Rogers Essays - Educational Psychology, Pedagogy, Distance Education

Rogers Drawing from our experiances with formal education , we have come to agree with Rogers to some degree, but also disagree with some of the points that he made concerning freedom in the classroom. There are many components of the theory that would be helpful to the learning process of the student. Rogers believed that the student should be faced with a real problem that holds some ?meaning and relevance for him/her.? (Rogers & Stevens, 53) This would be the first step in facilitating freedom in the classroom. According to Rogers, teachers are very responsible in the creation of the student's inner freedom. Teachers must have many qualities that will allow for self actualization. First, the teacher has to gain confidence in his/her students so that the he/she can allow for freedom in the classroom without feeling that the situation would get out of control. Second, the teacher must be ?real?. (Rogers & Stevens, 54) This means that the teacher is able to show his/her true feelings and emotions in the classroom. Third, the teacher has to be fully accepting of the student's thoughts and opinions, even if they are not perfect. And last, the teacher must show empathy towards the student's fellings. Each of these components allow for inner freedom, helping the student to believe in him/herself. Although we believe that these components do have their place in the classroom, we began to lose confidence in the thoery when looking at the last two facilitating components of inner freedom. According to Rogers, there is no need for any type of structure in the classroom. His theory did not include room for lesson plans, organized lectures, homework assignments, tests, or grades. All students should be allowed freedom in the classroom, but only to a certain extent. Psychology Essays

Events Leading Up to the American Revolution essays

Events Leading Up to the American Revolution essays It has been said that the American Revolution was a direct result of the French and Indian War. Throughout this essay, this statement can be proven by a line of supportive occurrences such as the acts, taxes, laws, and drastic events that the colonists suffered from and endured first-hand that can back-track the cause of the revolution (proving, again, that the war debts from the French and Indian War directly raised conflict that would build up through the years). Tensions immediately start to build in the colonies right after the "7 Years War," or the French and Indian War. Beforehand, the American Colonies had just begun to somewhat prosper from the comfort of the distance of the monarchical rule of Great Britain when everything ran right into conflict; they had started to improve economically and politically. Indirectly what led to the American Revolution after the French and Indian War (which ignited a 'spark' or 'resistance' in the colonists) was based on this unique America n character and the lack of understanding which the British Government or Parliament had for it. After the French and Indian War, England was heavily in debt. This was the most that they had ever been in debt in their history. Two years before the end of the war King George II died, and his grandson George III became king. King George III was a great "control freak" considering his obsessive need for governing power. Even when the king had administered officers and officials to regulate the colonists, he felt an even more desire to "stir things up." Even though Parliament had seldom interfered (except to pass the Acts of Trade and Navigation, laws relating to finance, and laws prohibiting or limiting certain colonial manufacturing), the attempt it had taken to raise money in the colonies by certain acts placed it with the restrictive legislation and dictators administrators. This forced Americans, for the first time, to express their concerns of the p...

How Michael Phelps Body Type Made Him a Strong Swimmer

How Michael Phelps Body Type Made Him a Strong Swimmer When you look at Michael Phelps body, its easy to see some of the features that made the lanky guy with the long arms and big feet the most accomplished Olympic swimmer in history. But how exactly did all those parts work together? Phelps retired from competitive swimming in 2016 after winning five gold medals and a silver medal in the Summer Olympics in Rio de Janeiro. Hes the most decorated competitive swimmer in history, having won eight Olympic gold medals in 2008 and four gold and two silver medals in 2012. Hes known as an intense competitor who practiced tirelessly to be in top form for Olympic competition. But he had more than a few physical advantages over fellow swimmers. Simply put, Phelps has the anthropometrics of the perfect swimmer. From head to toe, his body type and proportions are uniquely suited for swimming with both speed and endurance. Phelps Is Tall With a Huge Wingspan First, hes tall, but not too tall. At 6 4 Phelps probably would be about average for a professional basketball player, but as a swimmer, his height (or more accurately, his length) gives him enough glide in the water to provide a little extra forward momentum. Next, his arm span (or wingspan as some call it) of 6 7 is exceptionally wide even for a man of his height. His arms act almost like oars on a rowboat, giving him incredible pulling power in the water. His wingspan is a big reason for Phelps success with the butterfly stroke, which relies heavily on the upper arms and back to push and pull a swimmer through the water. Then theres his unusually long upper body, roughly the length one would expect to see on a man who is 6 8 tall. His long, thin and triangle-shaped torso helps him with his reach, especially on strokes like the butterfly and the freestyle. His torso is more hydrodynamic than the average swimmers, meaning its able to move through the water with less drag. But Phelps Short Legs Are Perfect Too Phelps lower half is hydrodynamic too. But while his arms give him an advantage by being longer, his legs give him an extra kick (literally) by being a little shorter than one would expect for a guy of his size. Phelps legs, which are roughly those of a man about 6 tall, help with kicks and give him more power in turns at the wall, where crucial seconds can be lost or won during competitions. We havent even factored in Phelps enormous hands and flipper-like size 14 feet. Both let him push and pull more water than other swimmers, adding to his overall speed.   Phelps Body Is Double-Jointed If all that isnt enough, Phelps also is double-jointed. He doesnt have extra joints as the term implies, but his joints have more mobility than average. Most swimmers - and some dancers- work hard to stretch their joints to make themselves more agile, which in turn makes performance easier. With his more flexible joints, Phelps can whip his arms, legs, and feet through a greater range of motion than most swimmers. Phelps Produces Less Lactic Acid But Phelps unique build isnt his only advantage in competitive swimming. Most athletes need recovery time after exerting themselves because the body produces lactic acid, causing muscle fatigue. Phelps body produces less lactic acid than the average person, so he has a much faster recovery time. In the Olympics, being able to bounce back quickly and compete again are distinct advantages for any athlete. When you add up all the parts, its easy to see what makes Phelps the perfect swimmer. Its amazing to consider that someone so well-built for the sport managed to find his way into swimming, but not at all surprising that Phelps was as good as he was.

Research to introduce telemedicine (eICU) to the hospital Annotated Bibliography

Research to introduce telemedicine (eICU) to the hospital - Annotated Bibliography Example The software also involve immediate access to all progress about patient plans of care, x-ray as well as notes that are useful to the patient. This helps hospitals in management because they minimize on costs since one intensivist is used in more that one hospital to offer the same service. The authors brings out the positive effects that telemedicine has in the intensive care unit. This is because this system has an audio-video patient monitoring and management system that has a design best suitable for intensive care unit and hence only few experts manage many hospitals. This source has a goal of ensuring that hospitals minimize costs for intensive care unit to increase financial gain of the hospital. This source is helpful because it brings out the financial benefits, which a hospital is likely to gain by adopting a system since experts can monitor it from a centralized location while dealing with patients who are in the ICU. This research paper is about a proposal of introducing telemedicine to hospitals. It contains annotated bibliography of nine references that relate to this proposal. Breslow, M., et al (2004): Effect of a multiple-site intensive care unit telemedicine program on clinical and economic outcomes: an alternative paradigm for intensivist staffing. Crit Care Med , 32:31–38 [1]. In this journal, the authors examine telemedicine in hospitals by looking at whether a corresponding remote intensive care unit, for care programs adopted by an integrated care delivery network though a commercial telemedicine and ICT (information communication technology), would enhance clinical and economical performance in ICUs. The authors have been able to carry out an important study, and have presented vital results to the study of telemedicine implementation in ICUs. In deed, this journal greatly helps in understanding this

Binge Drinking in Britain Essay Example | Topics and Well Written Essays - 1250 words

Binge Drinking in Britain - Essay Example Binge drinking has been a problem in other countries in Europe like Poland although the recent data shows that the trend has been reducing of late in the country. However unlike in Poland, the trend of binge drinking has been picking up in Britain and it has come with various social and health complications. (Moscalwcz, 2005) Binge drinking has been defined as pattern of drinking alcohol which brings the concentration of alcohol to around 0.08 gram percent or above in the body. In an adult this can be shown as drinkgin more than 5 drinks and about 4 drinks for females in a period of about 2 hours. In the common use, binge dirking is however used to refer to the excessive use of alcohol on a similar time span for example over an evening. It is sometimes referred to as heavy episodic drinking. Binge drinking is also any pattern of drinking which has the sole international of becoming intoxicated. Therefore it is excessive intake of alcohol in one setting. Some people usually take alcohol that they could have taken in one week in just one setting. It can also refer to drinking heavily land continuously over a period of time for day or weeks. It is usually called drinking in order to get drunk. According to the definitions of clinical a binge drink can be explained by the period under which the drinking is e xtended which may be for at least two days in which a person repeatedly becomes drunk and intoxicated. Therefore it's a combination for probing use of alcohol which makes one to give up usual activities. (Woods, 2008) Who are binge drinkers A binge drinker is a person who takes alcohol continuously and in large amount than the recommended level. It is appear show have restrained drinking behavior but how may frequently overindulge in drinking to an extreme level. It is also someone who many not necessary want to drink a lot but who is unsure of the limit that he wants to take where at the end one ends up drinking too much in a short period of tem. (Reach Out, 2008) Most of the binge drinkers are not sure other amount of alcohol they take at one setting. They are drinking to get drunk and at the end they exceed the health recommended limited or drinks. For most people binge drink brings in their minds a self-destructive and understand bout of drinking which may last or several day during which they are likely to consumer a high amount of alcoholic their body. Reasons for binge drinking There are many reasons that have been shows to cause binge drinking. Although many people have shown that there are used under a duress condition when they binge drink, psychologist have shown that this may not be the reason for all people. There are a number of binge drinker how cannot give a particular reason as to why they binge drink. Therefore the numbers of reason that can lead one to binge drink are valid and depend on each individual person. For example among the youth it has been shown that most of the youths binge drink due to peer pressure. They engage in unending drinking sprees with their colleagues as a leisure activity. However it has been shows that among the working class binge drinking may be caused by limited time that they have for the activity. Therefore when they are not at work, there are likely to drinking more because they are not sure the

What matters most to you, and why Essay Example for Free

What matters most to you, and why Essay Creating is what matters most to me: developing new ideas, moving a network to reach a goal, and implementing and supporting them for the long term. The search for happiness has always been my main objective, while pursuing entrepreneurial projects has been my principal activity, and at the same time satisfies me. All throughout my life, I have found myself constantly seeking and developing new projects in the most different contexts from finding a broadband company in the North East of Italy to writing a script to express my views on life and humanity; and from restructuring an Investment Banking standard to repositioning a wine brand. Since childhood, I was exposed to the capabilities of mens will to create the opportunity to see throughout the members of one’ own family, including the development of a village in Mexico, Costa Careyes, and the improvements to Genoas main infrastructures, with the inclusion of creating new museums and art galleries across Europe. Viewing these and other enterprises made me understand how an entrepreneurial project can positively impact both the person engaging in these projects and its surrounding community. Today, I strongly believe in the contribution to society delivered from new ideas and from fulfilling the experience of leading such into successful enterprises. Two of the projects from which I have gathered greater satisfaction have been the creation of Iccom and the development of the wine fair, â€Å"Vino a Corte†. Over time, I have developed a strong fascination for technology as a way to positively redefine the peoples approach of day to day issues by using often low initial capital. This fascination led me to create a company, the Iccom (www. iccom. t), offering broadband connectivity via microwave and free space optics. In June 2007, I prepared some materials for an IPO meeting with the Wi-Max Company. As a former computer engineering student, I had a particular interest in the subject and have researched the advances in this technology in Italy. I found out that the space was still poorly covered despite the need for such technology in north-east of Italy, where there are many companies with remote locations that are not reached by fiber optic cables. It seemed like an exciting niche to explore, so I started looking for partners who engaged in such project. I got in touch with one of those interested in my project, Nicola, a Ph. D. researcher from Politecnico, Torino through an alumnus of my university. Together, we approached the major entrepreneurial families in the Piedmont area. We found out that the owner of the facility management company, Manital, was interested in investing in our initiative. I considered that such a founding structure would enable Iccom to leverage off the diverse background of each one of us, even myself, with a strong national and international network. We had strong technical expertise through Nicola, and there was the owner of Manital, Federico, who had the local expertise and network. In August, all our hard work paid off for we officially founded the company. The very light and scalable structure we created had the possibility of doing most of the work in-house because of the enthusiasm of the interns and the Politecnico, Torino’s facilities. These should enable Iccom to position itself as a high impact company in the Piedmont business community. Another fulfilling experience that had a key role in forming my view, occurred while volunteering for the organization of the fair, â€Å"Vino a Corte† in the Spring of 2005. Mondo, a non-profit organization, supported by the Province of Alessandria (Italy), organizes a fair every year to promote small and medium wine producers in the province. At the time, I was in charge of taking care of the Castello di Gabiano wine and was asked to lead the logistic aspects of the event. My work lasted for about two months. The work focused on the contacting of wine producers in the area to obtain their availability, including the search for a location and the set-up coordination. `The fair was held in May, and turned out to be a great success. The strong press coverage, the quality of the 30 wine producers participating, and having the location in a private garden of a medieval castle, led 10,000 visitors to attend the two day event. Overall, the fair enabled small wine producers with low possibilities, to market their wine and gain a valuable visibility. From the feedback I have received, this visibility is still supporting their business as of today. These and other successful and unsuccessful experiences have made me experience firsthand the social benefits of creating, both in a business context than and in a personal note. What matters most to me is the intimate joy obtained while giving birth to a new idea, the commitment and the passion that I have embodied to them, and most especially, the satisfaction of seeing them effectively deployed.

Essay on Social Position Reflected in Roxana and Emma :: Roxana and Emma Essays

Social Position Reflected in Roxana and Emma   Ã‚   There were severe conflicts between the City party and the Country party in 18th century Britain. The Country party, mainly composed of gentry, was based on landed interest and the City party made money through trade and was based on moneyed interest. The Country party passed the Landed Property Qualification Act to maintain their power. However, this act merely encouraged more men of wealth to buy country estate, in many cases displacing old landed families who truly represented the  ¡Ã‚ °landed interest. ¡Ã‚ ±[1][1] We can see this changing of power through these two works, Roxana and Emma. Daniel Defoe was born in London, so he naturally engaged in City party. Roxana ¡Ã‚ ¯s background is mainly city while that of Emma is the little country society called Highbury. As we can see the difference of the background of two works, we can also find some different attitude toward City and Country in these two works. I will write about these differences in point of the conception of g entleman, rank and different attitude to City lives.   Ã‚  Ã‚  Ã‚   Defoe indicates that younger sons who have careers in law and trade are the backbone of the English Nation. The uneducated eldest son is an insult to the word gentleman: he is a man of no use to himself or to others.[2][2] He thinks that trade is more important than land. We can find this attitude in Roxana. Roxana says,  ¡Ã‚ °a true bred Merchant is the best Gentleman in the Nation; that in Knowledge, in Manners, in Judgement of things, the Merchant out-did many of the Nobility ¡Ã‚ ± (Roxana 170, The page numbers of further references from Roxana will be put in parentheses in the text).   She also says  ¡Ã‚ °That an Estate is a Pond; but that a Trade was a Spring ¡Ã‚ ±(170). The Dutch merchant also says that  ¡Ã‚ °the Tradesmen in London, speaking of the better sort of Trades, cou ¡Ã‚ ¯d spend more Money in their Families, and yet give better Fortunes to their Children, than, generally speaking, the Gentry of England from a 1000 l ¡Ã‚ ±(170). We can know that Roxana has a very positive view to a merchant from this. She thinks that a merchant is better than gentry.   Ã‚  Ã‚  Ã‚   However, it is viewed differently, as shown in Emma. When Emma talks about the father of Mrs. Elton, she says like this :  ¡Ã‚ ° a Bristol ? merchant, of course, he must be called; but, as the whole of the profits of his mercantile life appeared so very moderate, it was not unfair to guess the dignity of his live of trade had been very moderate also ¡Ã‚ ±(Emma, 164).

British Rule in India to the French One in Algeria Essay

Critically Compare the British Rule in India to the French one in Algeria. Throughout the nineteenth century, the rivalling countries of Britain and France were both looking to expand into different continents and build a successful empire. There are many reasons for this thirst for expansion, including economic growth and territorial gains. According to Gildea the emergence of non-European countries such as United States and Japan as great powers fuelled the nationalistic appetite for the extension of borders and influence. The British rule in India; later coined the ‘British Raj’, began in 1858 and although coming under much strain in periods throughout, lasted until 1947 when they were finally given their independence. The French rule in Algeria spanned from 1830 to 1962 following the conclusion of the Algerian War and the signing of the Evian agreements. It is clear when examining both the rules of Great Britain in India and France in Algeria that there were signific ant differences in the ways the two countries were ran. The French used military might to control the population and quell any uprisings; one instigator of such revolts was Abd al-Kader. These heavy handed tactics seemed to be less successful when compared to how the British reacted to Indian violence. Great Britain decided to grant concessions when faced by fierce opposition limiting the amount turmoil and essentially making it easier to diplomatically push western ideas upon them. France’s colonisation of Algeria was not the first time that they had tried to expand their borders and compete on a world stage with the other world powers, infact before looking to Africa France had the second largest empire in the world, second only to Great Britain. In 1605 France had secured a territory in what is now Nova Scotia in Canada. Throughout the 17th century they had been highly successful in adding much of the North American continent, also the West Indies. However after a string of conflicts such the ‘Seven Years War (1756-1763)’ and the Napoleonic Wars (1803-1815) the other world powers had been successful in annexing these territories from France. The end of what has been labelled the ‘First French Empire’ was now coming to an end. In 1830 during a meeting between the French ambassador and the Algerian Dey regarding loans and trade the Dey struck the French ambassador with a fly whip. This act is said to be the final trigger cause which lead to the French occupation. However it is a wider known fact that there was a distinct lack of political support for the new monarchy and this act of war would help stir up national pride and increase confidence. Whilst appearing on the front of it a petty reason for declaring war on a country and occupying it for 132 years, there are other motives behind the bold political decision to initiate a ‘Second French Empire’. Algeria was seen to be of high strategic significance as it offered a springboard into the rest of Africa, including such nations as Tunisia, Libya and Niger. Gildea agrees with this argument noting â€Å"Algeria, which it [France] occupied in 1830, was the cornerstone of her Mediterranean and African ambitions†. Therefore, by occupying Algeria and furthermore Congo and Niger in 1880 they had secured themselves once more as a successful Empire capable of competing in the world stage. In 1869 the Suez Canal was officially opened for traffic, this narrow strip of water dissecting what is now Saudi Arabia on one side and Egypt, Sudan, Ethiopia and Somalia, offered a significantly faster shipping route into the East. It also eradicated the need for trading ships to visit the perilous coastline of Cape Horn in South Africa where piracy was rife. This vital water passage was also utilised by the British in order to transport good to India. The East India Trading Company was founded in 1600 with the purpose of travelling to Asia in search of previously unsourced trading links. They operated under the authority of the British crown and even controlled a military force. They were responsible for directly trying to impose Western beliefs and cultures on India much too soon in the occupation and too forcefully. This lead to a largely hostile reception and in 1857 there was a large scale rebellion. The British had been religiously insensitive towards both the Hindu and Muslim populations. The British had issued new gunpowder cartridges which were believed to be greased using cow or pig fat. This practice would have been unacceptable by both the Hindu and Muslim sepoys, however it wasn’t just the Bengal Army who wished to be rid of the British; the Indian aristocracy had lost vast amounts of power and influence. Officials such as Sir Thomas Munro could see little use in â€Å"a parasitic land owning class† commenting on how preferential methods of governance would be village communities as â€Å"it fitted better with the europeanized and more efficient type of administration that had been built up during the nineteenth century† The British leant many lessons from the 1857 Rebellion, and as subsequently the British Raj was created. This is a far more sympathetic approach t o ruling over India. No longer did the British Government and the East India Trading Company underestimate the need to be culturally aware. This issue of religion and culture provides a distinction between the British methods in the India and the French methods in Algeria. In comparison the French continually used military force to repress uprisings. Abd al-Kader, as previously mentioned was an instigator of such uprisings, however after the French Army swelled in size it became possible for them to employ ‘scorched-earth’ tactics, ferociously supressing the local population, consequently al-Kader was forced to surrender in 1847 . In the late 19th Century France began emigrating large numbers of Europeans into Algeria, â€Å"By 1881 there were 300,000 Europeans (Half of them French) in an area of 2.5 million Arabs.†Another example of France trying to reduce Islamic culture comes from after the Second World War. Charles de Gaulle; the leader of the French provisional government offered to grant French citizenship to certain Algerian Muslims, however in doing so they would essential renounce their faith and religion. In India Britain used a ‘divide and rule’ policy in order to retain peace. Akhtar Sandhu suggests â€Å"the British adopted the policy to maintain harmony and peace. They valued unity and tranquillity in the British India.† These are the act of a â€Å"conqueror who decides to stay and rule†. It is clear that the British way of integrating Western culture within Indian society was more successful than the equivalent process involving the French in Algeria. This can be seen from the fact that within the upper classes of Indian society a new elite was being born. These people had respected professions, such as â€Å"lawyers, doctors, teachers, journalists and businessmen†, they had â€Å"established a Western life-style using the English language and English schools† Outside the upper class Great Britain had introduced Western technology to help improve the livelihood of the population. The introduction of railways and the improvement of irrigation methods had improved both industrial and agricultural efficiency. In Algeria the French also brought about Western civilisation to some extent, creating schools and building cities as well as constructing hospitals, however they spent 162 years with almost constant violence. Their eagerness to us military force to resolve issues lead to resentment from many Algerian nationals. In Conclusion, there were a number of similarities when looking at the resistance of the colonial occupation in both Algeria and India, however what differed is the reactions of the occupying country’s and how they learnt from their mistakes. The British at first tried to force Western ideals against the Hindu and Muslim Indians. However they quickly learnt that countering their revolts with over aggressive military action was counter-intuitive to their cause. Instead they began to offer concessions in order to appease the nationals. The policy of divide and rule ensured there would be minimal friction between the multiplicities of religious beliefs. In contrast the French confronted violent upheaval with similarly vicious tactics such as the policy of ‘scorched-earth’ instead of pacifying the African ideals. However, both the French and British Empires did to differing extents manage to integrate Western technologies such as railways and modern irrigation methods. In addition both occupations were valuable building blocks in which to expand their empires; France into Africa and Great Britain into Asia. Bibliography -Carter., M, From the East India Company to the Suez Canal, (Duke, 2004), pp. 667-668 -French Colonial Empires, http://www.thelatinlibrary.com/imperialism/notes/frenchempire.html, (Accessed 10th January 2012) -Gildea., R, Barricades and Borders: Europe 1800 – 1914, Third Edition (Oxford, 2003) pp. 337 -Gildea., R, Barricade and Borders: Europe 1800-1914, Third Edition, (Oxford, 2003), pp. 338 -Jones., J, Algerian Independence, http://courses.wcupa.edu/jones/his312/lectures/algeria.htm, (accessed 8th January 2012) -Pritchard., J.S, In search of Empire: the French in the Americas, 1670-1730, (Cambridge, 2004) – Sandhu., A.H Reality of ‘Divide and Rule’ in British India, Pakistan Journal of History and Culture, Vol.XXX, No.1, 2009 -Thompson, E and Garratt., E.T, History of British rule in India, Volume 2, (Cambridge,1999), pp. 426 -Tanford., L.S, Countries and their Culture: Algeria, http://www.everyculture.com/A-Bo/Algeria.html#b, (accessed 14th January 2012)

Violence Among the Youths in Inner Schools

Violence among youth, especially in inner city schools, is one of Americas most pressing and controversial concerns. Local studies indicate that youth violence is increasing. In addition, America†s youth, like adults are now more frequently using guns instead of fist to settle their disputes. While the public is ready to believe that school violence is definitely present, some local leaders and school administrators are not willing to recognize that it is happening in front of their own eyes. They think that people will boycott the communities, their schools will be labeled unsafe and they will be blamed for failing to keep peace and order. Gang activity at school is particularly susceptible to â€Å"the Ostrich syndrome,† as many of the administration ignore the problem. A big loss that occurs is that opportunities to help the youth and reduce violence are lost. Finally, there is sometimes a contradiction between school policies and school practice. Many districts and schools have broad regulations for dealing with violence, and the school enforcement may either be uneven or laidback. This creates a situation where teachers do not feel supported when they necessitate discipline, students do not feel protected and the delinquents will then think that he or she will not be punished. On the other hand, administrators express dismay that the teachers so not enforce policies in the classroom. Despite these inconsistencies, the government, communities and schools have come up with many promising types of anti- violence approach, and social and personal transformation focusing on discipline. Most have originated in urban areas, where youth violence was first identified. The federal government has money set aside for after school programs focused on gang prevention and other recreational community activities. Most of these activities are focused on breaking the cycle of violence. The most effective proved to be the long-term family interventions involving, religious and recreational organizations. For example, programs in parenting and family relationships, especially those focused on non-violence and substance abuse can protect children from learning violence at home. Out of school programs keep youth entertained while the family is unavailable. These programs can also provide youths with attention from caring role models. They also keep the youth away from negative influences on the street. Programs can offer assistance with schoolwork and develop positive values. Helping young people find employment is an important way for communities to reduce property crime and build the youths self-esteem and sense of responsibility. It also helps the youth see how vital it is to their future to stay in school and further their education and career. Another positive aspect to providing jobs and job training is that it can reduce stress that can trigger violence. â€Å"In 1878 economist Carroll D. Wright from Massachusetts Commissioner of Statistics noted that more than 67% of convicts in the state were recorded as ‘having no occupation†: of 220 men sentenced to one year 147 were without trade or any regular means of earning a living† (Currie) Anti-violence and programs that run in the school can run from a range of ideas. From general education improvement to interventions to target specific groups of students. They involve parents in a variety of roles and community leaders and resources. The goal is to create a peaceful non-violence school. A commitment to enforcing violence prevention helps the students and the staffs feel safe. In addition to zero tolerance for guns, some school also have zero tolerance for other types of behavior such as assaulting a teacher were violent students will be removed from the classrooms. It might not affect some students to be expulsed from school so school responses to certain type of acts include legal prosecution. Since there is a strong use of drug sales and violence in the schools by the students, administrators make special efforts to keep the school. To keep students from bringing in weapons some schools use metal detectors and administer random acts of searching students† bodies and possessions. Teachers used to be the most common type of security but with increasing school violence, schools are hiring security guards to patrol the sites. With school security the most common type of measure is monitoring the students in the hallways and places where they get together the most, like cafeterias, bathrooms and the p.e. field. Most violent prone school may even form relations with the police to periodically visit the schools and regularly patrol the halls. Probation officers with on site offices can provide help to students who have already been in illegal trouble. Early intervention is necessary to prevent youth violence. Elementary education training in anger management, impulse control, mediation and conflict resolution skills can prevent youth from participating in violence as they mature. Early discussions about negative consequences of gang membership and providing positive way to get needs met can protect them from future gang recruitment efforts. Some schools have a specially trained safety coordinator whose primary function is to coordinate anti-violence programs and offer crisis counseling and mediation. Other types of programs offer incentives for positive behavior such as recognition and reward system for good citizenship. The goal is to bring about change in the students so that their behavior is constructive. Effective gang strategies involve all school operations and staff. It requires good communications and security and staff trained in crisis intervention. Schools not only need to acknowledge their presence but actively investigate its extent and determine who its gang members are, what they do and where are their hang out spots. The first step is to establish the fact that gang presence such as clothing, paraphernalia, flashing signs or shouting slogans and writing graffiti on school or personal property will not be tolerated. Discipline measures, practiced consistently show the schools seriousness. Staff who takes a personal interest in individual members by holding personal conferences and counseling can help loosen the hold of the gang, by meeting informally with members and show them positive experiences that would otherwise be lacking in their lives. To do this some staff members may need to change certain attitudes about gang members and spend a little more time than they would with them. If that does not work offering counseling in a variety of outside agencies and involving parents and making them aware of the choices and consequences that their child is taking may help change the attitude of the child. If all else fails gang members can be transferred to alternative schools for more intensive support. Concern about increasing youth violence is being routed into a variety of innovative and hopefully effective programs across the country. The most effective programs acknowledge that gang activity and violence exists in their community. Use all available resources like law enforcement and social services. Involve families into both school and community programs, and prepares to engage in long-term effort for positive experiences. In all communities it is likely that sometimes anti-violence work will be compromised by lack of resources and time. Even the most dedicated individuals may experience moments of frustration. Early evaluations in well-organized programs is possible and even though statistics show that youth violence is steadily increasing the effort and slight expenditure are necessary.

40 Synonyms for Different

40 Synonyms for Different 40 Synonyms for â€Å"Different† 40 Synonyms for â€Å"Different† By Mark Nichol Looking for a different way to say â€Å"different†? Here are forty more or less distinct synonyms, along with their sometimes similar, sometimes disparate meanings. 1. Alternate: arranged or occurring in turns, or see alternative; also, every other (also a verb) 2. Alternative: referring to a choice; also, apart from the conventional or usual 3. Assorted: consisting of different kinds 4. Differing: see distinct, or changing from one case or situation to another; also, disagreeing 5. Discernible: able to be recognized as different; also detectable or recognizable 6. Discrete: see distinct 7. Disparate: see distinct, or incompatibly different 8. Dissimilar: not alike 9. Distant: different in kind; also, separated or far away from, going a long way, or far behind, or reserved in behavior, or distracted 10. Distinct: separate, or readily distinguishable; also, notable or unmistakable 11. Divergent: differing from each other or from a standard 12. Divers: see various (also an unrelated and differently pronounced plural form of diver) 13. Diverse: see distinct, or unlike 14. Eclectic: Drawn from various sources, or see heterogeneous 15. Heterogeneous: consisting of dissimilar ingredients or parts 16. Idiosyncratic: having a distinguishable quality; also, eccentric, or hypersensitive 17. Indiscriminate: see heterogeneous or motley; also, random, unrestrained, or careless about distinction 18. Individual: see separate; also, pertaining to an individual or individuality (also a noun) 19. Kitchen-sink: consisting of noticeably different parts; also, referring to the degrading aspects of poverty 20. Magpie: collected indiscriminately; also, acquisitive (also, a person who collects indiscriminately or chatters, or the bird whose behavior inspires these usages) 21. Manifold: see diverse or various; also, many, or consisting of various qualities (also an unrelated noun) 22. Miscellaneous: see diverse 23. Mixed: consisting of more than one kind (also a verb) 24. Motley: incongruously diverse; also, having different-colored markings 25. Multifarious: see diverse or various 26. Particular: see distinct; also, detailed, specific, or exacting or meticulous (also, in plural form, a noun) 27. Peculiar: distinctive; also, unusual or abnormal (this negative connotation predominates, so use with caution) 28. Piebald: consisting of incongruous parts; also, consisting of different colors (especially black and white) 29. Promiscuous: consisting of all types, or not restricted to one type; also, casual, irregular, or tending to have multiple sexual partners (because of this provocative connotation, promiscuous is rarely used in other senses) 30. Raggle-taggle: see motley 31. Ragtag: see motley; also, ragged or slovenly 32. Respective: see separate 33. Separate: not similar; also, autonomous, detached, or individual (also a verb) 34. Several: see distinct and separate; also, exclusive or relating separately, or a few 35. Single: unlike any other; also, lone, unmarried, or celibate, or honest or exclusive, or designed for one, or having only one item or part, or undivided 36. Singular: distinctive; also, exceptional or unusual, or pertaining to a single thing 37. Sundry: miscellaneous or various 38. Variant: varying slightly; also, demonstrating disagreement or variety (also a noun) 39. Varied: see diverse and various; also, having different-colored markings (also a verb) 40. Various: unlike, or of differing kinds, or see separate; also, individual, or having a number of qualities, or an indefinite number more than one Note, however, that different is often redundant, as in â€Å"They came up with many different ideas† (do you need to specify that the ideas they came up with were not identical?), so consider whether it is necessary to replace the deleted word at all. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:12 Types of LanguageProved vs. ProvenThe Difference Between "Un-" and "Dis-"

Benefits of Learning in a Diverse Environment in Toronto Essay Example for Free

Benefits of Learning in a Diverse Environment in Toronto Essay Toronto,Canada has been one of the most multicultural cities in the world and has attracted thousands of immigrants and foreign students each year mostly from Asian and European countries (Toronto, 2007) Due to the popularity of the city to foreigners as well as the prestigious schools it has such as the University of Toronto and the York University, students from different parts of the world have been attracted to study in the city. Universities have been offering a diverse learning environment, offering curriculum, facilities, and learning resources including professors and instructors that address the needs of and accommodate the growing number of foreign students and immigrants in Toronto. A diverse learning environment offers various benefits to students regardless of culture and nationality. First, it introduces me to different cultures and race, making students like me become aware of various cultures and beliefs. Having the awareness of different cultures of people in Toronto can improve my interpersonal and communication skills. â€Å"Hanging around people of different culture develop the students’ ability to understand the ideas and feelings of others, which in later life makes them, more likely to live in racially diverse communities, maintain friendships with people of different races and able to function more effectively in an increasingly diverse workplace† (Haas, 1999). From this view, a diverse learning environment therefore can eliminate or reduce racism and racist attitudes towards the minority groups. It also can also prepare me to adapt to a diverse environment in case I have to work or migrate to other country particularly in Asian and European countries especially now that the level of globalisation is increasing. A diverse learning environment can also improve my ability of working in a team since in universities, there are particular activities that needed group efforts and diverse ideas that can result to a more comprehensive outcome, providing me various ideas that could have never been available if not because of my foreign classmates and friends and even professors. On the other hand, there are still some people who are not open-minded and are not interested in learning about other cultures due to their very racist attitudes. A diverse learning environment with students or professors like these people can negatively affect some foreign students and students from minority groups, making them feel discriminated and unwelcome to such learning environment that may lessen their interest in studying or acquainting with students of different nationalities. However, in Toronto, it seems not much of a problem because foreigners and immigrants have long been welcomed in the city. Reference: Haas, Mark (1999) Research shows diverse environment has educational benefits, retrieved on-line on February 13, 2007 Toronto website retrieved on February 14, 2007 http://www. toronto. ca/quality_of_life/diversity. htm Benefits of Learning in a Diverse Environment in Toronto. (2016, Jul 29). We have essays on the following topics that may be of interest to you

Public law special study Essay Example | Topics and Well Written Essays - 3000 words

Public law special study - Essay Example This is an approach consistent with the asymmetry thesis. The asymmetry thesis, takes the position that the imposing sex discrimination prohibitions on religions would amount to excessive restraints on freedom of religion.4 International academic debate centres round either defending or attacking the asymmetry thesis.5 This paper argues that the liberalized thinking occupying international debate is more suited to resolving the tensions between sexuality-based equalities and faith-based equalities. Liberalized thinking in today’s egalitarian society argues that neither religious nor â€Å"quasi-religious† beliefs have a role to play in defining the parameters of civic duty and democratic participation.6 This paper analyses the tensions implicit in sexuality-based equalities and faith-equalities by reference to both British case law and in the context of international academic debate. ... previous statutes defining and regulating the states obligation to ensure equal treatment and protection of the law for all citizens regardless of race, gender, sexuality, religion, disability, nationality and so on.7 In particular, sexuality, gender and religion are â€Å"protected characteristics† within the ambit of the 2010 Act.8 Freedom of religion is likewise statutorily protected in the UK by virtue of the Human Rights Act 1998 which incorporates the European Convention on Human Rights 1953 (Hereinafter ECHR).9 Article 9 of the ECHR provides that all citizens have â€Å"the right to freedom of thought, conscience and religion† as well as the right to observe, practice, teach, worship and â€Å"manifest his religion or belief†.10 Article 9(2) however goes on to impose conditions to freedom of religion by providing that the freedom of religion is limitations imposed by law: ...And are necessary in a democratic society in the interests of public safety, for t he protection of public order, health or morals, or for the protection of the rights and freedom of others.11 The Court of Appeal explained the importance of Article 9(2) of the ECHR in Ladele v Islington. In this case there was a conflict in competing equality claims: sexuality-based and faith-based equalities. On the facts of the case a registrar who professed to be a Christian declined to register a civil partnership between a same-sex couple on the grounds that same-sex partnerships were against her religious beliefs. The Court of Appeal, in considering Article 9(2) of the ECHR held that the law recognizes that in a modern democratic society it is necessary to prohibit discrimination with respect to the delivery of â€Å"goods, facilities and services on the grounds of sexual orientation† with only exceptional