rather than teaching†. 1.2. PURPOSE OF THE STUDY The study was planned mainly to: a. Provide useful information which will contribute in some ways to the improvement of the teaching of social studies in Nigeria primary schools through the effective use of instructional materials. b. Generate data that will help school administrators in their policy formation as regards the use of instructional materials in schools. c. Make available valuable information that will be helpful to educational technologist in their design of appropriate instructional materials for schools. 1.3. SIGNIFICANCE OF THE STUDY Nigeria is a potentially a great Nation. But for the Nation to fully attain the enviable position of greatness, her citizens must be dedicated honest, patriotic and hardworking. This is why the federal Government of Nigeria is at present embarking on the project of re-branding the country with the theme, great Nation, good people. Educators have rightly identified social studies as one subject that can help to make these lofty dreams of greatness a reality. Therefore, it cannot be overemphasized on the need to effectively teach this subject through the use of instructional materials. Here has the importance of this study. It will be expected that result of this study may be useful in the following ways: a. Enabling social studies teacher to realize more than ever before the importance of the use of instructional materials while teaching especially social studies. b. Providing more useful information for social studies teacher as regards the various instructional materials they can employ in teaching. c. Providing more useful information for prospective designs of instructional materials on the need to provide suitable instructional materials for use in schools. 1.4. STATEMENT OF THE PROBLEM It is the consensus among scholars in Nigerian that social studies is one subject that is crucial to the realization of the Nigeria dream of greatness. This is the reasons why social studies in one of the cone subjects at the primary school and junior school levels. However, it seems the teaching and learning of the subject is hampered by the problem of lack of in adequate use of instructional materials. Therefore, the problem of this research is to look at the problems surrounding the use of instructional materials in the teaching of social studies in primary schools. Specifically, this study has attempted to provide answers to the following research questions. 1.5. RESEARCH QUESTIONS 1. Do primary school teachers use instructional materials while teaching social studies? 2. Are primary school social studies teachers aware of the benefits of using instructional materials in teaching? 3. Does the use of instructional materials in teaching have any impact on pupils’ performance in primary school social studies? 4. Could the non use of instructional materials in the teaching of social studies in primary schools be as a result of their being inadequate? 5. What contribution does the use of instructional materials have on the teaching and learning of social studies? 1.6. SCOPE OF THE STUDY The scope of this research has been limited to some selected primary schools in Ibeju-Lekki Local Government Area of Lagos State. The project is to examine the impact of instructional materials in teaching of social studies in selected primary schools in Ibeju-Lekki Local Government Areas. And also to know how learning can be stimulated in primary schools pupils. The limitation is due to financial and time constraint. 1.7. DEFINITION OF TERMS 1. SOCIAL STUDIES: Social Studies can be defined as a study that equips learners with tools such as attitude, values and skills necessary in solving personal and community related problems. Social Studies is also a study of a man and his environment. It is also the study of many interactions with his physical and social environment. It is a study of how man lives in the society, what he does, how his life is affected by things, people as well as social practices around him. 2. INSTRUCTIONAL MATERIALS: These are the resources used to facilitate teaching and learning. 3. TEACHING: This can be defined as the conscious and deliberate efforts by a matured or experienced person to impact knowledge, information, skill, attitude and beliefs to an immature or less experienced person. Is also a systematic way of impacting knowledge on to the people. 4. ENVIRONMENT: These are what we interact within our surroundings likes highlands, lakes, rivers and vegetations e.t.c. 5. LEARNING: Advanced knowledge gained by careful study. Is also a permanent changes in behavior due to past experiences. 6. FACILITATING: Make learning easy without any difficulty 7. ABSTRACT: These are what we cannot see in our surroundings 8. IMPACT: The important or the value one devices from doing something 9. STIMULATING: The art of reasoning quickly and thought and feeling CHAPTER TWO 2.1. LITERATURE REVIEW The art of teaching and learning involves the interaction of both the human and materials resources in a classroom setting. Since human beings are social animals and they cannot live in isolation, they have to socialize and interact among themselves and with environment. This brings us to the question† What is Social Studies†? Social Studies can be defined as study that equips learners with tools such as attitudes, values, skills necessary in solving personal and community related problems. Information and knowledge gathered from reading books, journals, research works may reveal the area which have not been adequately researched into to us. Furthermore, reviews of literature sometimes provoke the urge to carry out a research based on what we read in the books or journal. Teaching and learning materials can be defined as any device piece of equipment, graphic representation, sound reproduction or illustration that helps the pupils to learn. Generally, instructional materi als are used to reinforce and to enrich the mastery of the subject matter. The roles of instructional materials have been of great importance to teaching in primary schools. According to Awosolu et al (1997), quoting Alani et al (1995) he said that since most pupils in primary schools are still very young, their intellectual abilities may not allow abstract presentation in facts without having to complement the content with concrete materials. It is in this regard that instructional materials are perceived as â€Å"aids to learning rather than aid to teaching†. Lawton and Dufour and Dahunsi (1979) classify social studies instructional materials in the following: 1. PICTORIAL MATERIALS: These include globes, maps, posters, flip and well charts diagrams. 2. PRINTED MATERIALS: These include textbooks, reference books, supplementary books, work books, journals, newspapers and magazines. 3. BOARDS LIKE: Chalkboard, Flannel or felt boards 4. MECHANICAL AIDS: These are audio-visual equipment and materials. Having known the various instructional materials, they serve as information carriers which are designed specifically to fulfill objectives in a teaching learning situation. In fact, learning resources in social studies are multi various and limitless. Social studies by its nature and content deals with the realities of men living in his complex environment. Hence, anything has to do with man’s behavior and interaction as a social behavior qualifies as an instructional materials in social studies. It is therefore possible to employ as many instructional materials as possible when teaching any topic in social studies because they help to stimulate pupils’ interest and reduce the numbers of verbal responses. A lot has been written on the impact of instructional materials in teaching and learning of social studies. Agun (1988) asserts that many curriculum innovations like inquiry or problem solving method of instruction or learning how to learn may not be meaningfully and effectively implemented without the use of a wide variety of learning resource. Generally, instructional materials are used to reinforce and enrich the mastery of the subject matter. As a matter of fact, Durojaiye (1978) declared that there is a large number of failure due to the fact that teacher are not doing their work as conscientiously as they should. The critics feel that schools no longer offer true learning and creativity to their pupils. Supporting the vies of these critics. Popham (1971) feels that social studies teachers and curriculum designers in the schools do not make any significant impact on pupils due to the lack of the use of instructional materials. According to Adusual (1982), instructional materials size could affect teacher’s effectiveness because, the smaller the shape the greater the degree of contact, and more effective the teaching and learning interaction. Assuming that there were adequate number of teaching aids it can be give to each of the pupils, therefore, the teaching of social studies without making use of instructional materials is not helping his pupils to learn. 2.2. THE IMPORTANCE OF USING INSTRUCTIONAL MATERIALS It is pertinent for teachers to become aware of the benefits that accrue from the utilization of instructional materials in order to intensity their efforts at achieving effective result in their teaching activities. Weaver and Bollinger (1949) identified the following advantages: 1. They attract and hold intention: A verbal explanation become more effective in attracting and creating interest when supplemented by a visual aid. 2. Instructional materials help retention of information and visual images. The major part of the things people heard are forgotten in a relatively short time and it becomes difficult to recall accurately what is heard. On the other hand, the things they see make a more lasting impression and they experience considerably less difficulty in calling the object or process with increased accuracy. 3. They help informing correct images: People often interpret information in term of their own background of experiences. Consequently, it is possible and quite probable for a group of learners to form entirely different ideas about the same things as a result of verbal description. The use of instructional materials helps to eliminate this inconsistency. 4. They assist in understanding proper relationships of components parts. 5. More of the benefits, teachers can reap when instructional materials are used in the teaching process: According to Ogunmilade (1984) the ability it provides in the share of expertise, helping knowledge to reach a lot of people. Simultaneously preservation of records and documents. Bringing before us what otherwise could have looked imaginary or far-fetched; enriching learning and allowing students to learn at their own rate. Furthermore, using of instructional materials makes teaching more effective and facilitates also to master the topic taught to the learner. Finally, using of instructional materials make learning easier and pleasurable at the same time concretize the learning process in the learners. 2.3. PROBLEMS FACING THE USE OF INSTRUCTIONAL MATERIALS IN SCHOOLS In spite of the numerous benefits accruing from the use of instructional materials in teaching and learning situation its application in our schools has been discouraging because of the following process: 1. Lack of Direction: This is characterized by lip service, paid to use to educational technology in high quarter. Apart from the meager budgetary provisions often made by governments for instructional materials, when it comes to implementation, the funds are hardly released. 2. Resistance to change on the part of the teachers. 3. Lack of readiness of teaching staff to use audio-visual techniques and charge their methods and tools within the classroom. 4. Lack of insfrastructures and facilities that might make the use of instructional aid more meaningful such as lecture halls, audio-visual, libraries, studios, independent study spaces, audio-visual resource centre e.t.c. 5. Inadequate personnel or specialist to train users of instructional materials in schools. 6. Fear of failure in their use 7. Fear that new technology would replace teachers. 8. Inadequate instructional materials: Since the inception of social studies programme, teachers have consistently complained about the problems of quality and quantity of instructional materials. The problem is traceable to lack of good textbooks, cost of textbooks, commercialization of materials, non-functional libraries and resources centres, gap between publication and dissemination of instructional materials, lack of quality control of textual materials and so on. In most cases, teachers rely on outdated and stereotyped textbooks which hardly reflect the needs of pupils. 9. Lack of Fund: This is one of the big problems confronting teachers in general, and social studies teacher in particular. The problem here is lack of motivation and incessant agitation by teachers for improved condition of service. Thus, primary school teachers including social studies teachers have lost interest in teaching even though they are still called teachers. Those who have the slightest opportunity leave the classroom for greener pastures. The incessant replacement that follows such frequent resignations leads to lack of continuity in social studies classrooms. The pupils are usually the worse hit by this. Furthermore, funds are not available for the provision of instructional materials, thereby leaving teachers to either improvise or teach without any in majority of the cases. CHAPTER THREE 3.0.RESEARCH METHODOLOGY This chapter is concerned with the techniques used by the researcher in the collection of data for investigation. It covers explanation on the choice and description of instrument employed for the collection of data. Also included are the sampling techniques, method of administration of the questionnaire and the data analysis method. 3.1.RESEARCH INSTRUMENT The research instrument used for this study is the questionnaire. The choice of the questionnaire is because of its advantage of allowing respondents to answer questions without any outside influence such as facial appearance that may influence respondents as in the interview method. The questionnaire used is in two parts. The first part deals with the personal data of the respondents while the second part contains ten statements which attempt to find out the impact of the use of instructional materials have in teaching social studies. 3.2.SAMPLE AND SAMPLING TECHNIQUE The sample of this study consists of 60 primary school teachers. The sample was chosen from five primary schools in Ibeju-Lekki Local Government Area of Lagos State. The sampling technique used in selecting the sample for the study was the systematic random sampling. The sampling technique removes bias in the selection of the elements, and it is convenient and more accurate than the random sampling. 4.3. SUMMARY OF FINDINGS 1. Most social studies teachers aware of the need for instructional materials in teaching of social studies. 2. Most primary schools have inadequate instructional materials in the teaching of social studies 3. Majority of the social studies teacher do not make use of instructional materials during their lesson 4. Most of the social studies teachers agree that the chalkboard is one of the instructional materials which aid effective teaching of social studies. 5. Most of the teachers take their pupils on field trips majority of social studies teachers use community resources like red objects and resources persons because they promote learning in social studies. Most social studies teachers do not have overhead projectors, audio-visual equipment which can promote learning in social studies. 6. Almost all the teachers of social studies said that inadequate equipment is one of the problems which they face. 7. Most social studies teachers agree that effective use of instructional materials contribute positively to learning process. 4.4. DISCUSSION From the research study most primary school teachers are aware of instructional materials for the teaching of social studies. This observation is consistent with the assertion of Nduanya (1986) that teachings are more effective when teachers locate and use appropriate resources. Furthermore, it is observed that most primary schools lack instructional materials be it concrete or abstract to teach social studies. This shows that most primary schools in Ibeju-Lekki Local Government either lack or have inadequate instructional materials for the teaching of social studies. From the research study, it can be observed that majority of social studies teachers do not make use of instructional materials during social studies lessons. This is as a result of inadequate instructional materials which is due to lack of fund to provide instructional materials. This findings agrees with Agun (1988) who asserts that many curriculum innovations like inquiring or problem solving method of instructional or learning how to learn may not be meaningful and effectively implemented without the use of a wide variety of learning research. In fact, it can be deduced from the research study that most social studies teachers make use of chalkboard as an instructional material which is most important aids to effective teaching. This implies that the chalkboard is one of the instructional materials that is the most available instructional materials in every school. There is no school which will have inadequate instructional materials and will not have a chalkboard. Indeed, the chalkboard as one of the instructional materials is commonly used by the teachers. This findings on the use of chalkboard agrees with Ajimoko (1973); Dahunsi (1979), Akanbi (1982) and Osofisan (1982) they said apart from the chalkboard, the textbook was the next most frequently used of the instructional materials. Consequently, from the findings it can be observed that majority of social studies teacher take their pupils out on field trips. Pupils are taking out on excursion to relate their experience with the theory they have been taught in the classroom. When pupils are taking out on field trips they learn more about their surroundings as the nature of social studies and learning becomes more permanent in them. From the findings it shows that majority of social studies teachers makes use of resources centres. This indicates that pupils need to be taken out of the classroom to appreciate the fact that learning does not end within the premises of the classroom. When pupils go out, they need to be trained to observe event and learn without the teacher being around them. This finding agrees with Preston and Herman (1981). These resource centres become social studies laboratory in which pupils becomes young social scientists. From the research study, it can be deducted that most social studies teachers do not make use of audio-visual materials because they don’t have them. This finding agrees with Akibote (1983) on the very limited uses of electronic materials in school within Ondo Local Government Area. This is as a result of the teacher’s inabilities to manipulate any of the equipment since they do not have teacher training. Another related problem may be due to lack of electricity because majority of the schools do not have electricity. Another finding of the study deduced that in teaching of social studies, inadequate equipment is one of the problems faced by social studies teachers. This implies that some social studies lessons are done in abstract. So, effective learning cannot be facilitated. This negative effect may be as a result of lack of funds to provide adequate instructional materials in schools and teachers are not ready to improve because of their salaries are very inadequate. The results also shown that most of the social studies teachers agrees that most of the social studies teachers agrees that the effective use of instructional materials combine positively to learning process. The effect is that when instructional materials are effectively used, they facilitate learning and stimulate pupil’s interest. They also make their lessons more interesting and relief the pupils from the burden of tiredness while learning. CHAPTER FIVE SUMMARY, SUGGESTIONS AND RECOMMENDATIONS FOR FURTHER STUDIES The main objective of this study is to examine the impact of instructional materials in the teaching of social studies in primary schools. In this chapter, the summary of the major findings will be highlighted. The discussion will also include suggestions for policy making and areas where future research on the topic may be directed. 5.1. SUMMARY One of the major findings of this research is that most social studies teachers agreed on the importance of teaching the subject with instructional materials. Another outcome of this project is that there are inadequate instructional materials for teaching social studies in primary schools. So many instances, teaching is done without instructional materials. It was also revealed from the research that the chalkboard that is always available in schools is one of the instructional materials which aids the effective teaching of social studies. This study also reveals that although most primary schools do not have audio-visual aids, social studies teachers compensate for this by making use of real objects, resource persons and by taking their pupils on field trips. Finally, from this research, it was revealed that the use of instructional materials in teaching social studies contribute positively to the learning of the subject 5.2. SUGGESTIONS Although this study has not claimed to be complete, some suggestions based on its findings could be made on how to improve the teaching of social studies in primary schools through the effective use of instructional materials. In the first place, because of the importance of instructional materials in the teaching and learning of social studies in primary schools, the various ministries of education and school boards in the country should ensure that adequate instructional materials are supplied to primary schools. Secondly, the government should ensure that there is regular supply of electricity and schools in the villages that lack electricity should be provided with generators. This will enable the schools to make use of audio-visual aids such as television, projector and VCD. Thirdly, regular workshops and seminars should be organized by the various school boards for primary school teachers on how to make simple instructional materials and on the use of the various instructional materials. Finally, inspectors of education should constantly visit schools to ensure that the instructional materials available are judiciously used by teachers for teaching. 5.3. RECOMMENDATIONS FOR FURTHER STUDIES Like with most researches, this study cannot claim to have exhausted all that is to be said on the use of instructional materials in teaching social studies in primary schools. Instead, this survey should be regarded as a guide for further research. Therefore, as regards the future, this researcher suggests some specific projects. First of all, a further investigation should be carried out to find out how use of instructional materials or lack of this affects pupils’ academic performance in social studies. In addition, social studies teacher should consider the instructional materials when teaching social studies at the same time there is need for education technology practitioners to write texts more relevant to Nigeria situation and needs such texts should contain model and samples of instructional materials and the procedure for making them by individual teachers. Furthermore, there should be a study on the suitability or otherwise of the available instructional materials that are being used in teaching social studies in primary schools. DEPARTMENT OF ARTS AND SOCIAL SCIENCES ADENIRAN OGUNSANYA COLLEGE OF EDUCATION, EPE CAMPUS, EPE. RESEARCH PROJECT 2013 QUESTIONNAIRE ON THE IMPACT OF INSTRUCTIONAL MATERIALS ON THE TEACHING OF SOCIAL STUDIES IN THE PRIMARY SCHOOLS IN IBEJU-LEKKI LOCAL GOVERNMENT AREA OF LAGOS STATE REFERENCES Alani, R.A; Oduyemi, O.G and Agagu A.A. (1995): Teaching Aids; Reading in Subject Methodology; Ijebu-Ode, Olaf Association, Page 29-34. Awosolu, E.O. and Fasasi A.K.(1996): â€Å"Teacher’s use of Instructional materials in Primary Social Studies in Epe Metropolis† The Beagle, Journal of Primary Education,, Vol. 1 and 2, page 71-77. Awosolu, E.O. and Fasasi A.K. (1996) â€Å"Teacher’s use of Instructional Materials in Primary Social Studies in Epe Metropolis† quoting Agun 1988, Nduanya 1986, Imogie 1988, Alani et al 1995, Dufour and Dahunsi 1979, Ajimoko 1973, Preston and Herman 1981, Akibote 1983, Akanbi 1982, and Osofisan 1982 in the Beagle, Journal of Primary Education, Vol 1 and 2, page 71 – 77. Olowoye, B. (1996): Principle and Method of Teachings. Ibadan, Afolabi Press Limited Page 107 – 120 Osunkalu, A.S. (1973): Instructional Media quoting Adesina 1982, Durojaiye 1978 Welberg 1970, Nwaogu 1980 and Pophas 1971 in a Journal of Teachers Guide Vol. 2 page 21 – 26. View as multi-pages

Neoliberalism, A Very Short Introduction

Unilateralism a Very Short Introduction, is an excellent and concise presentation of the history and development of inalienable ideas. During the sass and 1 sass, the revival of the liberal ideas was known as inalienable. They spread around the world In a variety of size, forms and colors depending who, where and how Implemented them.The Washington Consensus MIFF, World Bank supported inalienable Ideas In the name of globalization and free markets, but at the end only benefited the insatiable reed of big financial institutions and multinational corporations. An Important part of these paper was dedicated to identify where this revival of ideas started, how they expanded through the world and the result and consequences of these policies. ABOUT THE AUTHORS Manfred B. Stager, is Professor of Global Studies and Director of the Globalize Research Centre at the Royal Melbourne Institute of Technology, Australia.His areas of expertise Include global studies, political and social theory, pe ace studies, and international politics. HIS most recent publications Includes The Rise of the Global Imaginary (POP, 2009) and Globalization: A Very Short Introduction (2nd deed, POP 2009). 1 Rave K. Roy, is a Lecturer of Global Studies and teaches International Development and Global Studies at the Royal Melbourne Institute of Technology, Australia. His research expertise is in economic policy and public policy.He Is the coeditor of Unilateralism: National and regional experiences with global Ideas (Rutledge, 2007) and author of Fiscal Policy from Reagan to Blair: The Left veers Right (Rutledge, 2004). 2 Manfred B. Stager and Rave K. Roy, Unilateralism a Very Short Introduction (Oxford, ENGLAND: oxford university press, 2010), 150. 2 Manfred B. Stager and Rave K. Roy, Unilateralism, 150. Unilateralism a Very Short Introduction, Book Review Manfred B. Stager and Rave K.Roy, the authors of Unilateralism a Very Short Introduction, made an excellent and concise presentation of the his tory and development of inalienable ideas. They wrote in simple and plain English and at the beginning of the book, they provided a very helpful list of abbreviations, charts, maps, and photographs. Even thought, the liberal ideas can be traced back to Adams Smith ND John Locke the latest revival of the liberal ideas occurred very recently. The first wave of liberal happened during the sass, a decade later there was a transformation of inalienable ideas.Even though, the two layers of inalienable ideas came at different times, the authors affirmed that they shared the same formula: â€Å"deregulation, liberalizing and prevarication,† were free markets and private initiative are the core ideological values. The main purpose of these paper was to investigate and bring to light where the inalienable ideas started, how the expanded wrought the world, and their consequences on the world economy. The revival of the inalienable ideas resurfaced on the United States and in Great Brita in during the sass.There were two waves of inalienable ideas, the two major exponents of the first wave of liberal economics were President Ronald Reagan and Prime Minister Margaret Thatcher. Stager et al, believed that â€Å"These political leaders not only articulated the core ideological claims of unilateralism but also sought to convert them into 3 Manfred B. Stager and Rave K. Roy, Unilateralism, 14. Public policies and programmed. 4 In addition, the second wave of liberal economic policies were propelled by Bill Clinton and Tony Blair. Both considered center left politicians, who favored the liberal ideas with a sense of social responsibility.Reagan and Thatcher, both opposed the Keynesian ideas of government interventionism. President Reggae's economic plan based on inalienable ideas was swoon as Ergonomics. While Reagan was committed to a â€Å"smaller, decentralized government†¦ ,† on the other side of the Atlantic, the Iron Lady set similar policies. On the se cond revival of liberal ideas, President Clinton and Premier Blair promoted half way approach to liberal ideas while they incorporated parts of a social progressive agenda associated with the left. 5 While Silicon's strategy was known as market globalize, Flair's policy was known as Third Way. According to Stager et al, during the his administration President Clinton, â€Å"†¦ Undertook some of the most comprehensive deregulatory reforms of the 20th century. For example, the Financial Services Modernization Act of 1999 removed the legal divisions between commercial and investment banking as well as those between insurance companies and brokerage houses, thus scrapping one of the angers of such profound deregulation of the finance sector would not become fully apparent until the global financial crisis of 2008-9. â€Å"7 On the other hand, Flair's Third Way highlighted â€Å"†¦ Lobar cooperation and conscientiousness through international institutions. † 8 In addit ion, Blair New Labor ideas were 4 Manfred B. Stager and Rave K. Roy, Unilateralism, 21 . 5 Ibid, 31-51. 6 Ibid, Preface. 7 Ibid, 61 . 8 Ibid, 51 . Supported by social progress of individual attainment, which translated on the successful development of the private sector. Additionally, Blair developed the idea that government responsibility to support the growth of the private sector could be mixed with the function of the government to provide social services.Out of the revival of these new liberal ideas resulted on the Frankincense manifestation of the Chicago Boys at the Chicago School of Economics, unilateralism. While most developed nations welcomed inalienable ideas, they were introduced into Eastern Europe and Russian under the recipe of Shock Therapy that almost bankrupted their economies. 10 On the other hand, most undeveloped countries were lackeyed by the MIFF and World Bank into accepting the inalienable principles as a pre-condition of granting much needed loans.Within u nilateralism we found ideas representing America's core values of liberty, freedom, and democracy, but those ideas were also adopted by criminal De Facto or Communist anti-democratic regimes such as Chile's Augusto Pinochle or China's former president Jinn Gemini. Which confirmed that the Washington Consensus, MIFF and World Bank represented the greed of powerful financial institutions and multinational corporations not the core values of America. As result of inalienable policies, there were successive financial Mexico was short of stop payment on its debt.Subcomponents Marco's, lead an armed revolt that brought to light Mexico greatest social inequalities. On 1998 the Asian financial crisis threatened to push the global economy into recession. As result of the crisis, the Asian countries stop 9 Ibid, 52. 10 Ibid, 53- 56. Importing oil from Russian which then turned into recession. The Russian economy recovered, but its democracy never did. Lead by Vladimir Putting eventually Russi a became an oligarchy. In South America Brazil faced a currency crisis, but its neighbor Argentina defaulted billions of dollars in public debt. 1 Africa countries also faced economic problems. Ghana suffered greatest social inequalities as result of the imposed MIFF inalienable recipes. On 2007, The United States, underwent the most serious economic financial crisis since the Great Depression. Yet, the country have not fully recovered. In conclusion, Stager et al, made a great presentation of the history, development and failure of liberal ideas into unilateralism. The book was reader friendly, any person with a minimum knowledge on international economy loud benefit from reading it.In the sass and the sass, the two waves of inalienable ideas shared the same formula of deregulation, liberalizing and prevarication. As result of those ideas, several financial crisis developed around the world and The United States was among the countries that was negatively affected. After two decade s of inalienable polices, the world and the US economy were in recession. Some of those recessions were severe enough to bring the world into the brink of economic collapse. While America's reputation was damaged and its leadership position questioned internationally; at home, President George W.

Three Human Skills A Administrative Medical Assistant Needs To Possess

Three skills an Administrative Medical Assistant needs to possess are planning, strategy and effective communication. Planning is a criterion that is required in the job description of a medical assistant. Medical Assistants should be able to plan appointments for the specified times needed for the availability a patient needs. Medical assistants should also be able to plan well for ordering medical supplies, if a medical assistant does not have planning or organizational skills the company he or she is working for will be out supplies and cannot care for the patients or use the materials needed to complete everyday tasks.Strategy is a skill that medical assistants need to possess in everyday job experiences. Strategy is something that every person uses on a day to day basis. A good medical assistant should be able to strategize to achieve any goal he or she desires. Working in the medical field there are chaotic days that a person needs to be able to make quick and accurate decision s within an instant. Medical assistants need to be able to strategize each course of action he or she needs to decides and it needs to be accurate and effective because the company is in stake of each strategic decision.Communication is a skills that every person possess however to be a good medical assistant effective communication is important. Medical assistants use communication at the office answering phones, planning patient’s appointments, and greeting patients with professional hospitability. The medical assistant is the first person a patient see’s when entering the office everyday therefore a medical assistant needs to possess the abilities to understand, listen and control the behavior of other individuals and groups.Medical assistants should be understanding of patient’s complaints and should have the ability to be a good listener and give professional feedback to the patients. Patients sometimes need someone other than family members and friends to listen and understand their problems and situations and as a professional healthcare employee medical assistants need to possess these skills.

Analysis Of Learning Style And The Implications For Teaching Education Essay

Analysis Of Learning Style And The Implications For Teaching Education Essay This piece of writing is designed to explore how I learn as a student Radiographer and how this could potentially affect the way I teach future Radiographers upon graduation. This will allow me to understand, rethink and improve my methods of teaching that will benefit and not hinder learning of the students I would be teaching. Learning is all about new skills and new information, through purposeful change or through new experiences (Reece and Walker, 2003). Kolb’s experiential learning theory was designed in order to stage learning and understand how people perceived and processed new knowledge. Kolb created a learning cycle that consisted of concrete experience, reflective observation, abstract conceptualization and active experimentation which could be entered at any point in response to a learning activity depending on the individual preference (Kolb and Kolb, 2005). According to Honey and Mumford (1992) learners can be placed into four categories, Activist, Reflector, T heorist and Pragmatist. The usual outcome is that learners are a part of all four but dominate more in one. It is even possible to adapt to different learning styles to cope with different learning situations (Fatt, 2000). In order to discover how I perceive challenges, interact with them and respond to them it is important to outline what my learning style is as people can perceive learning experiences in many different ways. Having completed the structured approach to learning styles questionnaire, it shows that I dominate more in the reflective learning style and closely followed by theorist (see appendix 2). As a reflective learner I tend to reflect on my experiences and think hard before finishing any work. I consider any implications before the activity and like to listen to and observe other people before doing it myself (Honey and Mumford, 1992) and this is exactly how I learn in practice and everyday life. This is not the ideal type of learning in some situations especially in practice. As stated above reflectors learn better when they can be allowed to stand back and observe, allowed to think, prepare, then review what has happened afterwards. An example of when this can be detrimental to reflective learners is when radiographers have to modify their technique for plain film examinations. I cannot begin to modify a technique until I have seen it being performed; this is also true of learning how to use radiographic equipment which will be a disadvantage for when I qualify in the fact I would need to consider the technique for a while before doing it. In a busy department reflective learning cannot always happen, this type of learning takes time which is not always possible when there are time constraints and when staff are very busy. Another problem that could occur is that staff may think that the student does not want to participate or learn and that they are shying away but in reality the student wants to observe something before they participate which is not the fault of the student. In clinical practice this learning style can actually be a learning barrier to students and will take longer to learn new experiences. Although sometimes in a busy environment, just being able to observe from afar is sometimes more helpful to the reflective learner. Other barriers to learning for reflectors in practice is past negative experiences, lack of time within a busy environment, lack of support from the radiographers, lack of clear intent of what the learner is supposed to be doing, high expectations of knowledge and technique and being within a hostile environment (Downie and Basford, 2003). These barriers can prevent reflection so this learning activity will remain negatively in the reflective learners mind (Downie and Basford, 2003). But being in a clinical environment is still the best way to learn such a skill as radiography and this will still benefit reflective learners and indeed all learners despite the few barriers that exist (Gopee, 2008).

Why people are obsessed with their appearance Essay

Why people are obsessed with their appearance - Essay Example The appearance need not be lavish for all occasions but at least pleasant. Women generally tend to be give more importance to their appearance than men – this is because they are the fairer sex and it comes naturally for them. Men tend to focus on such things as fitness, body building etc. But one strong motivation for both genders is to be attractive to the opposite sex. Apart from appearance being helpful in attracting partners, it also helps establish status among peers. A good dressing sense and a well-kempt appearance will help gain respect among peers (provided, of course, that the individual's behavior is in line with his/her sophisticated outward appearance) What aids and facilitates this obsession is the multi-billion dollar advertising industry which repeatedly projects images of beauty and attractiveness (which are to a degree subjective) onto our television screens, newspaper columns and billboards. It is fair to say that the advertising industry is obsessed with s elling products (useful or not) to people (who want it not) in the guise of projecting them as essential commodities. Popular culture outlets such as Hollywood and Television also plays a part, in that, many ageing movie and TV stars resort to plastic surgery to revive their looks. Fans of the these stars then follow suit. But, in the final analysis, outward appearance cannot compensate for flaws of the personality.

A Region in Europe Term Paper Example | Topics and Well Written Essays - 2250 words

A Region in Europe - Term Paper Example 2. Location 3. 3. Sicily’s Physical Geography Sicily is famous for its unique geographical features such as its topography, rivers, climate and vegetation that distinguish it from any other European region. 3.1. Topography and Landscape Figure 3 – Contrasting Landscapes in Sicily 3.2. Rivers and Catchments The longest river in Sicily is the Salso. Its tributaries start in the Madonie Mountains in Central Sicily, and flow southwards through the providences of Enna and Caltanissetta into the Mediterranean near the sea port of Licata. It’s Sicily’s longest river at 89 miles, and its drainage basin covers an area of 819? miles (Wikipedia: Salso, 2010). Sicily’s rivers are usually fast flowing with irregular volumes of water. Flash flooding in the winter months contrasts with the drying up of rivers in summer. Figure 5 – The River Salso Other notable rivers include the Simeto, Sicily’s second longest river at 68 miles, which channels waters from the Caltagirone, Gornalunga and Dittaino catchments (Wikipedia: Simeto, 2010). It flows into the Ionian Sea, on Sicily’s eastern coastline, south of the populated region of Catania. It’s regarded as Sicily’s most important river in terms of its watershed and the number of people who rely on it for domestic, industrial and agricultural uses. 3.3. Sicily’s Climate Sicily’s weather is dominated by its Mediterranean climate, consisting of hot dry summers and mild wet winters. The city of Catania is the ‘sunniest’ place in Europe, with 2492 hours of sunshine per year (6.8 per day) (Peter Sommer Travels). 3.3.1. Temperature June to September are Sicily’s hottest months, were temperatures regularly exceed 25Â °c (World Reviewer). Sicily’s coolest months are December to February were temperatures range from 10Â °c-16Â °c (Peter Sommer Travels). Despite Sicily’s small geographical size, there are also climatic diff erences between locations of the island, ranging from an annual average of 19Â °c on the coastline, to 13Â °c in mountainous regions (Sicily: Italian Marina). Figure 6 – Sicily’s Average Annual Air Temperatures (Cited from Worldreviewer.com) 3.3.2. Precipitation Sicily has an annual mean precipitation rate of 24 inches (611mm), in which 75% of rainfall occurs from October-March. Less than an inches worth of rain falls between June – August (World Reviewer). Figure 7 also highlights that Sicily’s rainfall is not evenly distributed, and low lying ground such as the plains of Catania receive far less rainfall than mountainous regions. Figure 7 – Precipitation Rates in Sicily (Cited from BestofSicily.com) 3.3.3. Sea Temperatures As an island, the temperature of the sea surrounding Sicily has a bigger effect on its climate than inland regions in mainland Europe. Sicily’s average sea temperatures are hottest during the summer (24Â °c) and coole st from January-March (14Â °c) (Peter Sommer Travels). 3.3.4. Vegetation Sicily’s temperate Mediterranean climate has played a major role in determining its vegetation. The typical evergreen Mediterranean shrub is widespread in coastal areas and much of Sicily’s wild vegetation consists of papyrus, palm trees and stone pines. Numerous trees, shrubs and flowers are native to Sicily, including wild olive trees and manna ash (a medium size deciduous tree, which contains a sugary extract in its bark used as a natural sweetener). Citrus and fruit orchards, grape vines and