The rest of the novel Essay Example For Students

The rest of the novel Essay The extract I am studying is from pages 69 to 80, where the men are trying to convince Candy that his dog should be shot. This is a significant scene, as although the reader does not know yet, it is foreshadowing the death of Lennie at the end of the book. A good way that Steinbeck relieves the tension is by introducing a new character. Candy doesnt want to have the dog shot, but it has to be as it is old and physically crippled. George doesnt want to have Lennie killed, but he kills him to put him out of his misery and he is also useless and mentally crippled. We will write a custom essay on The rest of the novel specifically for you for only $16.38 $13.9/page Order now The same gun is used and they are both shot in the same manner, in the back of the head (so they will feel no pain) Lennie is occasionally referred to in animal terms, Lennie is, as strong as a bull and George is like a terrier. However, there is one difference between the scenes later, after the dog has been shot by Carlson, Candy says I ought to of shot that dog myself, George. I shouldnt ought to of let no stranger shoot my dog. George remembers this when the time comes to shoot Lennie. The other men would shoot Lennie, but George has to make sure that he gets there first so that he can do it himself. The death of Candys dog also allows us to believe that the dream can come true. They speak about the dream when Candy is still there but he appears invisible, as he is silent. The main purpose of this part of the story is to develop the tension in the atmosphere and candys unwillingness to let Carlson shoot his dog. This is achieved using varying sentence lengths, also by repeating certain phrases, for example (silence fell on the room and candy looked up at slim for his opinion, these are both repeated a few times). Steinbeck relieves the tension by writing about different subjects. A new character is introduced, Whit, he is proud and excited after seeing an old friends name in a famous magazine, this shows us how lonely the men on the ranch are. A similarity is that candy needs his dog because he is very lonely, when his dog is going to be killed he loses hope but because he hears the new dream he also has a New Hope. The information about Whit continues for almost a page and this builds up the tension that we are waiting for something to happen with Candys dog.

Meiji essays

Meiji essays The Meiji government during the 1880's created both an institutional and constitution structure that allowed Japan in the coming decades to be a stabile and industrializing country. Two major policies and strategies that reinforced stability and economic modernization in Japan were the creation of a national public education system and the ratification of the Meiji constitution. Both these aided in stability and thus economic growth. The creation of a national education system aided in creating stability because it indoctrinated youth in the ideas of loyalty, patriotism, and obedience. Japan's education system at first stressed free thought and the ideas of individual's exploration of knowledge but by 1890 the education system of Japan became a tool for indoctrination into what Peter Duus calls "a kind of civil religion" with the Imperial Rescript on Education. This Rescript stressed two things. First, it stressed loyalty to the emperor and to a lesser extant to the state. In every classroom a picture of the emperor was placed. Second, the education system stressed self sacrifice to the state and family. Filial piety was taught in schools and applied not only to the family but also to the national family which included father, teacher, official and employer. The Japanese education system also created a system of technical schools and universities both public and private that educated a growing class of Japanese on how to use new western machinery, administrate government and run private industries. The Japanese education system following the Rescript on Education served primarily to teach people what to think and not how to think; and as Edwin Reischauer stated, "Japan pioneered in the modern totalitarian technique of using the educational system for indoctrination and was in fact decades ahead of countries like Germany in perfecting these techniques." J...

Pancreatic cancer Research Paper Example | Topics and Well Written Essays - 1500 words

Pancreatic cancer - Research Paper Example Pancreatic cancer is known to be a lethal cancer which accounts for the fourth most renowned cancer which causes death in the United States of America. It starts with lesions in the epitheliums and may later on go to become invasive enough to cause death. This research essay would further revolve around the epidemiology, etiology and pathogenesis of the pancreatic cancer. Pancreas is a complex gland having both exocrine and endocrine functions. The organ has a very important role to play in the digestion of substances in the body but as the pancreas has a retroperitoneal location it does not show the progression of diseases in the initial stages. Thus it is very hard to detect diseases of pancreas in the initial stages. The exocrine part of the gland secretes digestive enzymes which help in digesting food particles whereas the endocrine portion secretes only a limited number of enzymes such as insulin and glucagon. The major abnormalities caused by the non-functioning of the endocrine portion of the pancreas are diabetes mellitus and neoplasms. And the major diseases caused by the exocrine portion are related to the inflammation of the pancreas itself (Catalano et al 2009). With latest researches being carried out much has become known about many cancers but the exact cause of pancreatic cancer is yet to be found. Most of the individuals suffering from pancreatic cancer are adults who are above 60 (Gold & Goldin 1998). Many factors have been studied in relation to the pancreatic cancer and it has been found that smoking is one of the foremost external influence which can trigger the cancer (Gold & Goldin 1998). Similarly inflammation of pancreas is also known to be an important factor that may cause the cancer (Lowenfels et al 1997). However some individuals do argue that it is because of the pancreatic cancer that the inflammation of pancreas occurs. As all cancers are related to genetics, pancreatic cancer is also known to be associated with the relative

Use of paramedics Essay Example | Topics and Well Written Essays - 500 words

Use of paramedics - Essay Example provide Cardiopulmonary resuscitation, first aid treatment before or during the transport to the hospital as there are some cases where the medical care given during the transport to the hospital is at most crucial in saving a life. People who provide paramedic care are usually called â€Å"Ambulance Paramedic† or â€Å"Ambulance Officers†. Although there is no institutionalized education attainment required to be a paramedic officer, paramedic schools prefer to accept those with University degrees (What is A Paramedic, n.d.). Today, the roles of Paramedics are continuously being redefined especially because of the increasing demand for their services. Reportedly, there has been a higher incident count of those who suffer cardiovascular and mental illnesses that require paramedic care. Also with the aging population that is usually involved in medical conditions that need immediate care, nurses are slowly being replaced by paramedics to respond to community needs (What is A Paramedic, n.d.). There are a lot of reasons why paramedics are slowly taking the roles of nurses today. One of which would be the shortage of nurses in some communities due to the educational requirement that a lot of people are not able to complete (Paramedics fill in for ICU nurses, n.d.). Aside from that, there is a high percentage of medical cases today that need immediate medical care as patients learn about their illness only after experiencing an attack and needing cure already rather than being able to practice prevention. This says a lot of about our current lifestyle where people are surrounded with stress, busy schedule, inactive routine, and a lot of fast food alternatives which are unhealthy. With this said, helicopter emergency services is now being integrated in emergency rescue process. Helicopter emergency services are used to improve the efficiency of patient transport and increase mortality rate among severely injured patients especially those that are in inaccessible places

Ethics and the Criminal Justice System Essay Example | Topics and Well Written Essays - 250 words

Ethics and the Criminal Justice System - Essay Example If, in this case, I would have arrested the person that I pulled over and placed them in a cell until tomorrow because I felt that this person was a threat to the public, than I must do this with this police officer also. It really has nothing to do with whether he is a police officer but whether my belief is that he is a threat to the innocent. Does being a drunk police officer make him less of a risk Maybe. Because he is a police officer he may go home and sleep it off and show up for work tomorrow but he may also decide to drink again and if he kills someone his incident is no registered because you sent him home. Have you then protected the public The answer of course is no. There are many ways to reconstruct this case because we want to say it is alright to do this. We believe somehow it is different because he is a police officer but the bottom line is, he is a danger to the innocent just like everyone else who drives drunk. The only way to make this decision correctly is to make it following the above Code of Ethics. If we do that we will not find ourselves second guessing what we should do. So I return to my original answer. No, it is not ethical to take off the cuffs and send him home in a cab.

the disease and choice of drug addiction

the disease and choice of drug addiction Disease vs. Choice Have you ever battled with the idea that maybe being a drug addict is a disease and not a choice? Or that it is a choice and not a disease? This topic is one of the most controversial subjects to discuss because there are many different opinions when it comes to deciding whether its a disease or choice. Some researchers have taken a stance and reported that drug dependence is a disease while other researchers report it as being a choice. My stance with this, even after researching, is that being a drug addict and or abuse is ultimately a choice. The moment we are born we all are born with free will. The things we choose to do at what ever age or time in our life is a choice. We make our own decisions to either say yes or no. Whenever those boundaries are crossed thats a choice being made. By taking into account a first hand story and interview from a woman that used to be addicted to drugs along with the information presented by researchers on both views of addiction as a brain disease and as a choice, I will argue against drug addiction being labeled a brain disease. In todays society it is almost impossible for anyone to say that they do not know someone who is involved in drugs in some sort of capacity. Some of us may know of someone that is a drug addict, ex- drug addict, or even someone that is contemplating drug use. However, no one gets involved with drugs at any point in time without first choosing to do so. With just that first decision and act of actually using, many people ultimately find themselves addicted to drugs or even drug abusers. Several people dont know that there is a difference in being addicted to drugs and being a drug abuser. Although neither of the two is any better than the other, there is still a difference. According to Drugs, Society, and Human Behavior the thirteenth edition by Carl L. Hart, Charles Ksir, and Oakley Ray, drug addiction is when someone compulsively uses a substance, despite its negative and sometimes dangerous effects. Drug abuse is when someone is using a drug excessively, or for purposes which it was not medically intended (Hart, Ksir, Ray). However, someone can abuse drugs without being addicted but the opposite is not true. It is not possible to be addicted to drugs without abusing them. Once that imaginary line has been crossed that spiral downward begins to take place in ones life unless the individual chooses to not take that path. Drug use, like all other choices, is influenced by preferences and goals. It is not gender specific and affects people of all age groups and economic levels. Continued drug use alters good judgment and leads to other risky behavior such as making a decision to drive a vehicle, have unprotected sex, or participate in activities one would not normally undertake, if not for being under the influence of drugs. Those who are addicted or are abusers fail to fulfill their obligations at school, at work, to friends, and even family members. This is all a familiar scene for Kathy Thomas, a woman that used to be addicted to drugs and now have been clean for twenty- one years. She recalls upon the time when she first tried cocaine. Kathy states in the interview that she had just gotten into a fight with her husband, at that time, and as a result of that fight and how she was feeling she made a choice to let someone easily convince her to try cocaine. Eventually Kathy wanted to try the drug agai n and from there on allowed for her self to become hooked on the drug. She chased that high constantly for two years. Throughout the two years she struggled with the idea of wanting to quit but still wanting to feel that first high again. She remembers inheriting some money from her grandfathers estate and blowing approximately one thousand dollars on cocaine within a matter of twenty-four hours. She became very neglectful towards her kids along with her other responsibilities. Kathy states that the circumstances that lead up to her going into rehab was the scare she received from being involved in a drug raid and realizing that if anything happened to her then she would have no one to care for her kids. Those two things frightened her enough to get clean and remain clean. In the interview with Kathy she was asked if she believes whether drug addiction is a disease or choice. Kathy responded by saying that she believes it is a choice because she was not forced into using drugs and t hat she made those choices to do the drug each and every time while realizing how she and her family were being affected. Ultimately it was something she wanted to do and because of her drug use she allowed for her life to be turned upside down. When asked if she accepts full responsibility for her actions she answered, â€Å"yes, because it would be wrong to actually blame others for my actions or on the idea that it may a brain disease when in the end it was all by choice just as it was my choice to get clean† (Thomas). While taking into account real life circumstances from an ex- drug addict on drugs as a choice, lets look into what some researchers have founded. Authors of Drugs, Society, and Human Behavior report that until the 20th century, the most common view was probably that dependent individuals were weak willed, lazy, or immoral, then medical and scientific studies began of users. Through those studies they believed that it seemed as if something more powerful than mere self-indulgence was at work, and the overall view began to be that dependence is a drug induced illness (Hart, Ksir, and Ray 34). But to add insult to it all, Alan Leshner, the former director of the National Institute on Drug Abuse at the National Institutes of Health, compares having an addiction, although knowing that it begins with a clear voluntary decision, to that of someone with schizophrenia because they cannot control their hallucinations and delusions as well as to someone that has Parkinson disease because they cannot control their trembling (Leshner). First lets get an understanding of what disease means. Disease is a particular destructive process in an organ or organism, with a specific cause and characteristic symptoms; specifically; an illness or ailment (Webster). With this in mind how can one compare any disease to that of a drug addict? Someone with a heart disease, schizophrenia, Parkinson disease, or any other disease does not choose to wake up one day and say that they want to have their diseases however a drug addict does choose to use drugs. No matter how it ultimately affects the user they were affected because of their choice to use. Jeffrey Schaler, a psychologist and author of Addiction is a Choice, views drug addiction as a choice and is very critical of treatments that â€Å"teach† patients that they are not in control of their behaviors (Schaler). However, the Drug Addiction Support website states that the person is no longer in control of it and cannot break free of the diseases power and that â€Å"thing† that says stop isnt there anymore (Drug). If this were true then what about those that voluntarily decide to get clean? And if this were true then we wouldnt have stories like Kathy Thomas. Stanton Peele, a psychologist and source used in the Drugs, Society, and Human Behavior the thirteenth edition, argued that substance dependence does not have many of the same characteristics of some classic medical diseases. He states how we cant X-ray or blood test to reveal the underlying cause or even that there is an underlying cause because all that is present as far as symptoms is excessive involvement. Peele suggests that if substance abuse is a disease then gambling, excessive sexual intercourse, and overeating should also be seen as diseases, but in this sense it demoralizes our normal understanding of the concept of disease. Therefore, stating that substance abuse is like a disease in many ways is ultimately different from insisting that it is a disease (40). Society labeling drug addiction as a brain disease gives drug addicts a way out of taking responsibility for their own actions. My position with this is that they will likely continue to use because they will fall int o the stigma that they use because they have a disease and they cant stop. There are so many things that happen to a human in life that are truly out of our control but unless one is actually held at gunpoint to use drugs then this is one thing that we can control. But even in this scenario if one is forced to use drugs then once free of the torment the victim ultimately has a choice of continuing to use or to quit. Schaler believes that most of the drug addicts resort to using drugs because of problems in their life that they are trying to run away from. Therefore, if one brings forth their problems that they are trying so hard to avoid and learn different ways of coping with them then they are more likely to have a successful outcome (Schaler). The Drug Addiction Support group suggests that whatever the drug of choice, intervention and treatment are necessary for addicts to return to a healthy lifestyle (Drug). When looking back into Kathys story and interview she expressed that there are factors that a drug addict needs to put in place in order to remain clean and drug free. She stated how she had to make choices to change the type of people she hung out with, the type of places she went to, and the things that she did that lead her to use drugs (Thomas). In summary using drugs is a willful commitment or dedication, just like joining an exercising club or committing your self to complete a college education. While heavy consumption of drugs is often foolish and self-destructive, it is still a matter of personal choice. Drug dependence has no specific preference on which person is affected. Bad people are drug addicts, weak people, good people, nice people, well-educated people, the blue collar, the rich, and the poor. People decide their own fate when it comes to drug usage. Labeling drug addicts as having a brain disease is not fair to those that truly do have diseases and made no choice to contain their conditions. Those that are addicted to drugs need to accept responsibility for their choices. Every single time someone picks up drugs and does them then they are choosing to do so. No one else chooses that for them. Those that have successfully gotten themselves into a treatment center or sought other ways of rehabilitating themselv es have done so because they chose to. Just as well, when one relapses it is because they chose to go and use drugs again. Once it is understood that drug addicts are choosing to do drugs and that it is not some â€Å"force† keeping them from stopping then maybe there will be more drug addicts taking responsibility for their action. However it may be, I will still hold my stance in saying that being a drug addict and or abuser is still a choice.

The Politics of Humor :: essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚   THE POLITICS OF COMEDY   Ã‚  Ã‚  Ã‚  Ã‚  Is this thing on?   Ã‚  Ã‚  Ã‚  Ã‚  In efforts to promote voter education, laughter is perhaps the best strategery.   Ã‚  Ã‚  Ã‚  Ã‚  Comedy and tragedy prove one in the same, as the saying goes. The variability of the twosome, however, substantiates rather inconsistently in politics, an arena overflowing with participants who take themselves too seriously. And where a potential candidate attempts to utilize comic relief, one often discovers the result to be rather tragic.   Ã‚  Ã‚  Ã‚  Ã‚  In lieu of the consequences politicians may endure with the mere utterance of a poor joke, most tend to stray from the possibility of Meet the Press turned comedy hour. Especially when their reputations are at stake; politicians are well aware, according to Mark Katz, humorist and speechwriter for Bill Clinton, that â€Å"a good joke will last about a week†, whereas a â€Å"bad joke will be reprinted in you obituary.†   Ã‚  Ã‚  Ã‚  Ã‚  Perhaps responsibility lies within the confines of a narrow-minded media, exhibited as a threat to be avoided rather than a tool to be implemented. But certainly with just cause; â€Å"the news media are poorly suited to their role as the principal intermediary between candidates and voters,† rooted in the conception of politics as â€Å"game† and a â€Å"business† rather than a â€Å"struggle† over national policy.   Ã‚  Ã‚  Ã‚  Ã‚  The aforementioned incidents occur frequently, but not absolutely, should candidates appropriately utilize humor. The war on terror provides unavoidable roadblocks on an already-tumultuous campaign trail, and even primitive technology such as television suffices in establishing the general 9/11 ‘fear climate’. The presumption of a candidate’s entrepreneurial priorities over his public relationship undermines the use of humor as the candidate’s ultimate weapon.   Ã‚  Ã‚  Ã‚  Ã‚  The primarily noticeable aspect of political campaign humor pertains to its absence. Undoubtedly humor â€Å"is used more sparingly than songs in political commercials† ; the commodity appears even more so in the early campaign efforts of the mid-nineteenth century than recent endeavors. Humor’s effectiveness originates from its multilevel success in the campaigning process. Involuntarily proliferated by an ever-expanding press, the ideal candidate would employ comedy because of its effervescent facility of concurrent humanization and advertisement. Moreover humorous politicians formulate an equally comical and less aggressive response within the entertainment realm, successfully intertwining the sphere of pop culture with the relatively unscathed territory of political science. The general consensus regarding the benefits of humor relates to its malleability; it can â€Å"be employed to attack the opposition, or it can serve to enhance a campaign.à ¢â‚¬    Ã‚  Ã‚  Ã‚  Ã‚  While it can be argued that humor refers to a conscious campaign maneuver on the part of its source, as a tool it only succeeds with regard to the respective candidate.

Social Studies

Social studies is defined by the Board of Director of the National Council for the social studies as, the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and neutral sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. There are two main characteristics of social studies as a field of study. First is social studies promoting civic competence, the knowledge, skill, and attitudes of a student needed to assume â€Å"the office of citizen† in our democratic republic. The National Council for the Social Studies considers civic competence as a main goal for social studies. The NCSS says, students who learn these skills in social studies will help shape the future of a democratic society. The second characteristic of social studies is the social studies program, K-12, integrates knowledge, skills, and attitudes within and across disciplines. A third characteristic is one in which social studies programs help students construct a knowledge base and attitudes drawn from academic disciplines as specialized ways of viewing reality. This can be achieved with courses such as, history, geography, political science, sociology, and language arts, English and fine arts. Examples from each help students experience concepts reflectively and actively, through reading, thinking, discussing and writing. The fourth characteristic of the social studies program is the demonstration of the changing nature of knowledge, fostering entirely new and highly integrated approaches to resolving issues of significance to humanity. The social studies program should help students gain knowledge of how to know, how to apply what they know, and how to participate in building a future. A well designed social studies curriculum will help each student achieve a blend of personal academic, pluralist, and global views of the human condition with a personal perspective, academic perspective, pluralist perspective, and global perspective. A personal perspective will help to explore events and recurring issues, consider implication for self, family, and the while nation and world community. Students should be able to make choices for themselves and others. Students should learn how to construct an academic perspective through study and application of social studies learning experiences. Based on diversity, social studies students should construct a pluralist perspective. A global perspective includes knowledge, skills, and commitments needed to live wisely in a world that possesses limited resources. It involves viewing the world and the people with understanding and concern. A social studies student will be able to connect knowledge, skills, and values to civic action as they engage in social inquiry. Knowledge is constructed by learners as thy attempt to fit new information, experiences, feeling, and relationships. In social studies educators draw from a number of disciplines to construct circular experiences enabling students to actively relate new knowledge to their existing understanding. For students to be better thinkers and better decision makers, they must have contact with those accustomed to thinking with precision, refinement, and clarity. They should be encouraged to be critical. Skills promoted in an excellent social studies program includes, acquiring information and manipulation data, developing and presenting polices, arguments and stories, constructing new knowledge, and participating in groups. The social studies curriculum focused on how values are formed and how they influence human behavior rather than on building commitment to specific values. The emphasis is placed upon helping students weigh priorities in situations in which a conflict exists between or among values. With each position students will be able to improve the ways in which they deal with persistent issues and dilemmas and participate with others in making decisions about them. Students who pose knowledge, skill, and values are prepared to take appropriate civic action as individuals or as members of groups devoted to civic improvements. The principles of teaching and learning document which must undergird all social studies programs include, social studies teaching and learning are powerful when they are meaningful, social studies teaching and learning are powerful when they are integrated, social studies teaching and learning are powerful when they are value based, they are powerful when they are challenging and they are powerful when they are active. The document also states additional requirements to support an excellent social studies program which lie beyond the control of the individual teacher. The purpose of the social studies standard is to serve as a frame work for K-12 social studies program, to serve as a guide for curriculum decision, and to provide examples of classroom practice to guide teachers in designing instruction to help students meet performance expectations. They provide criteria for making decisions as curriculum planners and teachers address issues, and how to access whether students and apply what they have learned. The social studies standards are presented as a set of ten thematically based curriculum standards, corresponding sets of performance expectations and illustrations of exemplary teaching and learning to foster students achievements of the standards at each school level. The ten standards for the social studies curriculums at every school level are, One culture; two time, continuity, and change; three people, places, and environments; four individual development and identities; fume individuals, gourd, and institutions; six power, authority, and governance; seven production, distribution, and consumption; eight science, technology, and society; nine global connections; and ten civic ideals and practices. The NCSS House of Delegates voted in November 1992 to approve the final version of the definition of social studies. NCSS recently issued position statements on curriculum, assessment, teacher education, and professional development. The purposes and goals of social studies are stated in NCSS’s â€Å"Essentials of the Social Studies,† it identifies citizenship education as the primary purpose of K-12 social studies. It states that, effective social studies programs prepare young people to identify, understand, and work to solve problems. Assumptions about social studies as a school subject include social studies as diverse, all students should have access to the full richness of the social studies curriculum, teachers need adequate time and resources to teach social studies well at every grade level, and social studies teachers need to treat the social world realistically and address its controversial aspects. The vision of powerful social studies teaching and learning comes from the goals and purposes of social studies, the assumptions, and the available research and scholarships. Social studies teaching and learning is powerful when they are meaningful, integrative, value based, challenging and active, all of which are equally important. Powerful social studies teaching and learning is likely to become more common when assessment approaches at all levels focus on measuring progress toward social understanding and efficacy goals; teachers benefit and education receives support from administrators, parents, the local community, and government agencies; and the nation successfully meets ceratin currently recognizable challenges. Social Studies Social studies is defined by the Board of Director of the National Council for the social studies as, the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and neutral sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. There are two main characteristics of social studies as a field of study. First is social studies promoting civic competence, the knowledge, skill, and attitudes of a student needed to assume â€Å"the office of citizen† in our democratic republic. The National Council for the Social Studies considers civic competence as a main goal for social studies. The NCSS says, students who learn these skills in social studies will help shape the future of a democratic society. The second characteristic of social studies is the social studies program, K-12, integrates knowledge, skills, and attitudes within and across disciplines. A third characteristic is one in which social studies programs help students construct a knowledge base and attitudes drawn from academic disciplines as specialized ways of viewing reality. This can be achieved with courses such as, history, geography, political science, sociology, and language arts, English and fine arts. Examples from each help students experience concepts reflectively and actively, through reading, thinking, discussing and writing. The fourth characteristic of the social studies program is the demonstration of the changing nature of knowledge, fostering entirely new and highly integrated approaches to resolving issues of significance to humanity. The social studies program should help students gain knowledge of how to know, how to apply what they know, and how to participate in building a future. A well designed social studies curriculum will help each student achieve a blend of personal academic, pluralist, and global views of the human condition with a personal perspective, academic perspective, pluralist perspective, and global perspective. A personal perspective will help to explore events and recurring issues, consider implication for self, family, and the while nation and world community. Students should be able to make choices for themselves and others. Students should learn how to construct an academic perspective through study and application of social studies learning experiences. Based on diversity, social studies students should construct a pluralist perspective. A global perspective includes knowledge, skills, and commitments needed to live wisely in a world that possesses limited resources. It involves viewing the world and the people with understanding and concern. A social studies student will be able to connect knowledge, skills, and values to civic action as they engage in social inquiry. Knowledge is constructed by learners as thy attempt to fit new information, experiences, feeling, and relationships. In social studies educators draw from a number of disciplines to construct circular experiences enabling students to actively relate new knowledge to their existing understanding. For students to be better thinkers and better decision makers, they must have contact with those accustomed to thinking with precision, refinement, and clarity. They should be encouraged to be critical. Skills promoted in an excellent social studies program includes, acquiring information and manipulation data, developing and presenting polices, arguments and stories, constructing new knowledge, and participating in groups. The social studies curriculum focused on how values are formed and how they influence human behavior rather than on building commitment to specific values. The emphasis is placed upon helping students weigh priorities in situations in which a conflict exists between or among values. With each position students will be able to improve the ways in which they deal with persistent issues and dilemmas and participate with others in making decisions about them. Students who pose knowledge, skill, and values are prepared to take appropriate civic action as individuals or as members of groups devoted to civic improvements. The principles of teaching and learning document which must undergird all social studies programs include, social studies teaching and learning are powerful when they are meaningful, social studies teaching and learning are powerful when they are integrated, social studies teaching and learning are powerful when they are value based, they are powerful when they are challenging and they are powerful when they are active. The document also states additional requirements to support an excellent social studies program which lie beyond the control of the individual teacher. The purpose of the social studies standard is to serve as a frame work for K-12 social studies program, to serve as a guide for curriculum decision, and to provide examples of classroom practice to guide teachers in designing instruction to help students meet performance expectations. They provide criteria for making decisions as curriculum planners and teachers address issues, and how to access whether students and apply what they have learned. The social studies standards are presented as a set of ten thematically based curriculum standards, corresponding sets of performance expectations and illustrations of exemplary teaching and learning to foster students achievements of the standards at each school level. The ten standards for the social studies curriculums at every school level are, One culture; two time, continuity, and change; three people, places, and environments; four individual development and identities; fume individuals, gourd, and institutions; six power, authority, and governance; seven production, distribution, and consumption; eight science, technology, and society; nine global connections; and ten civic ideals and practices. The NCSS House of Delegates voted in November 1992 to approve the final version of the definition of social studies. NCSS recently issued position statements on curriculum, assessment, teacher education, and professional development. The purposes and goals of social studies are stated in NCSS’s â€Å"Essentials of the Social Studies,† it identifies citizenship education as the primary purpose of K-12 social studies. It states that, effective social studies programs prepare young people to identify, understand, and work to solve problems. Assumptions about social studies as a school subject include social studies as diverse, all students should have access to the full richness of the social studies curriculum, teachers need adequate time and resources to teach social studies well at every grade level, and social studies teachers need to treat the social world realistically and address its controversial aspects. The vision of powerful social studies teaching and learning comes from the goals and purposes of social studies, the assumptions, and the available research and scholarships. Social studies teaching and learning is powerful when they are meaningful, integrative, value based, challenging and active, all of which are equally important. Powerful social studies teaching and learning is likely to become more common when assessment approaches at all levels focus on measuring progress toward social understanding and efficacy goals; teachers benefit and education receives support from administrators, parents, the local community, and government agencies; and the nation successfully meets ceratin currently recognizable challenges.

University of Phoenix Material Essays (569 words) - Free Essays

University of Phoenix Material Essays (569 words) - Free Essays University of Phoenix Material Questionnaire Complete the questionnaire form by creating 10 questions you think will determine the competencies of caseworkers applying for a position with your family counseling practice. Address the following in your questions: The caseworker's method for handling ethical issues. The caseworker's plan for staying current in his or her area of expertise and for receiving continuing education. The caseworker's procedure for maintaining accurate and complete client records. Write the final question so it involves a scenario that requires the caseworker to determine whether to abide by the duty to warn or the duty to protect. Complete the questionnaire as if you were one of the caseworkers applying for the position. |Question |Your answer | |What previous experience do you |I have a love for helping children | |have? |and have been working in a child | | |care facility for a while now. I | | |work with children every day and | | |look forward to helping those in | | |need. | |If you saw a coworker that had done |The first thing that I would do is | |something unethical what would you |to talk with the coworker about it. | |do? |Then if needed I would go through | | |the proper channels to the ones | | |above us. | |What is your plan on staying current|I would find the most recent things | |within your area of expertise? |that are new to counseling and make | | |sure that I took them. | |How do you feel about taking some |I would be happy to keep up on my | |classes to keep you updated on your |education so that I was able to | |education? |better assist my clients. | |Can you tell me something that is |Having multiple relationships with a| |unethical for a counselor? |client that is not, in a | | |professional manner. | |If you found out that your client |I would explain to the client that, | |had another issue that you were not |it is not in my expertise but I | |aware of, and it was not in your |could help refer them to someone who| |expertise how would you handle it? |does. | |If you found out that a client had |I would first talk with my | |broken the law in the manner of |supervisor, about it and then make | |sexual or physical abuse, how would |sure that I took the proper steps to| |you handle it? |tell the authorities and then follow| | |up on it. | |What is your plan to make sure you |The first thing that I would do is | |have accurate and complete records? |to take notes on the client and make| | |sure that I kept them separated, | | |from each other by labeling them | | |with their names and dates that I | | |see them. | |Can you think of another way to keep|Another way that I would be able to | |your records accurate and complete? |do this, would be to put them in a | | |computer and make sure that I | | |labeled them the same way. | |If a client came to you and said |Yes, I would have to abide by the | |that they were wanting to hurt |duty to warn and the duty to | |themselves, and or someone else. And|protect. Because in this case you | |they have talked about it for a |cannot overlook this. If they were | |couple sessions would you abide by |willing to tell you then you should | |the duty to warn or protect? |abide by it and break that | | |confidence and tell someone. |

Why Vacation Can Make You a Better Worker

Why Vacation Can Make You a Better Worker The best and most dedicated workers are the ones who blaze through weekends chained to email and log countless hours during non-office hours, right? Not necessarily! A constant grind with no mental and physical breaks can often wear away at you, taking away from your productivity.  Longer hours don’t necessarily mean better work–especially if you’re overtired and overwhelmed. Enrich YourselfIn order to be a good employee, you need to be the best version of yourself. Allotted time for you to do nothing but rest and rejuvenate will amp up your energy. You’ll have the chance to spend quality time with loved ones, see new places, and hopefully even sleep in without setting an alarm clock. When you return to your workplace, you’ll be relaxed and ready to take on projects that might have previously seemed overwhelming.Enrich Your CompanyCompanies want well-rounded workers who are happy, energetic, and able to attack work with creativity. Managers know t hat when employees are happy and in good health, they take fewer sick days and give 100% of themselves on a daily basis. Vacation time is built into most contracts for a reason–you deserve a break from all the hard work you put in.If you’re allotted vacation time, you should take it–you and your company will both reap benefits from your time away.

Lab Report Example | Topics and Well Written Essays - 1000 words

Lab Report Example (a) Give the gender, age and height of your subject using SI units. Calculate FVC and TLC for your subject using the above formulae, remembering to include units. Show your calculations (6 lines maximum; 10 marks). (b) FER expresses FEV1 as a fraction of FVC. Given this information, why do you think that FER is often used, in preference to the simple variables FEV1 or PEF, when comparing different individuals, or when determining whether an individual’s reading is normal? (5 lines maximum; 5 marks) ROW 10. Calculate using the fact that oxygen consumption (expressed under STPD conditions) is proportional to energy expenditure: 1 L of oxygen consumed is approximately equivalent to an energy expenditure of 20 KJ. (20 marks) [NOTE: In the above table, volume data has been expressed using the terms ATPS and STPD. ATPS means the gas volume measured under actual laboratory conditions of temperature, pressure and humidity; these may vary from day to day. STPD conditions on the other hand are standardised, and it is necessary to convert ATPS volumes to STPD before carrying out the calculation for energy expenditure in the above table.] (b) How do your values for resting oxygen consumption and energy expenditure compare with â€Å"normal values† given in a textbook or other reference source? Suggest possible causes for any differences found. Give your source(s) as â€Å"in-text references†, and include the full reference(s) in the list at the end of this report.(8 lines maximum; 10 marks) (c) State the type of exercise your subject undertook. How does your value for energy expenditure during exercise compare with â€Å"normal values†, for the same or a similar activity, as given in a textbook or other reference source?Suggest possible causes for any differences found. By how much might energy expenditure increase during maximum exercise? Give your source(s), as â€Å"in-text references†, and include the full full

Summarize the article Essay Example | Topics and Well Written Essays - 500 words - 5

Summarize the article - Essay Example Other learners will fail to identify them at all. The varying grammatical sensitivity, especially on grammatical features results in different processing strategies such as rule formation and hypothesis testing. Understanding the differences in levels of awareness, provide important information especially for linguistic teachers in order to make grammatical features more salient in a given input. In this regard, learners who do not pay enough attention to the form as well as the meaning of a feature will understand them as in the case of communicative language teaching classroom (Philippa, 619). Additionally, understanding the difference in grammar features awareness among learners will assist in evaluating the significance of consciousness in understanding second languages. An aptitude test therefore assists in evaluating whether inputs provide incidental learning as well as the potential for learning other linguistic forms (Philippa, 619). Additionally, many educational institutions that adopt the communicative language teaching methodology must evaluate whether the language learning aptitude test enables learners to notice language features during incidental exposure in order to understand the significance of incidental exposure in learning as a pedagogical tool. The research indicated a high correlation between individual learning ability and the level of awareness. In this case, the level of awareness and maintenance of a given level of awareness is predicted by indicative language learning. The hypothesis was supported by 72 percent accuracy of the crossword puzzle exposure task. However, the research does not explain further the implication of this observation. In my view, the observation that language learning has no significant impact on determining the level of a learner’s awareness level in a meaning-based exposure to linguistic input is