Womens Right to Education

Womens Right to Education Hashtag: #HappyWomensDay The Struggle for Formal Education The international Women’s Day is celebrated to recognize the struggles and achievements of women around the word. Two of the most prominent of these achievements are the right to vote and the right to education. The struggle for women’s equality began in early 19th century. In the 1830’s, while maintaining their role as wives and mothers, women’s movement in America sought to broaden their knowledge through a formal college education. However, the cult of motherhood and limited social and political rights during that time restricted this education to home application. For instance, the American educators who pushed for women’s education justified their efforts on the benefits of education in the domestic sphere, in marriage, and motherhood. Consequently, colleges offered a limited range of courses that are mostly relevant to women’s role as homemakers and mothers. The fight for their right to education was further made difficult and prolonged by the fear that educated women would abandon their traditional domestic duties and intrude upon the male sphere. In fact, the male-dominated popular press of the early 20th century even publicized the notion that women are destined parlor, nursery, and kitchen workers and mentally and physiologically incapable of education. Moreover, although firmly promoting equality for women, the movement itself during that time had no strong position on the role of educated women in western society and in fact spreading the doctrine of separate spheres. Women had achieved the right to vote in the 1920 but made little progress in their struggle for employment and education. Women remained largely excluded in the educational system until they started to pursue higher education and earned more bachelors degree than men in the 1980s. Achieving Gender Equality Through Education Education for women is one of UNESCO’s gender equality priorities. Consequently, most educational systems around the world offer women education and empowerment. Women’s continuing effort to improved their knowledge and skills not only resulted in the creation of more institutions for women’s learning but recognition of the fact that women’s education is as necessary and beneficial as that of men. The study shows that that are more women in formal education now than in the past. The reason is that formal schooling not only enhanced their opportunity for employment but also improved their conditions in life. In developing countries, for instance, educational helped women meet their practical gender needs, benefit from salaried employment and healthier households. However, due to cultural attitudes, women in some developing nations appear restrained and need to put more effort in their quest equality, knowledge, and skills. Although the majority of developing nations, provide women greater access to formal education, they are restrained by cultural attitudes pertaining to female education. In fact, study shows that education for females in some African countries lagged behind that of males. Some of the barriers found include sexual abuse and harassment, particularly in mixed gender schools. Education had already improved the lives of millions of women around the world. They have greater access to higher education offered by public and private universities. Women are increasingly benefitting from online courses offered by Open University and Continuing Education Programs. They are now empowered, independent, have greater participation in government, and better employment opportunities.

columbian exchange essays

columbian exchange essays The Columbian Exchange The Columbian exchange began one of the largest exchanges of many different varieties of food, animals and disease. Many which were different and from different regions of the world that had never been transported before. We take for granted that everything we have is from here and it has always been here. But through The Columbian Exchange for example, the potato that had not been grown outside South America became Irelands main staple by the 1800s. The horse which was an import from Europe changed the Great Plains and the lifestyle of Native Americans, before the horse they had had to stalk bison and run them off cliffs or trap them. Tomatoes which were exchanged became an Italian trademark. Coffee and sugarcane which came from Asia became extensive Latin American crops. Before the exchange there were no oranges in Florida, no bananas in Ecuador, no rubber trees in Africa, no cattle in Texas, no burros in Mexico, no chocolate in Switzerland and even the Dandelion was brought by the Europeans. For almost every purpose the Europeans brought their baggage meat, milk, leather, fiber, power, speed, and even manure, they brought everything! Disease was another dimension of the Columbian Exchange, with catastrophic consequences for Native Americans who for centuries were an isolated population and thus lacked adequate immunities for diseases introduced by Europeans. Eruptive fevers, like smallpox and measles, proved deadly and often wiped out over half of entire tribes. Deadly epidemics, or rapid spreading of diseases, swept over the Caribbean islands. Smallpox wiped out whole villages in a matter of months. . . . In the first century of Spanish rule (1500-1600), Indians in Central and ...

Student Testing in Elementary Schools in America Essay

Student Testing in Elementary Schools in America - Essay Example The curriculum as of today is far ahead of what the school system was earlier. From learning by rote, now the child is allowed more interaction and freedom to gain knowledge from sources other than the school. The curriculum guides and text books are chosen today by the state and they reflect the State's learning standard and benchmarks for a given grade level. To gauge the progress of a child, there are tests to determine the adequate yearly progress which have to fulfill certain standardized goals by which States and school districts assess the child's progress academically.( Armstrong Thomas, 1987) When there are about twenty or thirty children of diverse learning needs in a class, the academic strengths and weaknesses of a child are most evident during tests. This is referred to as MAP or measures of academic progress. Tests are not an absolute indication of the child's progress or capacity for knowledge. The scoring process is a comparison of the child's responses with his or her peers. Instead of providing a statistical comparison of the child's abilities, it would be better to focus on the level of the skills that the child has acquired, instead of assessing the results of a child's test with a checklist of skills that are expected in a particular grade (Chris Shera, 2007). It is during interpretative question tests that disconnect between classroom activities and results in the end of grade tests required, is evident. Students are not empowered to study anything outside the requisite classroom curriculum. The program needs a balanced literary approach to maximize the child's ability to view tests in positive (Kosar, 2005) fashion. Then an improvement will be seen in the standardized reading and language test scores. The downside of testing : It is important to know that test results can go wrong for a variety of reasons. We can actually question the validity of the entire test result for many reasons. Some of these are elucidated below. 1. Most tests reward experience (Dunn, Rita and Dunn Kenneth, 1978). A child who has had repeated practice at a certain skill will naturally do it with a lot more ease than a child who has not had the benefit of frequent opportunities to do the same . 2. Children from cultural and socio economic minority groups are prone to poor performance on tests for the simple reason that the child may not relate to the subject comprehensively. For example, a child who does not speak English at home does not automatically think in that language and hence suffers when he is supposed to understand the nuances of a subject taught in English. 3. Children can be intimidated by the very prospect of a test at a younger age. The child's performance can suffer due to just the thought of doing a test. 4. Some children are not clued into writing within a particular time frame- especially in elementary schools - and dawdle over the test without finishing it. This does not mean that the child does not know the answer. 5. Some deterrents to academic progress could be a host of conditions that disrupt the normal learning process. These could range from language disorders, learning disabilities, dyslexia, ADHD (attention deficit hyperactivity disorder) and

Interpretation and analysis of a child's development Case Study

Interpretation and analysis of a child's development - Case Study Example tion seem to be improving because she is better at putting together simple puzzles and drawing shapes; however, she is yet to improve on the coordination with pouring liquids because some spills. Lily is able to hold crayons with her fingers rather than her fist; besides, she is able to dress and undress with little help. Lily is much nimble because at this stage in her development she is able to handle small objects, use age-appropriate scissors and draw a person with at least four body parts that are essentially a face two stick legs and arms (Educator observation notes, 2013; Educator Video recording, 2013; Educator audio recording, 2013). Cognitive development At her age, Lily is able to communicate clearly in sentence of 5 to 6 words or even in complete sentences and even tell stories. Lily is able to ask many questions and she is even able to correctly name familiar colours, understand the concept of different and count and comprehend the concept of counting. She has a vocabula ry of several words, acts out social encounters in play activities, she understands her name and gender and she is able to share and engage in cooperative play. She is imaginative and talks to the toys and imitates what she sees around her, she begins to make friends outside her immediate family because she is able to communicate with playmates; hence, she shows enjoyment in engaging in such activities. Through her associative play, she begins to share with other children and playing with Alfie who is her age mate helps in establishing socialization skills. Cognitive learning in Lily involves not only learning the alphabet and counting but also absorbing information, asking questions, processing and understanding. Lily has a good grasp of language and can say and understand hundreds of... In the study, Lily is able to speak and be understood at least half the time and she is capable of carrying out a conversation of 2-3 sentences. The video of the water play shows that the girl is anxious to learn new things, full of enthusiasm and energy and does things alone. This assessment of Lily aims at assessing her physical development, cognitive development and social and emotional developmental with regard to development theory, milestones and curriculum documents in the area. Moreover, the assessment also offers recommendations for the identified needs of the child in focus based on the various ways educators can help in enhancing effective brain development in children. The child can learn about herself and construct her identity within the context of the family and community, which correlates with Vygotsky’s theory. This involves her relationship with people, places and things as well as actions and responses of others because identity is never fixed but shaped by experiences. When the child has positive experiences she is able to develop the understanding that she is significant and respected and develops a sense of belonging. In early childhood, a child develops a common sense of fitting in when she feels acknowledged, creates attachments and trusts individuals who care for her, which is in line with Bandura’s socio-economic theory.

The falliability of sense experience Essay Example for Free

The falliability of sense experience Essay One of the foremost notions concerning the rise of empiricism and the natural sciences, French thinker and mathematician Rene Descartes, also considered as the father of modern philosophy, proposes the use of methodological doubt in order for knowledge to be determined with absolute certainty. His work, Meditations on First Philosophy, contains ontological arguments which deny the reliance on the senses as the ample source in determining absolute knowledge. As a mathematician, his approach concerning the acquisition of knowledge is through substantial proof which forms the groundwork of empiricism, as well as the foundation of the different disciplines in science. Cartesian rationalism provides the understanding of empirical evidence in order for a phenomenon or study to be considered true. The work is narrated in the first person perspective as Descartes acts as the ‘mediator’ on the infallibility of the senses through the use of ontological arguments which determine the source and essence of knowledge as well as the proof of God’s existence. The first-person point of view is essential in understanding Descartes philosophy as an objective refutation of all the given objects that are naturally perceived by the senses. The concept of universality on sense experience, through the narration, provides an objective analysis of the problem which Descartes offers to solve through the use of doubt. This doubt however is not of the skeptic nature which ultimately denies the possibility of acquiring knowledge; the Cartesian doubt is methodological, it offers a complete denial of all existing objects generated by the senses in order to determine the ‘real’ underlying truth which in turn becomes the foundation of true knowledge. As such, the ‘dream argument’ from the first part of the Meditations presents the unreliable nature of sense experience in terms of determining reality or universal objects of experience. The argument generally centers on the distinction between the process of dreaming and the waking experience which completely garbles the concept of a true reality. The Dream Argument The dream argument is narrated as thus: Suppose then that I am dreaming, and that these particulars – that my eyes are open, that I am moving my head and stretching out my hands – are not true. Perhaps, indeed, I do not even have such hands or such a body at all. Nonetheless, it must surely be admitted that the visions which come in sleep are like paintings, which must have been fashioned in the likeness of things that are real, and hence that at least these general kinds of things – are things which are not imaginary but are real and exist. (Descartes, 1996, 13) The first part of the Meditations deals with the proposal of doubt, which argues for the indemnification of the senses as a fallacious source of determining experiences: â€Å"But from time to time I have found that the senses deceive, and it is prudent never to trust completely those who have deceive us even once. † From all experiences that have deceived the mediator, it is deemed prudent to be doubt present knowledge in order to know the truth. The dream argument follows from the methodological doubt as a way of determining real experiences from illusions. Descartes narrates that a dream experience provides him an understanding of an object itself. For example, a dream involving a chair may be interpreted that the chair is indeed real because we sense it. We see the chair in the mind’s eye and there we perceive it to be true. However, when we wake, we still perceive a chair which is outside the dream and therefore can still be considered real. The confusion between two realities is the main thesis of Descartes’ dream argument where he places disregard with the sense. Thus, he relates the relationship between dreaming and real experience as that of a painting. The painter creates a mermaid where each part of the character is based from an existing or real object. The mermaid has a body of a fish and the torso of a human which are two separate objects forming a whole picture. The real object of experience becomes the basis for the formation of objects in dreams and both experiences provide a sense of reality. The problem arises whether the realness in dream experience may be considered to be true. Descartes answers this problem with doubt; an individual cannot doubt the specific parts of a whole. Taking from the painting analogy, doubt can only be applicable to the painting itself (e. g. mermaid) whether it really exists but the parts such as the legs, arms, torso, and body cannot be doubted since they are real that provide the basis of the illusion. Descartes relates the analogy to the study of the different sciences wherein each discipline which depends on the study of composite objects can be considered doubtful (e. g. physics, astronomy) while disciplines that deal with the simplest or general form (e. g. mathematics, geometry) are considered universals or certain. Thus, the dream argument may be summarized as follows: the senses are an unreliable source of determining knowledge since dream experiences may be considered real because it relies on the senses to be real. Therefore, when we wake up, the objects around us lead us to doubt its existence because we perceive such objects through the senses. The dream argument leads to the formation of the Cartesian doubt, which necessarily denies the reliance of sense perception and offers as logical argument concerning the acquisition of truth. Critical Evaluation The dream argument provides the basis of Descartes methodological doubt where the senses provide a false impression of reality. His propositions are based on the dependence of empirical evidence rather than reliance to illusion. Indeed sense perception may fully deceive the person, through the ‘objects are not what they seem’ argument. The dream argument’s distinctions provide support on method to doubt all existing forms of knowledge perceived by the sense in order to be proven its validity. Descartes’ propositions are considered true in the sense that the dream argument provides substantial evidence supporting the infallibility of sense perception. The evidence provided in the dream argument as well as in the painting analogy offers enough proof to distinguish illusion from reality. For instance, when a person is awake, he or she experiences object through the sense; thus he or she perceives such experiences or objects to be true. These experiences leave an imprint on the mind and when we dream, these objects come into reality because we perceive it as such. This argument reinforces the process of doubt in order to determine with absolute certainty the real foundations of knowledge. The doubt that comes after the unreliability of the senses is then necessary to determine a firm foundation in which true knowledge to be based. This doubt is clearly distinct from the classical conception of skepticism wherein it denies the possibility of existing knowledge and offers doubt as a means of achieving intellectual tranquility: â€Å"It [skepticism] is also the ephetic (suspending) from the experience which the inquirer feels after the search† . The distinction between the two systems of thought is that Cartesian doubt offers a denial of existing knowledge created through perception whereas skepticism doubts the possibility of acquiring knowledge itself. However, the dream argument necessarily implies the universal experience of dreaming or a selective dream experience. The selective dream is identified when an individual is dreaming, he or she wakes up from such and the dilemma lies whether which reality is true. The universal concept of dreaming on the other hand falls under the general experience of individuals that life is in itself a dream and there is no such thing as a waking experience. This poses a problem on the existence of a true reality which leads to confusion between the relationship of the senses, body, and the intellect. If the senses cannot be trusted, then what do we use to determine real objects from mere illusions? It may be considered as one of the weak points in the dream argument as there is no clear identification of what can be considered to be a true reality. The images perceived by the sense ultimately influence the objects in dreams and since it relies on the sense, it is considered to be real. This problem is answered with the Cartesian doubt itself; it merely provides a persuasion for the individual to not rely on the senses and instead empirically categorize knowledge based on substantial evidence and proof through logic and deduction reasoning. This process inevitably leads to the foundation of the scientific method wherein facts are proven through observation, evidence, deduction, and conclusion in order to be construed as valid. From this notion, proof provides objectivity and universality which Descartes does not consider such subjects to be placed under doubt because it is already considered certain. Mathematics and Geometry are considered certain knowledge and physical existence is not a concern because of its deterministic essence. However, objects which fall a composite essence are subject to doubt. In conclusion, Descartes’ dream argument and the dilemma of reality are answered through the use of doubt and logic. Doubt counters the infallibility of the sense; to clearly deny all prior knowledge since the senses provide misinterpretations or illusions. Logic on the other hand answers to the problem posed by the dualistic reality caused by the dream and waking phenomenon. Logic dictates the identification of the true reality even with the problem of the senses as something that can be physically proven in order to be considered real. This physical essence is not of the material sense but instead uses deduction in order to be considered true. For example, a chair conceived in a dream may be logically explained as an immaterial existence because it does not fully provide the ‘real’ essence of a chair (e. g. form, shape, measure) which are considered as certain subjects or universals. As the senses cannot entirely function as a basis in determining true knowledge or experience, logic becomes the characterizing means in order to counter the illusions perceived by the senses. Metaphysically, the use of logic enables the mind to think and prove experiences based on evidence rather than a garbled and subjective conception of an idea. Bibliography Descartes, Rene. Meditations on First Philosophy; with Selections from the Objections and Replies. Translated by J. Cottingham. New York: Cambridge University Press, 1996. Empiricus, Sextus. Selections from the Major Writings on Skepticism, Man God. Translated by Samuel Etheridge. Indianapolis: Hackett Publishing, 1985.

Satire, Humor, and Shock Value in Swifts A Modest Proposal Essay

Satire, Humor, and Shock Value in Swifts' A Modest Proposal Swift's message to the English government in "A Modest Proposal" deals with the disgusting state of the English-Irish common people. Swift, as the narrator expresses pity for the poor and oppressed, while maintaining his social status far above them. The poor and oppressed that he refers to are Catholics, peasants, and the poor homeless men, women, and children of the kingdom. This is what Swift is trying to make the English government, in particular the Parliament aware of; the great socioeconomic distance between the increasing number of peasants and the aristocracy, and the effects thereof. Swift conveys his message in a brilliant essay, in which he uses satire, humor and shock value. Swift pursues his main point in the first paragraph: It is a melancholy object to those who walk through [Dublin] . . .when they see . . .beggars of the female sex, followed by three, four, or six children, all in rags and importuning every passenger for an alms. These mothers instead of being able to work for their honest livelihood, are forced to employ all their time in strolling to beg sustenance for their helpless infants, who, as they grow up, either turn thieves for want of work or fight for the Pretender in Spain. (2181) The last statement regarding the Pretender in Spain is a stab at Catholicism, the Pretender, being the Catholic James II, claimant to the English crown. In fact, Catholics are the butt of many sardonic jokes in the essay. ... ...and hammering the "condemning social statement" into the reader. Swift goes beyond just describing the socioeconomic distance between the aristocracy and the poor. He goes beyond showing the deplorable state of the country. Swift clearly shows the ludicrous nature of the society in which he lived, the feudal system, religious conflicts, the lack of social mobility, the aristocracy, and overpopulation. In condemning Catholics, he is condemning the Irish. In making the Irish out to be a problem that can be solved by this proposal, he shows his disapproval of English involvement in Irish affairs, and furthermore, the expanding British Empire. Thus "A Modest Proposal" does not present an answer to the societal problems of its day, but ultimately raises more questions. Not questions of fact, but questions of a profound socio-philosophical nature.

Methods of Personnel Development Essay

1. Introduction Successful personnel development is necessary to help and organization to acquire a competitive edge in the market. A well trained and competent workforce and help and organization cut a competitive edge in the market which the competing organizations may find hard to replicate the long run.   Efficient methods of personnel development are necessary for the success of the organization. Personnel have become an important concern for all managers in all industry.   This has been promoted by the problems which have been experienced in hiring of personnel who can meet the required standards to deliver the needed services.   The current strategic human resource management has recognized employees as the most important asset that an organization has. In this regard it has become of paramount important for organization to carry out effective staff development programs which are likely to meet the required work standards.   There has been increasing for the organization to carry out effective individual training programs which will meet the demands of their customers.   When most organization have been emphasizing for the downsizing of their employee, it has become important for them to ensure that it effective training programs which will ensure there is overall growth. (Consulting, 2000) For an organization to ensure that there is effective growth of its workforce, employee training and development has become a priority rather than an option.   There are many organizations which have been carrying out training programs but which have not resulted to the required results.   Training and development  Ã‚   is usually an integral and an expensive part of the human resource department and therefore there should be all efforts aimed at ensuring that there is overall success of the exercise. Effective training and development programs are necessary in order to ensure that there is overall growth of the worker. The most important factor that can help the organization to carryout effective personnel development is to understand the goals of the organization and therefore work to achieve these goals.   The organization goal will assist the organization to come up with effective design and implementation of the organization. Efficient personnel development program are therefore necessary to ensure that the organization cuts a competitive edge in the market. (Jenning, 1996) 2. Success factors for training There are important factors in the overall development process that must be taken into consideration to have effective personnel development. The most important factor that the organizations need to realise in the design and implementation of personnel development is the mission and vision of the organization. This will help the management to become committed to the overall process of personnel development in the most efficient way.   The company should also evaluate the relative risk of exposure which is presented by the compliance requirement and therefore use this as an effective way of prioritizing the needs for planning training.   The management will also involve the key line representatives in order to design and implement train interventions. This means that training should be viewed as a way of helping the organization to remain competitive and not as a necessary evil.   The management should also be keep away of the focus of the training activities and the role  Ã‚   that the activities are intended to achieve and help the organization to achieve in its overall objectives. (Bowie and Jordan, 2001) There are important characteristic which are used to identify a successful training program.   The following are the common characteristics of a successful training in an organization;  · There should be a clear understating of the goals of the organization and the needs of all the line managers for training and development.   This means that   the training programs will be based on these key strategies which are likely to support the   goal of the organization  · There should be involvement of the key line personnel in the selection, design and the scheduling of training.  · The style for delivering the training program must focus on the adult learning concepts  Ã‚   including the relevant content of the course.  · The training activities should be seen as an integral part of the overall training place for the organization and not an individual or a one time event that will come and go.  · There should be a high accountability for the result which will justify the purpose for training.   There should be effective evaluation, measurement and a well organization reporting of the results of training.  · There should be frequent communication between the organization management and the person who are overseeing training program. This will ensure that there is overall support for the training programs and the enforcement of the training values. 3. In house vs. Third party training There are two broad methods which are used to deliver training programs.   These include the in-house training and the third party training program.   The organization is likely to choose the most efficient method that will ensure that there is delivery of the most efficient training program. In-house training will involve when an organization uses the instructor who are a part of the organization.   This employs will also be trained as they continue with their work which means there will less loss of time and the productivity for the organization will not be affected. However this method is likely to result to low employee expectation from the training program since they are likely to learn what they have been practicing. (Rouda and Kusy, 2005) The third party training take place when and organization brings in an extern expert. External experts are likely to come with new experience for the organization which will reinforce the development of the workforce.   Under this method the organization can also decide to take its staff for an external training program which will take place outside the organization.   This method is likely to be more effective since the staff will be expecting to learn new things from what they have been practicing in the organization. In the course of training there are different ways that can be used by the organization to source for training materials.   The organization can develop its own materials in the organization which will be in-house material development. The organizations can also source for material outside through purchase or leasing.  Ã‚   When the organization hires third party to come and training the staff, the conditions for hiring can also be that the third party will be expected to come with training materials. In order to select the best combination for the trainer and the program, the organization should be important consideration including the experience, time for development of the program, resources available, the money available for the program and the cost of the options, the expected quality, the training needs for the organization and the credibility of the method that will be used. 4. Program design The program design describes the way the overall training program will be planned.   Program design consist of   important   aspect of the training   including the conduction of the needs analysis for the   company, the prioritizing o the need in the training place, definition of the   course objectives to match the   training needs, and the selection of   the training formats that will be used in the   training program. a) Need analysis A need analysis is carried out in order to identify the  Ã‚   area in which the organization needs to carry out training.   The need analysis is the first step in determine the whole training program. The need analysis should be carried out comprehensively in order to understand the specific area under in which the training will emphasize. Usually a need analysis will come up with a long list of needs that the organization will have to look at. In need analyses there are three types of data that the trainer will have to collect. The pre-training behaviour will give the knowledge that the trainees have. The post training behaviour will give the expectation from the training that the organization wants to achieve through training.   The workplace reinforcement and constraints will give the factors for the job which can help or hinder the trainees in applying what they will have learned. (Jenning, 1996) b)    Course objectives This should identify the specific objectives that the training will achieve. Identification of the course objective is likely to increase the effectiveness of training and evaluation of needs assessment.   Basically three types of course objectives will have to be looked at. These include the planning objectives, the process objectives and the learning objectives.   This will help in the formatting of the training. c)    Training format There are different formats that can be used to deliver training.   The best format that an organization can choose is the one which will create a setting an environment which is most conducive to learn.   The format has to be flexible.   There are formal and informal training formats Informal training format will include format like one on one tutoring which   can be teem consuming but very effective,   use groups, discussion groups and   newsletters.   On the other hand formal training formats include formats like classroom training like lectures or demonstration, video or audio, computer based trailing, satellite training, teleconferencing, use of simulations, use of manuals, and on   job training.   The formal training methods have become most common used in organisational training since they are more effective and have been supported by the emerging technologies. (Consulting, 2000) d)    Program delivery This is the most important part in the training process. The way the training will be delivered is important in determining how it will be effective to achieve the goals of the training.   Delivery of training should be based on principle of adult learning since most of the employees who undergo training are adults.   There sold a proven adults-instructions practices rather than the traditional classroom delivery method which is likely to compromise the quality of training. e)    E-learning With the increased use of technology in the world, e-learning is also rising to be an important factor in the training programs. E-learning involves the process of delivering learning through the use of person computer. It is widely used in education institution but it is also fining it place in the employee training programs. In employee training e-learning has been providing an effective time saving method of learning as compared to other methods.   It is also easy to carry training from any part of the world can therefore can be used when an organisation choose third party training. However it is expensive since al the employees will need to have a computer. 5. How adults learn According to the learning theories, it has been shown that adults learn different from how children learn.   Unlike children, adults are likely to relate what they hear to their experience and the knowledge they have gathered over time.   Adults are also good listeners and will digest what they are listen.   This means that when training adults, one need to have all the facts to their fingers and ensure that they are correct as challenge can arise at any one time. (Consulting, 2000) According to the adult learning theories there are important factor that have to be considered when teaching them.   First it should be understood that adults are less interested in the overview, they are more interested in what they are learning. They need to be given examples which can help them to relate what they are learning with their real experience. Since they are more critical on what is delivery any information that is likely to contradict what they know should be delivered slowly and in an efficient manner. The training should assist them to make connections with what they already know.   The pace of training should also be suited for their mind. Fast training may prove difficult for them while a too slow training is boring.   The training should avoid trial and error ventures and should reinforce the learnt concept in their real life example. (Jenning, 1996) a)    Designing training experience for adults There are important principal that the trainers must consider when planning adult learning.   The structure of the workshop should take to consideration that adult learns usual need some feedback which is likely to mark their progress in training.   The usually learn best when their own experience is integrated in the learning process. They should be given opportunity to ask questions and interact to share experience.   The adult learners are responsible for their learning and they prefer to share with one another in the process.   This interaction must be given a chance.   Adults are likely to learn in an environment where there is mutual trust and respect for one another.   Adults learners must be motivate din order to feel the need to learn. This earns that they have to be shown the important of undergoing the training and how it is going to affect their job performance. b)    Classroom instruction In order to ensure that there is effectiveness of the training process, there are important characters and method that should be incorporated in the training. some of the   most important factors in training include the   inclusion of discussion breaks time which agreed with   all the participants, ensure that the participants are comfortable, state   clearly the objectives of the training, make a preparation of   the material to be used before the class being so that you can evaluate them, use training aids and establish rapports in the course of training, ensure that you don’t interrupt the   participate when they are contributing,   be yourself and more flexible in the course of the training, answer all the question asked and provide constant feedbacks to the participants. c) Documenting available training courses In order to keep up with the course of the training resources, it is important to keep written records as they have been learnt.   This will help the learners to remind themselves of what they have learned in the course of the training. This is also important as it will help the learners to understand what they have been learning and therefore keep up with the course of the training. It also helps the management to see the courses that are available. d)   Measuring and evaluating training effectiveness There had to be an effective way of evaluating the learning process in order to understand the effectiveness of the learning process. This is very critical since it will determine whether the organization is really meeting its objectives or not. It will help the organisation to understand the important steps that are being made in the course of the training. There are many methods of evaluation that is used in the course of the training. The most effective evaluation methods that are used include the use of smile sheet which is one of the five point evaluation which enquiries about the quality of the instructor and others, there is also the pre-test or post techs which is used to measure the increased in knowledge for the learners.   The presets will establish a baseline while the post test will confirm any improvement that is being made which can be directly attributed to the learning process. An observation can also be carried out on the specific performance of each individual including the trainer and the supervisor.   This will detect any changes in the work behaviour which can be directly attributed to the learning process.  Ã‚   Work performance can also e used as a method of evaluation. In this case work performance will look at the specific job tasks and performance indicators. These indicators are usually well defined and measured before and after training.

BIBL 104

Matthew is the first of the four gospels of the New Testament. Largely narrative material, this first gospel serves as the connection between the Old and New Testaments, providing an understanding of how Jesus fulfilled all the various prophecies about his coming that are found in the Old Testament. Possibly written in the A. D. 70s, though some believe it could have been written ten to twenty years earlier, the gospel of Matthew covers the entire span of Jesus’ life, death, and resurrection, concluding with Jesus giving the disciples their mission of going out and spreading the word of God.Geared primarily towards Jewish readers, the goal of the text was to provide them with irrefutable proof that the long-awaited Messiah had come to usher in the kingdom of God on Earth. Mark The second of the four gospels, the gospel of Mark is largely narrative and goes at a fast pace. Unlike the gospel of Matthew, which begins with the birth of Jesus and progresses through his life, Mark b egins with John the Baptist prophesying about Jesus, followed by the baptism of Jesus by John. It progresses from this point on to the end of his life.The focus of the text is on the many parables Jesus told and the miracles he performed during his period of ministry, which lasted a total of three years. The text was written by John Mark, son of a widow in Jerusalem whose home was most likely a meeting place for early Christians, who got his information from the disciple Peter. Written possibly as early as A. D. 50 and as late as A. D. 65, the text has a distinctly non-Jewish feel to it, and thus may have been written for Christians in Rome.Mark wrote it with the goal of offering encouragement to these Christians, who were suffering at the hands of the Romans, particularly the emperor. Mark, through his writings, presents Jesus as the suffering Messiah, as well as the Savior of the entire world, regardless of race or religion. Luke The third of the four gospels, the gospel of the Lu ke is largely narrative, and is the most elaborate in regards to the details of the life of Jesus. It begins with the prophecy regarding the birth of John the Baptist, progressing from that point on to the events surrounding the birth, life, and death of Jesus.Luke has the widest range of information with regard to the parables, miracles, and teachings of Jesus. Some of the more familiar parables include the parable of the sower, the parable of the Good Samaritan, the parable of the ten virgins, the parable of the prodigal son, and the parable of the ten talents. Some of the more familiar miracles include the healing of the Roman centurion’s servant, the feeding of the five thousand, the transformation of water into wine, the raising of Lazarus, and the raising of daughter of Jairus. Possibly written between A. D.59 to 63, or maybe fifteen to twenty years later, the goal Luke had in writing this gospel was to put forth the message that the love of God is not just for Jews, bu t for everyone who believes in him. John The final of the four gospels, the gospel of John is largely narrative. It is believed that it was written sometime between A. D. 80 and 95. However, there are those who believe that it was written as early as the A. D. 50s and no later than A. D. 70. Like Mark, John begins his gospel with John the Baptist baptizing Jesus, and progressing from this point on up to the death and resurrection of Jesus.Written at a time when non-Jewish followers of Jesus were being bombarded with the Greek theory that Jesus was divine but not truly human, the purpose of this gospel being written was so that the people would believe that Jesus truly was the Son of God, and that he was the word made into flesh. One particular aspect that sets this gospel apart from the other three is the inclusion of several sermons Jesus gave during his three-year ministry, none of which are found in the other three gospels. Acts Written by Luke around A. D.63 to 70 to Theophilus, who may have been a particular person or a reference to the Christians in general, the book of Acts is largely historical narrative written in the form of a letter. Covering the period from Pentecost, as well as the early stages of the disciples going out and preaching the word of God, the text can be viewed as the sequel to the Gospels. Within it is an explanation by Luke regarding the incredible growth of the early Christian church, as well as a discussion regarding the source of conflict between Jewish and Gentile Christians, both of whom would be brought together eventually through their mutual love of Christ.One of the key events within the text is the martyrdom of the disciple Stephen, now known as Saint Stephen. He is one of many that Luke writes about who die for their belief in Christ. Romans The book of Romans is the first of thirteen letters, or epistles, written by the apostle Paul to various non-Jewish Christian communities, in which he offers them advice and expounds on the teachings of Christ. Written sometime in A. D. 57, and largely narrative conversation, it was geared to the mostly Gentile followers of Christ living in Rome.His goal in writing this particular letter was three-fold. First, he wanted to introduce himself to the Christian community in Rome and garner their help in spreading the gospel. Second, he wanted to develop, expand, and defend the gospel message he was preaching. Finally, he wanted to encourage the Roman Christians to depend solely on God for their salvation. In this way, they would better realize and understand that they can become righteous and be transformed through believing in Christ. To that end, the main themes of the text are faith, grace, righteousness, and justification.As a result, this text best serves those seeking spiritual renewal, and played a pivotal role in the development of the belief held by Martin Luther – that faith alone justifies – and thus in the Protestant Reformation, which fore ver changed Christianity. 1 Corinthians The second of thirteen letters offering advice and expounding on the teachings of Christ, Paul wrote this letter to the Christian community in Corinth around A. D. 54 to 55. Within two to three years after starting the Christian community in Corinth, Paul got word that there was a great deal of strife within the young church.There were those who had become spiritually arrogant, which in turn led to problems such as sexual misconduct, mistreatment of fellow believers, abuse of spiritual gifts, and a general misconstruing of the basic teachings of Christ. Thus, Paul wrote this letter to help restore balance to the young Christian community, giving them simple and straightforward advice on what needed to be done to restore unity within their church. Thus, the text contains information concerning Christian living, relationships within the church, spiritual gifts, love, and the teachings of Christ – all of which are still relevant today.2 Co rinthians The third of thirteen letters offering advice and expounding on the teachings of Christ, this was a follow-up letter written to the Corinthian Christian community around A. D. 55. Due to an uprising within the community, Paul felt obliged to write this letter to accomplish the following: the calming of various disagreements within the community, the restoration of unity within the community, and the reestablishment of Paul’s role as the leader of the community.Various themes covered in the text include the following: how to handle dissension within the church, false teaching, church leadership, the plight of other Christian communities, and financial support of the church and the poor. Paul also discusses the hopes, fears, and assurances he has for the Corinthian church and their relationship with God. Galatians The fourth of thirteen letters offering advice and expounding on the teachings of Christ, the letter was written by Paul to the Christian community in Galat ia, a Roman province in what is now central Turkey. Written around A.D. 48 to 53, just under 25 years after Jesus was on Earth, the letter was meant to denounce and correct the false teachings cropping up in the churches that Paul and his fellow disciple – Barnabas – had established. The letter was also written by Paul as a method of defending his integrity as an apostle of Christ, which had been questioned and attacked, and also to reassert the love he had for the Galatians. This text goes back to the basics of Christianity and its teachings, focusing on what the gospel is, how it is received, and how it can be applied to daily living.Paul accomplishes through a variety of techniques, such as illustrations from his life and that of Abraham, to encourage the Galatians to return to the pure gospel and avoid the legalism that false teachers were pushing on them. Ephesians The fifth of thirteen letters offering advice and expounding on the teachings of Christ, it was writ ten by Paul sometime during his imprisonment in Rome, around A. D. 60 to 62. The goal was to provide encouragement to the Christians of Ephesus to view themselves in a whole new way.They had once been idol-worshipers, involving in pagan activities and adhering to foolish philosophies. Now, Paul wanted them to realize that they were people in Christ. The text provides insight into what God wants for his followers, stresses unity within the church and among its believers, and provides the usual practical advice with regard to Christian living. Philippians The sixth of thirteen letters offering advice and expounding on the teachings of Christ, it was written by Paul around A. D. 60 to 62, while Paul was under house arrest awaiting trial regarding an appeal to the Emperor Nero.Philippi was the first place in European that Paul had begun a church, sometime around A. D. 50. He eventually moved on, but the people continued to express their devotion to him by offering aid to him whenever th ey could. Thus, when he was under house arrest, they sent him money to help with his living expenses. The letter was written to thank them for the help, as well as to warn them against false teachers and to urge them to be more unified. The text also contains one of the most prominent psalms of the Bible regarding praise to and for Jesus (2:5-11).Finally, it contains practical advice to help one reshape his or her thinking according to the ways of God. Colossians The seventh of thirteen letters offering advice and expounding on the teachings of Christ, it was also written during the time Paul was under house arrest. Geared toward the small Christian community founded by Epaphras, one of Paul’s disciples, in the small city of Colosse, the goal of the letter was emphasize the supremacy of Christ, which was being challenged by the appearance of a new religious philosophy called Gnosticism.This new philosophy was a mixture of Christian, Jewish and pagan beliefs that were beginnin g to take hold. Paul’s intention was to make it clear that the nature, identity, deity, and authority of Christ were unquestionable and unparalleled. Other aspects also touched on in the text include the various ways that one can develop and maintain attitudes and actions that honor Christ. 1 Thessalonians The eighth of thirteen letters offering advice and expounding on the teachings of Christ, this letter was written by Paul sometime around A. D. 50 to the Christian community in Thessalonica.Founded during his second missionary journey, Paul had been forced to leave the community due to violence and opposition against him. When he later received news of how well the community was thriving, he wrote this letter to them to commend them on their success, but also to advise them to clear up any misunderstandings that existed. The text thus provides guidelines on how Christians can live a holy life even if surrounded by hostility to their religious beliefs. It also touches on the aspect of eternal life, offering clues about the end times and the return of Christ to the Earth.2 Thessalonians The ninth of thirteen letters offering advice and expounding on the teachings of Christ, this second letter was written not too long after the first. Paul wrote it due to the impression he got that the Thessalonicans needed an extra dose of his advice with regard to their community. Several themes are touched upon in this letter: suffering, work, and the end times. This letter, in conjunction with the first one, provide for Christians then and now, a great deal of information with regard to what will happen in the end times.It could be said to be a precursor to the book of Revelations, which goes into greater detail about the end times. Finally, the text reminds all Christians that, though our earthly life is terminal, we have the hope of living eternally with Christ. 1 Timothy The tenth of thirteen letters offering advice and expounding on the teachings of Christ, this letter is different in that it was geared toward on specific person rather than a whole community. Timothy was a protege of Paul’s, and was now the leader of a small Christian community that was going through difficult times.Written shortly after Paul was released from jail sometime around A. D. 63 to 65, the letter offered Timothy specific guidelines on how to organize and run the church, as well as offered various practical solutions with regard to believers developing stronger relationships among themselves, as well as with their leaders and the world at large. Thus, the ultimate theme of the text is that a church requires unity in order to survive and prosper. 2 Timothy The eleventh of thirteen letters offering advice and expounding on the teachings of Christ, this second letter to Timothy was written around A. D.66 to 67, when Paul was once again in a Roman prison. This time, however, it was clear he would die in that prison. As a result, many of the people who had suppo rted him had now turned away from him. This letter, then, is considered to be one of the last written by Paul. In it, he demonstrates his concern not just for Timothy, but also for the Christian churches overall. He offers encouragement to the faithful, discusses various teachings of Christ and events that will occur in the last days of time, and ends with him giving Timothy his assignment – to spread the word of God – and closing remarks. TitusThe twelfth of thirteen letters offering advice and expounding on the teachings of Christ, it was written to Titus by Paul sometime between A. D. 63 to 65, during his travels following his first release from prison. Titus was a protege of Paul, and had helped him start, organize, and lead several churches throughout the eastern half of the Roman Empire. The letter contains advice for Titus, who was now a young leader of a troubled church on the island of Crete. In it, Paul tells Titus to refute and ignore all false teachers, to work for the unity of his church, and to find good leaders for the church.It also provides guidelines for living a godly life, and emphasizes the power of faith with regarding to overcoming the problems of division and disharmony within the church. Finally, it puts forth the point that does who persevere in the face of difficulty will reap the benefits and rewards of their perseverance. Philemon The last of the thirteen letters offering advice and expounding on the teachings of Christ, it was written to Philemon by Paul between A. D. 60 and 62, while he was in prison. Philemon was a wealthy Christian who was part of the church at Colosse. One of his slaves – Onesimus – had run away from him.This same slave had come in contact with Paul while both were in a Roman prison. While there, Onesimus became a follower of Christ. After this, Paul decided to send the young man back to his former master, along with this letter asking for Philemon to forgive Onesimus. The hope Paul had was that Philemon would become a living example of the grace that all Christians receive through Christ. Thus, the text provides a riveting tale of the cost of asking for and granting forgiveness. It also demonstrates how important it is for Christians to realize they are all equal and acceptable in the eyes of Christ.Hebrews Hebrews is the first of eight additional letters within the New Testament. Written between A. D. 60 and 70, the author is not identified. Possible suggestions could be Paul, Barnabas, Luke, or Apollos. The purpose of the letter was to warn the early Jewish believers in and followers of Christ, who were suffering continual persecution, against reverting back to their Old Testament way of life. Throughout the letter, the author uses vivid illustrations from the Old Testament to demonstrate what God had done through Christ.There are strong emotional appeals to the Hebrews, the name initially used to refer to the Jews before they were called Israelites, to mai ntain the new covenant they had with Christ rather than revert back to the old one that had been made in the days of Noah, Abraham, and Jacob. These various connections and contrasts between the Old and New Testaments are meant to demonstrate the superiority of Christ and the new covenant made with him. Ultimately, the letter is meant to inspire all who read it to maintain their faith in Christ in all situations.James James is the second of eight additional letters within the New Testament. It is possible that this was the first book of the New Testament to have been written, sometime between A. D. 40 and 50. The letter was geared to the twelve tribes, and this could mean either the people of Israel that had now become followers of Christ or the church in a symbolic sense. It was meant to warn them against some of the habits they had developed which were undermining them: favoritism, slander, pride, the misuse of wealth, and impatience.The ultimate goal of the letter was to demonstr ate that, though one can believe in Christ, it is still possible to live the wrong way. However, it also shows that it is possible to turn belief in the right doctrine into right living. 1 Peter This first letter written by Peter is the third of eight additional letters within the New Testament. Composed sometime between A. D. 60 to 64, and geared to the Christians scattered throughout Asia Minor (modern Turkey), the letter was meant to encourage the early Christians in the face of the continual persecution they were facing.This persecution had scattered them, thus spreading their belief in Christ; however, some were beginning to feel abandoned by God. To understand why they would feel this way, the letter must be placed in its historical setting. When Christianity first emerged, the Roman government had allowed early Christians the same type of religious freedom they allowed the Jews. However, as tensions grew between Jewish and Christian beliefs, the tolerance for Christianity beg an decreasing. This decreased tolerance led to the Roman government’s persecution of Christians, including Peter, who endured imprisonment and beatings for his faith.Thus, the goal of the letter is to demonstrate how faith is tested through suffering, and can be strengthened by it. 2 Peter This second letter written by Peter is the fourth of eight additional letters within the New Testament. It was geared to the same people – Christians scattered throughout Asia Minor – and was written in Rome sometime between A. D. 64 and 68. This time, the purpose of the letter was to warn the people against false teachers that had begun to infiltrate various Christian communities.In doing so, Peter hoped that the warning would prevent the Christians from being taken in by the false teachings, and instead remain true and faithful to the word of God. Several key themes can be found throughout the letter: the need and importance of developing a Christian character, the importanc e of holding on to the truth, warnings against false teachers and prophets, and advice on how to live a life that is based on the return of Christ to Earth. 1 John The first of a series of letters written by John, who also wrote one of the four gospels, it is the fifth of eight additional letters within the New Testament.Written sometime in the A. D. 80s, when John was an old man, the letter was geared to a group of Christian communities near Ephesus. These communities were part of a springing up of Christian communities emerging after the first major wave of persecution Christians endured during the rule of the Roman Emperor Nero. Possibly the last surviving apostle, John wrote this to encourage these new Christian communities, and also as a sort of history and examination of the gains and losses of the early Christian church.Some of the themes covered in the letter include the following: the fact that God is the light and his followers must walk in that light to maintain a bond wi th him; loving your fellow man as Christ taught; having faith in the Son of God – Christ; and avoidance of anything that attempts to refute the teachings of God. He concludes by restating that Christians are the children of God, and that through Christ, we have an understanding of who God is and of the promise of eternal life he offers to those who believe in him. 2 JohnThe second of a series of letters written by John, it is the sixth of eight additional letters within the New Testament. It was most likely written shortly after the first letter, and was most likely meant to accompany the first letter. His goal in writing it was to help renew the commitment the Christians made to follow Christ by further exposure of false teachings, and to also encourage them to remain faithful to God. Thus, many of the themes covered in the first letter are touched on within this short follow-up letter.Also, it is something of a challenge to those who believe in God to make sure they are fir m in their faith. 3 John The last of a series of letters written by John, it is the seventh of eight additional letters within the New Testament. It was most likely written shortly after the second letter. However, unlike the first two geared to Christian communities in general, this letter is written specifically to Gaius, a friend of John’s. The letter served to commend Gaius for his faithful support of legitimate teachers, while warning him against the actions of a strong-minded leader by the name of Diotrephes.Again, many of the same themes touched on in the first letter are touched on in this letter. However, the primary focus is on walking in the light of God and living according to his teachings. Jude The last of eight additional letters, it was written by Jude, the half-brother of Jesus and full brother of James. Composed sometime around A. D. 65 or possibly earlier, Jude wrote it because he was concerned about the possibility of Christians being drawn to and taken in by the many false doctrines being put forth at the time.Therefore, he urged believes to maintain and fight for the Christian faith. Although brief, the letter provides direct warnings against turning away from God, while also touching on the many promises a life lived in the word of God can offer. Revelation The final book of the New Testament, and of the Bible as a whole, this was most likely written by John sometime around A. D. 90 to 96. The book went to the seven Christian communities located in Asia Minor, to warn them against letting go of their faith in Christ.It also reassured them of the ultimate victory of those who remain faithful over those who choose to live immorally. The text is considered to be apocalyptic narrative, due to its many prophecies. There is a great deal of imagery and symbolism, which are used to demonstrate how evil within the world will be replaced with the good and peacefulness of the kingdom of God. Thus, the ultimate message is that, ultimately, go od will defeat evil, and the world will revert back to what it had been before Adam and Eve committed the first sin.

101 Narrative Peer Review and Ideology Professor Ramos Blog

101 Narrative Peer Review and Ideology Revise Quick Write Have you ever had a good experience workshopping a paper? Why was it good? Why was it bad? Revise We are going to peer review first. I want to make sure you have enough time before the lesson for today. Before we peer review, I want you to take a look at your own draft. Add dialogue, find a spot to add in some dialogue. Add details  of a character or an artifact in your narrative. What can you describe or add details too? Are you giving enough context so the reader follows along? Add an image  to help tell the story. What image would help the reader? What image is related to your literacy? Effective Title. What should you title your essay? What would be a good title that makes your reader want to read the essay and prepares them for it.Fall Semester Examples Grading Criteria Narrative Peer Review This is the first of many peer reviews. Keep these things in mind. Peer edit the same way you revise your own work. Be specific in identifying problems or opportunities. Offer suggestions for improvement. Praise what is genuinely good in the paper. Quick Write Comment below with your plan of action for revising your draft. Be specific, give some details! What is ideology? A system of ideas and ideals, especially one that forms the basis of economic or political theory and policy. â€Å"the ideology of republicanism† In social studies, a political  ideology  is a certain ethical set of ideals, principles, doctrines, myths, or symbols of a social movement, institution, class, or large group that explains how society should work, and offers some political and cultural blueprint for a certain social order. The set of ideas and beliefs of a group or political party. Jonathan Haidt: Can a Divided America Heal? 20 Minutes. Jon Haidt is a Social Psychologist. Write down anything you think is important or that stands out to you. Write down any words you don’t know so we can make a list for everyone. So the first thing that you have to always keep in mind when you’re thinking about politics is that we’re tribal. We evolved for tribalism. One of the simplest and greatest insights into human social nature is the Bedouin proverb: â€Å"Me against my brother; me and my brother against our cousin; me and my brother and cousins against the stranger.†

How To Build Your Spanish Vocabulary

How To Build Your Spanish Vocabulary A big part of learning any foreign language is learning the vocabulary - the collection of words used by those who speak the language. Fortunately for English speakers learning Spanish, there is a large overlap in the vocabulary. Thats because Spanish is a direct descendant of Latin while English received an infusion of Latin-derived vocabulary in the aftermath of the Norman Conquest of 1066. Word Similarities The overlap gives English speakers a head start in learning Spanish vocabulary. A linguist would say the two language have an abundance of cognates, words that are similar and have a common origin. But that head start comes with a price: Meanings of words change over time, and English and Spanish havent always changed in the same way. So some words, known as false friends, look like they might mean the same thing in the corresponding word of the other language. For example, something that is actual in Spanish is something thats current or happening now rather than something that isnt imaginary. And some words, ones I (but hardly anybody else) call fickle friends, correspond frequently but not so often enough that their meanings need to be learned. Arena in Spanish can refer to a sports arena, for example, but it more often refers to sand. Expanding on What You Know How many words do you need to be proficient in Spanish? Thats an open question because the answer depends on what you want to do with the language. That task of learning thousands of words may sound daunting. But there are ways you can make the task easier. One way is to take advantage of the many prefixes and suffixes, word beginnings and endings you can use. Many of the prefixes will seem familiar, because most come from Latin. Thats not as common with the suffixes. Two of the main kinds are augmentative suffixes, which can add a negative connotation to a word or refer to something thats particularly large, and diminutive suffixes, which can refer to things that are small or that are especially desirable. Memorization Memorization is seldom the most fun way to learn words, but many students benefit from it. Here are some of the word lists we provide as an aid: Top 100 Spanish words you need to knowSpanish for air travelersArabic words in SpanishSpanish arithmetic termsSpanish at the beachWords for everyday things around the homeComputer and Internet termsBody parts in SpanishCompound words in SpanishConfusing Spanish verb pairs: ser and estar, saber and conocer, othersEnglish words borrowed from SpanishGeography in Spanish: City names, definite articles with country names, nationalitiesSpanish lodging vocabularySpanish love wordsCommon and not-so-common vegetablesAlternatives for muySpanish names for occupationsSpanish names of petsSpanish astronomical termsSpanish names for relativesSpanish for ThanksgivingShopping in Spanish and Spanish names for storesSpanish units of timeSeasons in SpanishSpanish weather termsSpanish war and military termsSpanish words for whatSpanish words for snowWinter sports in SpanishU.S.-style football termsBasketball glossarySpanish at the zooWords for celebrating Halloween We also have lessons on use of particular words. Many of these lessons include comments on the words etymology, or word history. AlfabetoClaroDerecho and derechaGraciaGringoHuracnMejor and peorNoSanto For Fun It may not always be practical, but sometimes its fun to learn words just for the sake of learning them: Crossword puzzles in SpanishWhat is the longest word in Spanish? Ways to Make These Words Yours Over the years, numerous  readers of this site have offered their advice for incorporating the words into the Spanish that you can use everyday. The simple fact, though, is that what works well for one person doesnt work for everyone, as we all have our own learning styles. You might consider some of these methods, however, to see of one of them clicks for you: Make sticky notes with names of objects and place them on the things you want to be able to talk about. You cant do this everywhere, of course, but if you do this your home you can track your progress by removing the notes for words you have already learned.Create three-by-five-inch cards with vocabulary words on one side and definitions on the other. And random times during the day, compose sentences using the words.Use social media to find Spanish speakers learning English and you can help each other.

Aluminum foam Essay Example | Topics and Well Written Essays - 750 words

Aluminum foam - Essay Example The tortuous path and the controlled pressure drop across the foam ensure that the necessary micro-turbulent mixing required for proper mixing of gases is achieved. Thus aluminum foam is used as gas diffusers and mixers. In addition, these foams have found application as liquid/gas separator as a result of the three-dimensional continuous ligament, which facilitate the complete removal of entrained liquids. The continuously connected aluminum structure ensures that particles are not generated within the liquid/gas generator. As energy and impact absorbent (ERG; MIT) Aluminum foam can act as energy and impact absorbent when the density and alloy of the foam are varied, provided the foam’s isotropic properties gives identical response without regards to impact angle. Indeed, it has been found that a high strength-to-weight ratio performs better and provides greater shear strength than honeycomb of the same density. As compact heat exchangers (ERG) The excellent heat conducting p roperty of aluminum combined with the high surface area to volume ratio as well as the ligament structure of the foam makes aluminum foam good compact heat exchangers. Indeed, the high surface area to volume ratio makes for more compact designs, while thorough mixing and efficient scrubbing of the heat exchange surfaces is provided by the ligament structure. ... Other applications of aluminum foams (ERG) Their cellular nature mimics those of cancerous bone materials found in the body. Thus aluminum foam is used in bio-mimicking in orthopedic research and testing. In addition, the foams can be incorporated into systems as spark and flame arrestor as a result of their low-pressure drops properties. Furthermore, these foams are highly desirable for fuel cell applications due to their open structures. Indeed, the foams have being used in this regards by military, emergency, industrial and recreational personnel. As mentioned above, aluminum is reputed for its excellent heat as well as electricity conducting properties. These properties combined with the foam’s cellular nature has made it an excellent heat exchange media and chemical support matrix for atmospheric carbon (IV) oxide control system on the space shuttle and International Space Station. Unlike the amine powder granules that can also provide similar chemical support for atmosph eric carbon (IV) oxide, but require heat to initiate the process, the aluminum foam does not require any heat to kick off the reaction. Thus the foam is more efficient and has faster response rate. Works Cited ERG. ERG Materials and Aerospace Corp. 2011. 08 May 2011 . MIT. Technology Review. 11 July 2006. 08 May 2011

Professionalism and the accounting profession Essay

Professionalism and the accounting profession - Essay Example The last section provides a personal interpretation of accountancy as a profession. Accountancy as a Profession The rise of professionalism in the United Kingdom is an issue that has gained much emphasis in the literature. The discourse comprises basic issues like what makes up a profession and how professionalism is attained (Lal, 1988). The discourse about how professions have reached their current status has evolved significantly over time, somewhat demonstrating different ideological or theoretical perspectives. Until the 1960s, the dominant theoretical perspective among social scientists exploring the professions was structural-functionalism or functionalism (Jones, 1995). They, largely inspired by the works of Emile Durkheim, look at the role of certain phenomena in cultural and social processes. Structural-functionalism assumes that the development of institutions and, for that matter, professions, usually was a normal outcome of the fact that they played functional or purpose ful roles in society (Roslender, 1992). This explanation, when used in the discourse of the professions, involved examining the array of functions carried out by professionals, and resulted in a complementary and imperceptive traits-based model of the professions. The trait-based paradigm comprises a set of theoretically distinct characteristics or qualities, like responsibility and broad knowledge, which are believed to embody the core attributes of a profession. The trait model is characterised by a particular disagreement amongst its advocates as regards the exact arrangement of components distinctive to professions (Larson, 2012). This is a problem which the ahistorical functionalist model of the professions has successfully avoided. Functionalists believe that the core elements of a profession are commonly restricted to those believed to be of practical or purposeful importance for the client-professional relationship or the society in general (Roslender, 1992). The manner in w hich accountancy has attained its professional status is also the emphasis of contemporary literature and debate. Most of the established histories of accountancy are classified under functionalism (Cherreson, 2003). Several scholars have argued that the histories of major professional accountancy organisations, like the Society of Incorporated Accountants and Auditors (ICWA) and the Institute of Chartered Accountants in England and Wales (ICAEW), â€Å"tend to assume not only that accountants are supremely necessary to society but also that the major factor enabling their current success has been their form of professional association† (Matthews, Anderson, & Edwards, 1998, p. 4). Furthermore, according to Matthews and colleagues (1998), several British scholars view accountancy as evidently an essential instrument for guaranteeing the most favourable yield or best productivity in any economy. According to trait-based perspective, the emergence of professional organisations w as a natural, and smooth, development intended to furnish professionals with the training or education needed to help them carry out vital functions in society. Because the title ‘profession’ was mostly confined to law, medicine, and the Church until the early 19th century, professions were eventually characterised as altruistic, functional, institutions (Brown,