Training and development Assignment Example | Topics and Well Written Essays - 2500 words

Training and development - Assignment Example Training and development are crucial to the business because it equips the employees with the relevant knowledge and skills for realizing the business objectives through a well laid down strategies (Werner, Jon and Randy, 15). With the increasing level of competition, the most organization embraces the fact that there exist the link between policy and training and organizational development. Therefore, human resource is regarded as equally important as any other resource in an organization, in that respect, the team must spend so well in their training. In the training process, the employees go through professional certification. Professional certification is important to both the organization and the individual. It is important to the organization in that the operator will execute his or her duties with due competence. Furthermore, it is also important during the execution of strategy. On the other hand, the employee who has undergone professional certification will have courage in the performance of his duties and policy implementation. Training and development is one crucial and important thing in many organizational setting. Training and development usually lead to improved performance of groups and i ndividuals in any organization. In most cases, professional certification is financed by the business organization (Werner, Jon and Randy, 43). On the part of the organizational development (OD), it is imperative especially for the effectiveness and widening of productivity in the organization. Furthermore, OD acts as a way of solving the problems that involve the execution of strategy. However, the process of executing organizational development requires an investment of both time and finance. It is prudent that the company invests on the human resource through training. Human resource management is always the department charged with the duty of training and development (Wilson, 65). Training

What Is Happening To Mother Earth Media Essay

What Is Happening To Mother Earth Media Essay In this paper, I would like to investigate the negative impacts of environmental damage through the media. Primarily through An Inconvenient Truth (2006), Cool it (2010), and Darwins Nightmare (2004), I aim to demonstrate how film makers critique environmental activities and the condition of Mother Earth today. Especially in todays society where sustainable development is emphasized, it is of paramount importance to shed light on why and whether our Earth is really deteriorating. With capitalism being the dominant ideology around, environmental damage can be perpetuated by developed nations at the expense of those less fortunate. More importantly, I aim to scrutinise the realities of the films and to what extent they are objective and accurate to viewers. The advantage of this strategy is that it holds on to the concept of the real (Williams, 1993).The presence of cinematic tricks and direction has allowed documentaries to be scripted and staged. However, I plan to determine if environmental films are merely being staged or exaggerated to evoke fear and to sustain an ideological agenda and economic model (which is capitalism) or whether they indeed reflect Mother Earths deteriorating condition through various cinematic depictions of reality. Preliminary research question(s), hypothesis(es): RQ1: Do these environmental films portray objective representations of environmental issues? Planned Methodology: I have chosen these 3 films for a few reasons. First of all, these 3 films are shot in different years. This enables a gradual and successive tracking of the environmental condition across a decade and also provides a nuanced analysis of cinematic direction towards Mother Nature. Also, these films cover a multitude of environmental issues, including issues concerning the air, water and land. Not only is this crucial to our analysis of the films, but is also needed to give a balanced approach towards the research questions. For example, Darwins Nightmare gives a thorough depiction of water pollution in Tanzania, while An Inconvenient Truth shows more of a reaction towards global environmental devastation and its repercussions on its inhabitants. Cool It on the other hand, depicts a response to inadequate institutions and governments when tackling environmental devastation. Timoner audaciously depicts Lomborg heading the Copenhagen Consensus who claims that this issue has been blown ou t of proportion by government officials and scientists. This movie stands in contrast to An Inconvenient Truth which depicts Al Gore the politician, educating and evoking fear in the public over environmental atrocities. Yet, it is precisely this stark contrast that allows us to juxtapose and compare analyses. First up, I would argue that An Inconvenient Truth on first impression seems like a very objective representation of the issues at hand. This is because Al Gore not only uses facts throughout his speeches, but peppers them with wit and farce. For example in the opening of the film, he greets the audience with a joke: I am Al Gore; I used to be the next President of the United States. Although he jokes frequently, he puts on a serious expression when relating to facts, figures and images. He also discusses the  scientific opinion on climate change, as well as the present and future  effects of global warming  and stresses that climate change is really not a political issue, so much as a moral one. With that, he is praised by Reason journalist, Ronald Bailey (2006) becasuse Gore gets [the science] more right than wrong. Although he shares his personal life anecdotes (with early climate expert Roger Revelle, sisters death from lung cancer, and sons near brush with death), he can b e mainly seen as reflecting, and not attempting to spark emotion. He is hence, seen as largely detached. Comedic farce is also seen when he stood on a contraption to point to the highest point of the graph depicting the release of carbon dioxide omissions. This does not undercut reality, but instead humours the viewers, and also shows a sharp throwback to the harsh realities of the situation. However, it may seem theatrical or staged to cynics like Bjorn Lomborg (2010) who view him as attempting to use fear to change circumstances. Documentaries are meant to both alert and convince in my opinion. Hence, if we look into what environmentalists say about the film, we will discover that the aforementioned facade of objectivity is exposed  when we realise that the film is laden with misguiding claims about environmental science and global warming. I will now attempt to discredit Al Gore and his film by exposing his misrepresentations (Robert, 2006): Misleading claims about effects of climate change:  Gore claims global warming caused the advent of new diseases, but most of the diseases named have minimal relationship to climate. Gore also neglects the strong influence of external factors, like wildfires or pest outbreaks to global warming. Even with malaria which is a climate-based disease, more important factors like management of human infrastructure and health systems are named instead. He also claims global warming is causing a huge number of polar bear drownings but other researchers think otherwise. Glacier-melting in the Glacier national park and in Africa on Mount Kilimanjaro are labelled as the aftermath such environmental neglect, but we see that these have been melting since the 19th Century. Exaggerations about sea level rise:  He claims that ice-sheet meeting in Greenland and West Antarctic will forcefully expatriate millions elsewhere so as to avoid the 6 meters sea level rise. Regretably, we discover that even worst-case scenarios are not that bad. Most research indicates that such melting would only take 1,000 to 5,000 years if it were to happen. Even the United Nations IPCC anticipate only sea level rise of less than a meter for the next 100 years. Reliance on worst-case scenarios:  An underlying problem is that Gore presents worst-case scenarios as fact and is hence characteristic of propaganda. He relies on models that he deems evermore accurate, but the accuracy of such models are still questionalble.Climate change here is described at an international scale instead of a regional or local level where impacts would swing both sides depending on how we choose to respond. However, his intonation suggests that positive change is near to impossible. For example he says that The most vulnerable part of the Earths ecological system is the atmosphere. Its vulnerable because its so thin. (Arnold, 2006). Yet, we can see thinner and more destructible parts like the hydrosphere. The usage of emotive and superlative adjectives are meant to spark off emotions to fulfil his personal agenda. Misleading claims about the responsibility of the United States:  Gore states America as the guilty party, but doesnt give a balance viewpoint. There are deceptive comparisons of the American fuel economy standards in the U.S. and also inaptly lambastes his country for failing to ratify the Kyoto Protocol without making it known the ways in which America was unfairly targeted in the terms. Furthermore, considering that in the beginning of the film as one who prides himself as someone who used to be the next president of the United States, he is furthermore seen as untrustable and even allows one to imagine what could potentially happen to America if he succeeded in being elected in. Misrepresentation of data:  Gore presents one temperature data to support that present temperatures are warmer than in the past millenium. The graph however, is derived from other proxies and tree rings. Scientists are skeptical because this is similar to temperatures in 1100-1300 AD . He also claims that 2005 was the hottest year ever, but in reality there is no accuracy from present data to differentiate the period of 1998 to 2005. What is even more appalling is this quote from Al Gore (Arnold, 2006): Moreover, since science thrives on uncertainty and politics is paralyzed by it, scientists have a difficult time sounding the alarm bells for politicians, because even when their findings make it clear that were in grave danger, their first impulse is to replicate the experiment to see if they get the same result. (Arnold, 2006). However, we see that this statement is merely stereotypical. Many scientists are actually quite willing to sound alarm bells to shed light and awareness (Robert, 2006). It is therefore unfair to suggest that scientists will tend not to call for attention to clear evidence of danger. Hence, this claim is largely a personal opinion and does not reflect objectivity. Because such representations are no longer accurate, we are now plunged into a permanent state of the self-reflexive crisis of representation and what was once a mirror with a memorycan only reflect another mirror (Trinh, 1990). In Timoners Cool It, she depicts Lomborg in a raw manner, including all his anxieties and concerns about the environment. With interviews with Lomborg interspersed throughout the film, Timoner follows Lomborg on his mission to bring the smartest solutions to climate change, environmental pollution, and other major problems in the world. In the opening of the film, Timoner depicts childrens voices and children-drawn pictures about the earth. This raises the success of his cinematic development up a level by allowing current viewers to reflect on their personal environmental usage and treatments. By alluding to children, it encourages reflexive methods towards environmental usage for scientists and raises awareness for common folklore and that if improvements continue to be slow, both mother earth and children of the world will suffer from the excesses of our hedonistic demands. Timoner is seen to be objective and realistic in her film because she depicts the lowdown nature of governme nts, including the biggest in the world. This can be seen when Lomborg remarks that The climate-industrial complex does not promote discussion on how to overcome this challenge in a way that will be best for everybody. We should not be surprised or impressed that those who stand to make a profit are among the loudest calling for politicians to act. Spending a fortune on global carbon regulations will benefit a few, but dearly cost everybody else. This reflects the tonality of the worlds greatest leaders on environmentalism (official website, 2010). However, while on one hand it may seem objective, upon scrutiny, we discover that there are loopholes in the film. These loopholes appear not solely because of Timoners artistic direction, but because of the featured Lomborg too, his networked connections and his fixated mentality on environmentalism. Amateurs who view this film may regard this film as objective because of the reasons above. However, I will now analyse and discern it from a critical point of view. I posit that this film may in fact do more harm than good and is in fact, an attempted reflexive mixed with expository mode of documentary (Nichols, 1983). However, we see that this does not succeed well with viewers as they may not reflector buy into the arguments posited by Timoner through images. This is because it is unrealistic to cast environmentalists as the primary establishment when they do not play a primary role in multinational corporations and international agencies like World Bank, United Nations and the Inter national Monetary Fund (IMF). Viewers are also given the chance to question the filmmakers ability to represent any reality fairly and adequately. This loss in faith in the objectivity of the image seems to point nihilistically, like the impossible memory of the meeting of the fictional Rambo and the real Roosevelt, to the brute and cynical disregard of ultimate truths (Williams, 1993) Furthermore, Lomborgs central stand in the film is that all the money dedicated by the European Union is a massive waste and that we should invest in green technologies instead. $250 billion is quoted. Whilst this may seem rational and practical, one will soon realise that it is no zero sum game. He also spends much time talking about emerging green technologies, like solar, wind and wave power, fuel cells, and algae biofuels. It may seem as though he is the only one who has thought of these, failing to mention that it is environmentalists who have been on the forefront of pushing these efforts for decades. This expository ethos soon fails and it starts to appear propagandistic. We see not only hidden messages, but also a film that compels people to attitude and action. Also, Bjorn is a credible and persuasive figure, uses contextualisation, cynicism and fast-pacing, traits that are similar to Black/real propaganda. He also picks a fight over more controversial technologies, like the next-generation nuclear power and so-called geo-engineering which purposefully changing the climate. In this Lomborg comes across as a technofixer, as someone who believes that humankind can innovate ourselves out of every problem. He also skips over how he is actually going to raise the $250 billion. Whether this is deliberately left out by Timoner or not mentioned by Lomborg, we do not know. However, we presume that this is not mentioned by Lomborg because it would be such a monumental step and feature-worthy point for Timoner. Also, judging from his numerous sweeping statements, it is likely that Lomborg does not address that issue. In all his complaints of how addressing climate change would cost so much money, Lomborg also never addresses the fact that spending money on green technologies will actually stimulate the global economy (Howard, 2010). To add on, also like a creationist film,  Cool It  is loaded with experts who arent specialists in the subject at hand. Because they arent climate scientists, interpreting the actual science of global warming that can be a problem. Also, the few critics like the Stanford professor are carefully edited and are shown to be hostile and edgy. All this points to the film being truthful only where it is possible and that much truth is hidden behind the issues that seem like the truth. One last important point is there have been numerous and extensive accounts of Lomborgs many factual errors. They appear in the highly respected science journal  Nature, by  Scientific American, magazines, newspapers, web logs and many others. While challenging the status quo is essential, getting the facts straight is also crucial for his credibility and as such, the films credibility. I would hence conclude that Cool It is far from objective, has many grey areas, and definitely worth exploring deeper before documenting and finalising it into a film. Moving on, Darwins Nightmare tells of environmental and social effects of the fishing industry around  Lake Victoria  in  Tanzania. It acutely alerts us to what economic exploitation can mean for inhabitants who fish for a living, hence showing the dichotomy of the rich-poor. Having environmental troubles is hence an extra burden to those already struggling to make a living. This film is objective because Hubert Sauper ranges widely to document this new fishing economy, hence taking us to many places. For example, he takes us to places like boats, around the country, with dying prostitutes, and to lakesides. We also see hunger-stricken kids, glue-sniffers, and stomach-bloated children fighting for food. The cinematic arts are often meant to inspire, instruct, and entertain, but this is a rarity of its own because the images here are are meant to produce a outrage beyond ones threshold. Darwins Nightmare, Saupers new documentary, is so punishing (and yet realistically scary) in its bleakness, and hence acts as a white flag for all further endeavors (Cale, 2006). Also, it is Saupers moving images that has the power to move audiences to a new appreciation of previously unknown truth (Williams, 1993). In surveying humanitys collision with the environment, Sauper examines matters often absent from the nature film genre. He gives us mother nature in devastation and a failing society with its dire repercussions. His gut-wrenching methods and audaciously visual images can be viewed by some as a ideological aim towards instilling fear, but yet on the same side of a coin, these images are plain revelations and tell of an inescapable flaw of capitalism.Although his methods seem extreme (just like the depiction of the Nile perch, having chewed through its prey, has now turned to cannibalism), this is sheer rawness of objective reality without lies or hidden facts. Just like An Inconvenient Truth, the questions it raises are some of the most pressing of our time. Both films uses black comedy intentionally (Cale, 2006), hence highlighting pessimism in the face of the corrosive effects of imperialism. One may speak of markets and invisible hands until theory is literally coursing through ones veins, but it is an inescapable flaw of capitalism that a nations goods are wholly exported while the citizens of that country waste away and die. The rich-poor dichotomy however is also present and it is often forgotten that only those with capital  benefit from such arrangements. The poor and the homeless continue to be lag behind in society and is poorly treated. Such images leave viewers with an objective and essential truth that guides ones world view through each and every waking moment. In the name of jobs and economic development, the white men has committed more unspeakable atrocities than ever before. We seem alright however, with Herbert Spencers (1851) perverse vision of survival of the fittest, where the lowest of the social hierarchy sinks to the bottom. What the West truly thinks of the African is often sugar-coated by benefit concerts and television appeals (ie: Live8 concerts), but at the end of the day, its gradual deterioration is little noticed. This film hence not only alerts us to the harsh realities, but gives us a shocking revelation like never before. So as the camera goes across the Tanzanian landscape, we are filled with ambivalence as we see not only hunger-stricken infants, but also scrawny and ashamed prostitutes and glue-sniffing kids, and bloated infants. Conclusion: As seen from the above three movies, it is evident that Darwins Nightmare remains as the only film out of the three with consistency and objectivity. Even though its visual images can be revulsive, it does not conjure up fake statements unfairly in order to increase sales or fulfil a personal agenda. Truth is not guaranteed. Interestingly, Gore claims to be presenting the scientific consensus on global warming but this is not always so. His dramatic theatrical stance gives way as the film progresses, hence rendering it not as objective as it might initially seem. Al Gore clearly used a number of tricks to make his case more persuasive to make the data better fit his explanation of whats going on in the world. Intentional or unintentional, when one is dealing with an issue that could have an economic impact measured in the trillions of dollars, Al Gore should have been more careful when making his case because inhabitants of the world deserve better knowledge. Cool It is no better. Its unreliability and lack of objectiveness is less personal, but more of a lack of in-depth analysis of the bigger global picture. Lomborg seems too engrossed in challenging the status quo and attempting to question environmental methods and hence failing to double check his facts. He uses whatever is needed to justify his personal agenda. It is hence of no surprise that both Cool It and An Inconvenient Truth have sparked off much controversy while the earlier 2004s Darwins Nightmare is one largely praised by many. The documentary era has arrived where manipulation of data is no longer tolerated to make their points more convincing. Especially in this society where elites (and hence shapers of the world situation) become more intelligent, people are easily more outraged when blatantly deceived. Because Nichols four documentary modes are historically and textually intertwined, we have to use a discerning eye when addressing any queries or issues.

Comparing Characters in the Coen Brothers Miller’s Crossing and Willia

Comparing Characters in the Coen Brothers' Miller’s Crossing and William Kennedy's Legs The movie Miller’s Crossing and the novel Legs by William Kennedy have two characters that have a special quality, which adds dramatically to their characterization. The main character of Miller’s Crossing, Tom Reagan, and the main character from Legs; Jack Diamond shares many similar traits and symbolic equivalence. In particular they had an item that they wore or carried, and this item had the ability to show what is going on inside the character’s mind. Not only did the items have the ability to tell what was on their mind; it also has the ability to foreshadow. At times in the novel where their mind/conscience was tested, the use of their items determined the outcome. The body can not live without the mind, so it is important for the characters to remain close to these items that symbolize their mind or they will surly die. Tom Reagan had a dream in which his hat fell off his head and the wind blew it away. He did not run after the hat in the dream. However in reality he kept the hat close to him at all costs. The dream is the opening to the movie and is explained during a conversation with Verna. During the movie he is seen with the hat and without. The trend his hat wearing follows with when engaging in sex it is off, and actually gets its own scene of being thrown on to a chair or something of that nature. For the most part, it is also seen without his hat when somethin...

Role of agriculture

Agriculture is the dominant activity of poor countries such as Zimbabwe, which enhance our understanding of the dualistic. In the amplification of agriculture in economic development, a leading question is how agriculture contributes to economic growth and there seems to be a paradox in the role of agriculture in economic development. A well- known economist Simon Kuznets played an imperative role in coming up with the roles of agriculture to economic development; these embrace labour contribution, foreign exchange contribution and the market contribution.The agricultural sector has preserved its position in the contribution to Zimbabwe’s economic growth as seen by its appreciable contribution to the national Gross Domestic Product. For example, it has been eminent that the agricultural sector has made a convincing contribution to the national fiscus which was disturbed by unreliable rainfall patterns which hit some parts of the country in the last season. Also, agriculture ha s maintained pole position in terms of its input to economy’s growth, having contributed 33, 9 per cent to the country’s Gross Domestic Product in year 2010.Labour contribution, as one of the major macro-economic objectives of any government to diminish unemployment, agriculture plays a trivial role in economic development through the transfer of labour from the agricultural sector to other sectors of the economy, particularly to the industrial sector. In Zimbabwe agricultural sector stipulates income and employment not far from 60% to 70% of the total population, consequently agriculture is indeed an economy’s beef in Zimbabwe.Simon Kuznets also emphasized that the marginal productivity of labour is zero or close to zero, which means that when the marginal productivity of labour is zero, we can use the available labour that is from agricultural sector without affecting other sectors of the economy, which then advantage the economy as a whole. Foreign exchange c ontribution, despite the statistic that Zimbabwe is currently using the multicurrency system, therefore it still demands foreign currency in-order to import capital from other countries.The exportation of agricultural merchandises can resource the economy with foreign exchange for purchase of capital goods. In Zimbabwe most of our export earnings emanate from the agricultural sector with an input of about 40% of our total export earnings. The major contributors to the agricultural sector in Zimbabwe’s export are cash-crops such as tobacco and cotton, though cotton was not selling for this year’s harvest. Industrialization contribution, a large and cumulative segment of economic growth during the process of development can be qualified to agriculture’s contribution to agribusiness.These undertakings of the agricultural sector provision the production, marketing and retailing of foodstuff, clothing, beverages and other associated goods for both domestic consumptio n and exports. According to Davis and Goldberg (1957), thus primary agriculture grows and evolves, reflecting agribusinesses, while agribusinesses grow and evolve reflecting primary agriculture. Also provision of raw materials to industries by the agricultural sector moderates the rate of imports of a country, thus may as a result lead to balance of payment surplus of a country.In addition this diminishes the overall production costs of a firm as a result fair and affordable prices are charged, thereby increasing the demand for that particular product which will enforce producers to increase their level of output so as to meet the current demand, hence economic growth. Food contribution, since food is a fundamental wage good in a developing economy, diversification of the economy is therefore contingent upon domestic food producers producing a surplus, in excess of their own subsistence, which is large enough to feed a growing number of non-food producers.The agricultural sector fac tors in with a pivotal role in the supply of raw material to the food producers of the economy. Market contribution, the agricultural sector, because of its sheer size, must initially be the major market for domestic industrial products. Farmers’ expenditures on industrial goods that are both consumer goods and producer goods, represent one aspect of agriculture’s market contribution to general economic development.According to Milton and Luther (1964), as farmers’ purchases of industrial goods have their counterpart in inter-sectorial sales of agricultural goods; the agricultural sector’s market contribution also includes the sale of food or other farm products to the non-agricultural sector, being accelerated by the adoption of new agricultural technology. The role of production linkages to the process of industrialization. Production linkages channels the effect of an autonomous increase in final demand of the product for the given industry, not only o n the output of that industry and the industry supplyingit with inputs, but also on output of other industry supplying the second industry with inputs. Production linkages can be, backward or forward linkages. In general, production linkages quantify how several industries are connected together. Where poverty is a substantially rural phenomenon, which appears to be the case in most low-income countries, industrialization factors through raw materials to agro-processing industries for example food processing industries and textile.According to Alderman(1984),agro-processing industry can be defined, â€Å"as a subgroup of the manufacturing sector that processes raw materials and intermediary products derived from the agricultural sector†, for example forestry and agricultural crops. The founding of certain primary processing industries can lead to forward linkages, which is the ratio of intermediate output sales to other industries to a production sector of industry to the tot al value of sales to a final consumer.Backward linkages, measure the ratio of intermediate input purchases from other industries in that industry to the total value of the total production output. For example the metals and electrical sector provides a solid backward linkage to agricultural, mining and construction sectors, thereby increasing the overall output of a country and as a result this will increase the country’s Gross Domestic Product, consequently economic growth.In conclusion, agriculture is indeed important to economic development and also production linkages to industrialisation play a trivial role. However land reform also plays a crucial role to economic development through promoting equity, employment creation, market surplus and productivity. UNIVERSITY OF ZIMBABWE DEPARTMENT OF LINGUISTICS INFORMATION LITERACY SKILLS NAME FARAI MPOFU REG# R117753A COURSE ECON 211 YEAR 2012 QUESTION How would you evaluate internet information sources giving examples.

Epistemology and Knowledge Essay

Epistemology, or the study of knowledge, requires the scholar analyze the what, how, and why’s of their own knowledge. Asking these questions of themselves is essentially applying that which they have learned. There are different origins of knowledge as conceptualized by philosophers, educators, and scientists. Early philosophers defined knowledge as â€Å"justified true belief† (Cooper, pg. 23). In order for an individual to know something it must be true, he or she must believe it, and the belief in it must be justified or rationally reasonable. Later, early modern philosophers required knowledge to be proven and absolute. The scientific method was employed to provide proof for ideas and beliefs. The means by which knowledge is acquired varies. Feldman cites sources of knowledge as perception, expert testimony, memory, reasoning, and introspection (Feldman, 2003). As an educator, instructing primary age students on a daily basis, I must not only have great insight into what I believe, but I also must have insight into my student’s knowledge as well. Instructors need to know a number of things about their students, such as: Do the students have adequate prior knowledge to understand the new material being presented? Are the students sufficiently motivated to engage in the cognitive tasks required of them? Does the information fit an existing scheme of knowledge or will it require some alteration of current understanding? Understanding what my student know and at what depth they are able to apply that knowledge guides my instruction. My natural curiosity, a natural inclination for question, and a need for answers motivate the search for explanations. Knowledge and wisdom give an understanding of our position, role, and function in the world. Achterbergh and Vriens (2002) stated, â€Å"The role of knowledge in generating appropriate actions is that it serves as a background for articulating possible courses of action (articulation), for judging whether courses of action will yielded the intended result and for using this judgment in selecting among them (selection), for deciding how actions should be implemented and for actually implementing action (implementation)† (pg. 223). Knowledge enables interpretation of experiences, predictions of consequences, and provides the ability to make informed decisions. My own personal epistemology is a product of each of these views. Personal experiences have a major influence on beliefs and should be an acceptable source of knowledge but not the only consideration when acquiring knowledge. There is also a place for the scientific method which offers proven data to base knowledge. For me, knowledge is a product of reasoning (Feldman, 2003). I derive knowledge from information imported through different modes and from various sources, such as personal experiences, advice from experts, and data. These inputs of information are cognitively processed and filtered with the reference to past experience and prior knowledge to become new â€Å"justified true beliefs† (Cooper, ). Thus, knowledge acquisition is a process involving the collection of raw data or information, reasoning, and judgment making. For example, after my students have taken a test, I look at the data, think about the patterns in the data, or the lack of a pattern using prior knowledge and experiences as a filter. Finally, I decide what my next step or strategy will be. Do I need to reteach the subject because the pattern suggests that most of my students did not fully understand the skill or concept? Or do I move on to another more complex skill or concept because my students have proven themselves knowledgeable? It is in this way that I acquire knowledge and apply that knowledge to planning lessons for my students. Many of my colleagues rely solely on the scientific method to make decisions in regards to student learning. They are satisfied with looking at a spreadsheet full of data and believe that it tells the complete story in regards to students. They are also under the assumption that scores derived from a series of multiple choice tests given on a set of skills will reveal if a student has acquired the desired knowledge. Basing grades on these tests is also appropriate. I do not believe that this tells the full story of my student’s knowledge. These tests may demonstrate the ability to regurgitate this knowledge within a certain context, but out of this context this may not be true. I do, however, use this data to help inform many of my decisions, however, I do not make decisions based exclusively on this data. There must be a balance  of reasoning, using my 16 years of experiences and training, as well as raw data tells a more complete story of my student’s knowledge and abilities. I have worked for Porterville Unified School District (PUSD), in Porterville, California, my entire career. PUSD’s vision and mission statements read as follows: â€Å"PUSD students will have the skills and knowledge to be prepared for college and career and to make a positive impact in a dynamic global society. The mission of PUSD is to provide students a dynamic, engaging and effective educational experience that prepares them with the skills to be productive citizens in a global society. † As a result, it is perceived that all students will develop and demonstrate â€Å"critical thinking and problem solving skills; cultural awareness and the ability of collaborate with diverse groups; effective communication skills of listening, speaking and writing; creativity and innovation; leadership, self-management and organizational skills obtained through real world applications and community involvement; (and) the ability to navigate the global world of work and further their education (Porterville, 2012). † Porterville Unified (PUSD) has given explicit expectations for what students should know at the end of their educational career with the district, how students get to these end goals is a little less clear and left to the judgment of the teachers. There are some expectations of teachers and lessons presented to students given by the district. Many professional development hours have been spent on instructing teachers about the specific things that administrators will look for as they do brief observations of classroom instruction. The expectations include teaching explicitly to the essential standards; posting of the essential standard being taught; 80% student engagement during the lesson; display of exemplary work; higher order questioning and thinking skills. Administrators collect this data and share it with grade levels and school wide to help teachers focus on areas that are lacking. Administrator walk-throughs give a quick snap shot of the type of teaching and learning taking place during a lesson and they help to build a holistic picture of the teaching methods and resources being used (Hetzner, 2011). PUSD has placed an emphasis on the strategies needed for effective lessons and, in turn, effective student learning. As a 4th grade teacher for Porterville Unified School District, my task is to create daily lesson plans that serve to guide me as I teach my students. My first step in creating these lessons is to determine my student’s level of prior knowledge. I can accomplish this by looking at formal and informal assessments and data. Observation of this data gives me a better understanding of what my next steps with my student should be. In some cases, I need to go back and reteach skills, while in other cases I can teach my students a new skill. I have to make an informed decision as to what cognitive level I need to teach to next. Awareness of how my students are performing as well as where I need to be as far as pacing and staying on track to get through all the skills needed to be taught within the year are vital to my daily task as a 4th grade teacher. As I compare my personal epistemology with that of my district, I realize that I spend more time assessing data after the lesson has been taught while the district places more emphasis on data collected during a lesson. Both of these approaches are valuable and, in fact, the district does place value on the end result (i. e. State test scores), however, there is little action that can take place after the end of the year data is collected. PUSD has placed and emphasis on good instruction because they see it as the road to a good education, as well as, the skills and goals they have set in the mission and vision statements. Our epistemologies align in that we both rely on the research of experts. I trust, as does PUSD, that the data given by experts is valuable to our own knowledge and it should guide how I teach my students. The district also views its teachers as experts in the field and has given many freedoms in the presentation and uses of resources when teaching students. As I reflect on my school districts focus as compared to me I realize that even though our epistemologies are not exactly aligned we are aligned in our focus of the students. Students come first. That means I will use whichever strategies I need to in order to create effective student learning. Reviewing test scores and planning lessons are vital to student learning, however, I have been so centered on what I am teaching that my students have not been engaged as well as they could be and thus have not learned the subject matters to their full potential. Also, although pacing is important, it should not be of top priority. Top priority should be assessing my students during the lesson and changing strategies, or even the skills being taught, if my students are not engaged. There is no point in plowing through a lesson if the majority of my students are not listening to what is being taught. This new insight will definitely help to drive my instruction and will help make me a more effective teacher. References: Achterbergh,J. , Vriens, D. (May-June 2002). Managing viable knowledge. â€Å"Systems Research and Behavioral Science. † V19i3p223 (19). Cooper, D. E. (Ed. ). (1999). Epistemology: The classic readings. Malden, MA: Blackwell. Feldman R. (2003). Epistemology. Upper Saddle River, NJ: Prentice Hall. Hetzner, Amy, 2011. Walk-throughs give school administrators firsthand view of staff in action. JSOnline: Milwaukee, Wisconsin Journal Sentinel. May 14, 2011. Retrieved on November 20, 2012 from: http://www. jsonline. com/news/education/121843078. html Porterville Unified School District, 2012 . PUSD: Vision and mission statements. Retrieved on November 20, 2012 from: http://dnn. portervilleschools. org/dotnetnuke/District/VisionMission. aspx.

Play in as much detail as possible Essays

Play in as much detail as possible Essays Play in as much detail as possible Essay Play in as much detail as possible Essay People experience a huge range of emotions in their lifetime, in Romeo and Juliet; Shakespeare shows his audience a wide range of emotions through his characters, the following events and the action of the play.The audience sees characters playing several emotions and can understand how and why the characters are feeling these emotions.Indeed, by the end of Romeo and Juliet the audience would feel quite emotionally drained by what they had just seen on stage.Anger is portrayed as a very powerful emotion in this play; it is one of the reasons that the two families Montagues and the Capulets cant make the peace. I think that the two young groups are angrier than there parents in the first part of the play e.g. what! Dawn and talk of peace? I hate the word as I hate hell, all Montagues and thee this is said by Tybalt in act I scene1, a Capulet to one of the Montagues at the gas station where the Montagues plead peace. Tybalt is angry because he thinks that because his uncle is in a feu d with his rival he has to start a fight with the enemy to impress his uncle. This is a god example because it starts the story in anger, which makes Romeo and Juliets love in the middle of all the negative emotions seem lost and hopeless.You dont see much anger in the parents until the end of the play e.g. out you green sickness carrion! Out you baggage! You tallow face. This is said by lord Capulet in act 3 scenes 5 when he is in a rage with Juliet because she wont marry Paris because she is still in love with Romeo even though he killed her cousin and has been exiled. I think that her father may be angry with her because she still loves him and not only is he the enemy he killed his nephew. Her father actually hits her and starts shaking her quite roughly, he also strikes her mother when she tries to pull him off Juliet. Juliet is left to the comfort of the nurse who looks after her.Grief is not shown until Tybalt is killed e.g. my wife is dead tonight! Grief of my sons exile ha th stoppd her breath. What further woe conspires against my age? this is said to the prince in act 5 scene 3. I think that this could be that he is trying to appeal to the princes nature to let Romeo back into the city because it is causing others grief. This shows that he does care about his son because through out the play Romeo and his parent dont appear have much of a relationship.Also lady Capulet appeal to the prince for justice against Romeo, I beg for justice, which thou, prince must give. Romeo slew Tybalt: Romeo must not live. She doesnt seem to care that Tybalt killed Mercutio when Romeo was trying to convince Tybalt that he meant peace. She seems to have a more serious relationship with Tybalt than everyone thinks so maybe she grieved more than most because he meant more to her.Hatred is the strongest emotion in this play; it is clearly seen that the feud between the Capulet and the Montagues is truly hatred and that their children grew up with that so they know no diffe rent. Tybalt see Romeo at his party and sees everybody laughing at him because he would let it pass, instead he speaks to his uncle uncle, this is a Montague, our foe, a villain that is hither come in spite, to scorn at our solemnity this night I think that Tybalt enraged that they come to spite his family and the name he honours. Indeed his uncle does not want a scene at his party he has prepared, he tells Tybalt to leave it; he hits Tybalt to get though to him that he doesnt want a scene at his party. It could be that he has grown tired of this violent feud and has matured although he does seem a violent man though out the whole play.Mercutio hates the Capulets although he has no family ties with the Capulets or the Montagues. Something in the way he acts around Romeo makes me think the he values the friendship more than Romeo does. O calm dishonourable, vile submission Tybalt you rat catcher, will you walk? This is said it Tybalt from Mercutio in act1 scene2.This is when Tybalt f irst approaches Romeo at the beach with the intent of killing him of at least do him harm, instead he finds that Romeo is not there so he starts on Mercutio. Mercutio taunts him making him angrier and angrier. When Romeo turns up he pleads peace with Tybalt but he is all in a rage and you can clearly see that he truly hates Romeo and as he tries to harm him, Mercutio steps in the way therefore harming him. It is after this that Romeo hates Tybalt for what he has done and acts rashly and retaliates with dire consequences.Love is the main theme of this play for it is what the story is based on, the love that is forbidden. I think that it is cruel to deny their childrens love for the sake of a feud and the love seems lost in the middle of all the ill feelings of the rivals.It is not only the love between Romeo and Juliet but of friends and family.If thou bent on love honourable, they purpose marriage, send me word tomorrow where and what time thou wilt perform the rite. Juliet to Romeo says this in act 1 scene 2.I think that when she and Romeo have declared their love for each other, all thats left for them to do is marry, because they know that if anyone found out before they were wed they would never see each other again.Juliets mother, Lady Capulet says to Juliet about the marriage proposal from Paris the valiant Paris seeks you for his love. It seems that her parents cant see how wrongly suited for her Paris is, and how in love with Romeo she is later in the play.Her father tries to force her into marrying Paris, because he wants her to have a good life and he thinks that his choice of husbands is the right choice and nobody should question that.Juliet shows how true her love for Romeo is when she fakes her death in order to get out of her marriage to Paris.Although fear is present in this story it seems that both sides of this feud are fearless to some point. When the fight is in action it seems that both sides show no fear. I think that the only fear shown is when the friar fears that Romeo does not know the plan and thinks that his love is really dead. Also when Juliet fears that her family will deny her love e.g. bondage is hoarse, and may not speak aloud with repetition of my Romeos name this is said when Juliet fears that her family will harm Romeo for loving Juliet in act 2 scene 2.Indeed she is scared of what her father might do but at the same deeply in love with Romeo to worry too much about what she is doing.As I said the friar that gave Juliet the poison is fearful because he knows that Romeo does not know that it is poison and not death. He rushes to sends word in another letter but alas he is too late.Despair means complete lack of hope and I think that quite often Juliet feels that there is no hope for her and Romeo e.g.My only love sprung from my only hate! Too early seen unknown and known too late! Prodigious birth of love to me, that I must love a loathed enemy. Juliet says this in act 1 scene 5. In some ways she is q uite right in this because his father is her fathers rival so in turn she must hate him to. But she loves him and this is why she despairs.O Romeo, Romeo where fore art thou Romeo? Deny thy father and refuse thy name; or, if thou wilt not, be sworn my love, and Ill no longer be a Capulet. This is said Romeo by Juliet act 2 scene 2. This is sort of love and despair in the case that she is despairing because she loves Romeo but he is forbidden, and love because she loves him so much that she would refuse her name and take his which would mean abandon her own family.I think that passion differs very much from love in a way that it is almost lust e.g. o trespass sweetly urgd! Give me my sin again This is said by Romeo to Juliet in act 1 scene 5. This is when she kisses him and he is asking for more, but it is a sin because she is not wed to him and she is supposed to be pure for her husband.I think that it is not only love that tells the story but passion too.This was thought of Romeos first love, for he thinks that he is in love with rosaline who should be married to him, organised by her father, even though he has never met or seen her. Show me a mistress that is passing fair: what doth beauty serve but as a note thou canst not teach me to forgetThis is said to Benvolio, Romeos cousin by Romeo about rosaline in act 1 scene 1.Romeo is in love with the idea of love and is so rapped up in the spirit of his love that until he meets Juliet he mistakes excitement for love.Violence seems to me of more of an action rather than an emotion but it is a grate feeling in this play e.g. now by stock and honour of my kin, to strike him dead I hold it not a sinTybalt says this to all montages in act 1 scene5. I said that I thought violence more of an action than an emotion, but you can clearly see here that Tybalt is feeling violence and although he doesnt kill Mercutio until later in the play I think that he really does want to kill all montages for the sake of honour in this family feud. Also I think that Tybalt doesnt consider it a sin to kill all Montagues for he is in the right and they do not deserve the right to live in his eyes.In conclusion I feel that all the emotions contribute to this masterpiece although critics have said the story is a love and hate storyline all the other emotions bring it together.William Shakespeare has included the most intense and intimate emotions and used them to there full extent.

Concussion Paper Essay Example

Concussion Paper Essay Example Concussion Paper Essay Concussion Paper Essay The brain is a very delicate and complex organ It is located inside the head and controls everything we do from movement our five senses emotions thoughts memory breathing our heartbeat digesting food and our speech The brain is made of a gelatin like substance and is protected by cerebrations fluid and the skull So imagine what would happen to our brain if it would get damaged Anything that our brain controls could be altered either temporarily or permanently Brain injury kills more individuals under the age of twenty than any other cause combined Brain injury caused by head trauma is the greatest killer under the age of fort five and the greatest cause of disability in people under froufrou . Ithaca College) This head trauma is called a Concussion When a person suffers a concussion the brain suddenly shifts or shakes inside the skull and can hit against the skulls bony surface A hard hit to the body can result in an accelerationdeceleration injury when the brain brushes against pro truding pa arts of the inner skull There are also other forces that can cause a rotational injury where the brain twists , potentially shearing of the brains nerve fibers In either case neural pathways in the brain can come damaged and cause neurological disturbances On impact the brain bumps into the interior of the skull where it is hit as well as on the opposite side resulting in damaging bruises at two different sites in the brain called coup and the contractor . Concussions involve more than just the primary injuries . They have secondary injuries that appear several hours or days after the trauma . These injuries quite often cause significant longer effects, include brain damage cognitive defects psychosocial/behavioral/emotional changes and bodily damage It is currently unknown what exactly happens to the brain cells but t appears that there is a change in the chemical function . This puts the cells in a very vulnerable State Notes the actual structure of the brain tissue but how the brain is working . During this time period the brain is not functioning normally and is more susceptible to a second he d injury Concussions are a result of a collision with another object This collision can be either direct or an indirect hit to the head or body Sometimes a blow to the head can lead to bleeding in or around the brain causing prolonged drowsiness and confusion that can develop right away or take a few days to appear Bleeding can be very fatal and will require monitoring in the hours afterward and emergency care if symptoms worsen There are many risk factors that can lead to a concussion . Contact sports like football hockey soccer rugby and boxing Volleyball baseball tennis and softball all include the opportunity for a ball to hit an athlete in the head which can result in a head In the United States there are approximately three hundred thousand concussions suffered by at helmets a year and thirteen percent of them happen in practice . (Ithaca College, Concussion Facts) Why are sport s the leading cause of concussions? Well to help put this into perspective a bit; the NFG has claimed that the average player will receive an estimated nine hundred to fit en hundred blows to the head per season A tackle from a stationary player is twenty miles per hour . The impact speed of a hit from a professional boxer is twentieth miles per hour . A header in soccer is approximately seventy miles per hour (Concussion F-acts) Others that may be more prone to the risk may include vehicle collisions pedestrian or bicycle accidents soldiers involved in combat victims of physical abuse and those who have had a previous concussion . It is also very Common for young children or older adults to become concussed after a bad fall . Nearly half a million emergency room visits are children ages zero to fourteen with traumatic brain injuries Symptoms can vary from person to person. They can be subtle and not mime dilated apparent or they can show right away No two concussions are the same so signs and symptoms can be a little different Symptoms can last for days weeks or even longer More immediate symptoms involve headache or a feeling of pressure in the head temporary loss Of consciousness confusion or feeling as if youre in a fog amnesia surrounding the event dizziness or seeing stars or black spots ringing in the ears nausea vomiting slurred speech delayed response to questions appearing dazed and fatigue Symptoms that are most likely to be delayed are concentration and memory complaints irritability and other personality changes sensitivity to light and noise sleep disturbances psychological adjustment problems and depression and disorders of taste and smell Sometimes it can be hard to determine if a young child has a concussion or n to . Some of the common concussed children symptoms are similar to the symptoms of tee thing . If there is ever any doubt monitor them closely and take them to a doctor Children may experience Listlessness and tiring easily irritability and crankiness dazed appearance, loss of balance and unsteady walking excessive crying, change in eating and/or sleeping patterns and a lack of interest in their favorite toys Seeking emergency care as soon as severe symptoms occur can be the differed once between prolonged symptoms and permanent brain injury If the individual is experiencing repeated a loss of consciousness lasting longer than thirty seconds , a headache that gets worse over time major changes in behavior hanged in physical coordination such as stumbling or clumsiness confusion or disorientation with recognizing people or places , slurred speech or other changes in the speaking patter seizures vision or eye disturbances like dilated pupils or unequal size lasting or recurring dizziness obvious difficulty with mental function or physical coordination symptoms that worsen over t ime and any large head bumps or bruises in areas other than on the forehead which is especially important in infants under towel eve months . It is extremely important for parents coaches and athletic trainers to keep an eye on their athletes Approximately sixty percent of teens who suffered a concussion did not fee el that it was serious enough to tell an adult It is assumed that if you are knocked unconscious your concussion is worse than if you are not Only ten percent Of all concussions involve a loss Of (11 facts) In fact some athletes have been knocked unconscious and didnt have any lasting problems My sister was playing basketball at the gym She went for a lay-up but got her legs took from under her and landed on her head . The guys that were with her said she was knocked unconscious She missed the last three months of school due to headaches but since then as not had any problems There are about seven major complications that can occur with a head injury . The first is Epilepsy people who have had a concussion double their risk Of developing epilepsy w tit the first five years after the injury The second is the cumulative effects of multiple brain injuries . Individuals who have had multiple concussive brain injuries over the course o f their lives may acquire lasting even progressive impairment that limits their ability to function Thirdly some people begin having postcolonial syndrome which involves headaches , dizziness and thinking faculties a few days after a concussion The symptoms can continue for weeks or even months after the concussion The fourth complication would be postgraduates headaches . Some people experience headaches within a week to a few months after their injury . Individuals can also experience postgraduates vertigo up to months after a concussion which is a s ensue of dizziness or spinning Number six on the list is the second impact syndrome . Some people may experience a second concussion before signs and symptoms of a first concussion have re solved . This can result in rapid and usually fatal brain swelling Often times with brain swelling the individual will feel a sense of pressure in their head and even some cerebrations fluid I sneaking out of their ears and/or nose And lastly on the list of major complications would be the levels of the brain chemicals They are usually altered after a concussion and it can take about a week for t hem to stabilize again Going to see a licensed health professional about a concussion is usually a go odd idea not matter how serious the brain injury is The doctor will perform a series of simple tests . First they will do a neurological examination This will involve testing vision hearing strength and sensation balance coordination and then reflexes A cognitive exam will be next and test the ability to recall information concentration and memory After these two exams are done the doctor may ask for imaging tests A cranial computerized tomography (CT) scan uses a series of grays to read the jurisdictional images of your skull and brain .