Police Brutality Among Nigerian Males In Philadelphia Essay

Cultural prejudice is interchangeable a virus that is transmitted from human to human and like a parasite eats up a society and its reasoning. These prejudices ar reflected in our sidereal day to day life. How often we see a white women shying away from young African American male on the street reflecting the basic stereotyped assumptions that we make about others every day. These inevitable behaviors of which most of us atomic number 18 victims remain unresolved because of the unconscious state it has entered.Likewise, people who have been victims of racism in the past start an extreme judgmental attitude, often labeling a simple act as a racist, failing them to ever see well in others. Marilyn French, a feminist fiction writer, in her work on beyond Power On Women, Men and Morals (1986), interprets such bigot behavior as an outcome of a senile world that is lured by power and control over women, children, property, and other men and subsequently enticed with the idea of tra nscendency using skin color, wealth, religion and ethnicity as its variable.She suggests that the virile principle is governed by aggressiveness which prevails over the ethnic value ascribed to the feminine principle. Quoting from her work, World wide patriarchal values and perspectives are so pervasive numerous people believe them to be inevitable. Such thinkers believe feminine principle oriented cultures became instinct because of the superiority of Western patriarchy. She further emphasizes that since western people are oriented in a masculine thought its end result is anything but cultural prejudice.Further, delving on this theory she suggests that we tout ensemble are members of the in- chemical groups that takeers us a feeling of belongingness and comfort. And all others become members of the out-groups. It is taken as a fact that members of one group will always be antagonist to the members of the other group. Marilyn calls it a self justifying dialogue that keeps us from self analysis mixing beliefs with attitudes and values, and morality with ethics (French, 1985, p. 19).We obediently keep practicing what we have been taught in our lifetime, i. . what to think of those who are members of the opposite group instead of how to think and in turn delaying our judgment about others. Our faculty has halt responding to a logical reasoning and it has simply turned into a mechanical thought process. Leading all of us to becoming racist, ageist, and ethnocentric in this patriarchal culture.An authoritarian personality clings on to the conventional values of their culture, and refuses at any time the need of self introspection (Breslin, 1974, p. 51). While delving on this type, Mumia Abu-Jamal stands as a casing in point. Mumia Abu Jamal, a famous radio journalist in Philadelphia was also known as the voice of the voiceless. He used to report on issues concerning police brutality, misconduct and racism on the minority communities and especially, the A frican American community.In 1981, he became a victim himself of things he always fought against. On December night, 1981, while driving a cab to supplement his income earned by means of journalism, Abu Jamal drove passing play his brother who was being beaten up by the police officer, Daniel Faulkner for traffic violation. Shortly, a gun extract broke out leaving both the police officer and Abu- Jamal injured. Unfortunately, the officer succumbed to his injuries while Abu Jamal recovered through a surgery. He was trialed for the Officer Daniel Faulkners murder part and given a death decry.However, at the insistence of Philadelphia District Attorney Lynn Abraham, Abu Jamal is currently not facing the death penalty. This is a typical case of a affable conflict between individuals and collectivities. Interpreting Abu Jamals case through Lane Cormicks work, this situation can be termed as a crisis. The media and many literary discussions have depicted this case as that of preju dice and racial discrimination. Race and ethnicity are hence, seen as the controlling dynamics in this case.Dave Lindorff, an inquiring reporter in his book on Killing Time An Investigation Into the Death Row theatrical role of Mumia Abu Jamal, stated that at the time of Abu Jamals arrest, the Philadelphia Police Department was indeed the most corrupt enforcement trading operations in the nation. Hence, the decision made by the United States discriminatory system , awarding death sentence to Abu- Jamal, based on the evidences put forth by the Philadelphia police has been widely criticized and challenged.This decision has been labeled as an outcome of cultural prejudice in a society that stands as an epitome of liberty. The United States judicial system has been attributed for its racism and discrimination against defendants of color. Noam Chomsky while reflecting on this case called the U. S. prison system a conformation and a race war. He further emphasized that Abu Jamal is just one illustration of whats called social cleansing in US. Philadelphia police is known for its notoriety. The racist attitude that it thrives on is also not concealed from the public.The killing of a young black man, Bryan Jones on the morning of January 1, 2007 is just one in a million cases reflecting brutality dipped with prejudice and racism salutary by the Philadelphia police. According to the Welcoming digest for new Pennsylvanians, seven percent of Philadelphias immigrants come from Africa mainly comprising of Nigerians who form the largest African group in this region. Every now and then, there are cases heard against the Police Department of Philadelphia for ill treating the Africans.Scholars suggest that off all prejudice, the most critical is the Attitudinal Prejudice reflected (in this case) in the Philadelphia police also explaining the reasons of brutality thats practiced on these minority races. W. T. Jones in his work on Perspectives on ethnicity. New dire ction for student go, explains that attitudinal prejudice refers to a negative attitude toward a person or group based upon a social comparison process in which the individuals own group is taken as the positive point of reference. (Jones, 1972, p. 6). Further, to combat the isms requires new value assumptions and new social learning.

King Leopold’s Ghost: A Critical Book Review Essay

At the beginning of the 18th century, Africa became a target of European imperialism. Prior to the said period, Africa only served as trading post for ensuring the watercourse of goods to Europe. It was also one of the master(prenominal) sources of slaves. The Portuguese established small settlements on the Cape of Good Hope and Eastern Africa. The Spaniards colonized any(prenominal) parts of Western Sahara and Morocco. During this period, much of Africa was still unknown to the Europeans. It was a primer of mystery and barbarism (from the descriptions of Spanish and Portuguese chroniclers). From 1850 to 1870, the European powers divided Africa into several colonies.The British received Sudan, Egypt, South Africa, and approximately of primordial Africa. northernmost Africa, except Libya (which was allocated to Italy) was given to France. Germany received Tanzania, Togo, Cameroon, and Western Africa. The Spanish and Portuguese retained their possessions. At the Berlin Conferenc e (headed by Otto von Bismarck), the European powers were surprised at Belgiums insistence of getting colonies in Africa. After a mensurable review of territorial arrangements, the European powers agreed to give Belgium congou. King Leopolds insistence on acquiring Congo was essentially based on two reasons.First, according to official record, he wanted to expect the so-called Arab slave cope. The Arab slave trade had its origins in the Portuguese slave trade in the sixteenth century. The Arabs provided a signifi quartert supply of slaves to the Portuguese. King Leopold wanted to put an end to this practice as it jeopardized the high-handedness of the Christian religion. Second, King Leopold wanted to increase his property holdings. King Leopold believed that the future and prosperity of his country dep cease on acquisitions in Africa. Leopold witnessed the progress Britain enjoyed after it acquired a significant number of colonial possessions.The same thing can be said virtua lly France and Germany. Leopold wanted to make Belgium an equal partner of the other European powers in propagating European culture and ideology to Africa. General Summary The first chapters of the book provided insight to the colonization of Congo. total heat Stanley, a known advocate of African colonization, wrote a general account of the African life. The account was secure of exaggerations and promises, that is, stimulants to pressure the European powers to colonize Africa. Stanley described the Africans as submerging in the ways of barbarism and cannibalism a description that he never maxim.The deep prejudice of Stanley towards the people of Africa can be shown in his by and by writings. He argued that there is a need to educate and train the African people in allege that they may become self-importance-sufficient by self-sufficient, one means the right to self-govern. Stanleys belief was overabundant among European scholars an element of the so-called white mans burde n hypothesis. In any case, Stanleys accounts made impression to the rulers of Europe most of which were keen to acquire much colonies for wealth and prestige.Although it is erroneous to stand that Stanleys account was the actual ca drug abuse of European colonization of Africa, Stanleys account provided sufficient plea for the colonization of the continent. The middle chapters of the book dealt with the main opponent of the Congo government. George Washington Williams was a man of good standing worthy of the name he carried. Most of his life was devoted to denouncing the evils of European imperialism in Africa. He opposed the collectivization of the Congo people as a means to increase the wealth of the king.He proposed for a general education program that will train the Congo people to become self sufficient a satirical word Williams use in his writings. He argued for the abolishment of forced travail a method which he deemed unChristian and immoral. He exposed the true na ture of the humanitarian former of the king, arguing that it was merely a front to increase the kings popularity in Europe. The death of Williams in 1891 did not end the criticisms a reachst the Congo government. Other individuals like William Sheppard and Roger Casement followed the steps of Williams.The intensity of the criticisms forced King Leopold to consider the Congo state to Belgium. The last chapters of the book dealt with the legacy of King Leopold in Congo. His legacies are as follows 1) The establishment of tobacco and rubber plantations throughout the Congo State resulted to famine and forced conscription. Because much of the agricultural land was utilized for tobacco and rubber plantations, the production of agricultural crops decreased by about 70%. more people died from starvation and disease. Many people who worked in these plantations lost their arms, legs, and noses because most of the equipment used were unsafe.Those who failed to meet the need quota were ei ther thrown into prison or sold to wealthy landowners. Children, women, and the elderly were required to work for about 16 hours a day worse than the incidentory system in Europe 2) King Leopold destruct the cultural life of the people of Congo. The royal governors neglected and even repressed cultural practices in an movement to inculcate Western value to the Congo people. Of course, such effort failed. It was impossible to inculcate Western values because the Congo people saw it as the driving force of onerousness.In any case, the royal governors succeeded in destroying the cultural life of the Congo people by increased barbarity only by barbarism would people lost faith on their own way of living. The Kings Ghost The brutality of the Congo State was first and foremost the reflection of the kings image. In private, he convey his deepest prejudice to the Africans which in his view were nothing but primates and sources of labor. Yes, he disgruntled slavery, so gigantic as it does not concern the Europeans. The white mans burden was essentially based on prejudicial philanthropy.The king only possessed prejudicial qualities and never philanthropy a very opinion which he himself despised. In any case, his death did not signal the end of oppression in Congo. The oppression continued until Congos independence from Belgium in 1960 the year in which European imperialism in Africa ended or supposed to have ended. The Kings Property It was Stanleys description of the Arab slave trade which made significant impression to King Leopold. From the official records, Leopold argued that the only barrier to prosperity in central Africa was the Arab slave trade a phenomenon that must be stopped.However, King Leopold wanted Congo for the following reasons 1) Leopold saw Congo as a source of wealth and income. Upon acquiring Congo, Leopold proceeded to institute repressive administration tasked to deplume wealth from the country. Ivory, minerals, and other preciou s objects were acquired by forced labor. Populations were collectivized in order for the system to be more efficient and cost effective. When Henry Stanley became governor of the Congo State, he instituted policies that further the suffering of the Congo people.Tobacco was planted instead of traditional crops in a significant portion of Congos agricultural lands. Congos tobacco would be sold to Europe at a tidy price. The effect there was widespread famine in Congo 2) King Leopold wanted to build his report card as a philanthropist in the eyes of the European powers. Leopold initially doubted this approach, arguing that it was generally abnormal from the methods used by other European powers. Stanley advised him that such approach was the most appropriate. He would gain fame and more importantly an important economic base in Africa.His ulterior motive of becoming a philanthropist was somehow facilitated by his eradication of the Arab slave trade in Congo which in actuality, he r eplaced by forced labor. A Picture of Congo The followers of Williams painted a general belief of Congo. According to them, Congo was 1) A land of opportunity where the people can be exploited and robbed of their possessions. For the Europeans, the most priced asset of a colony was its inhabitants. Forcing inhabitants to work for about 16 hours a day was excruciating for the Europeans. It demanded more creative means of persuading people to increase their quotas2) A land of desolation where famine and disease were allwhere. The class of European imperialism called for the introduction of science and medicate to alleviate peoples sufferings. The Congo State did the opposite. Instead of allotting food and medicine to the poor, it used its official coercive powers to destroy life, property, and liberty 3) A land of primates whose hands tittered with screw up and suffering. A group of primates (Africans) for Leopold would never equal a poor Belgian. From King Leopolds view, the en ergy of effective colonial rule rested on the laurels of brutality.If the colonized people were primitive, accordingly it was the work of the colonizer to further the suffering of the people. The hand of the primate, remarked Leopold was worth more than the mind of a European gazer (but never his personality). Conclusion Hochschilds picture of Congo is accurate in three respects. First, most of the accounts used were directly derived from personal accounts of former slaves, plantation workers, and prisoners. Although it is possible that the accounts might be a little exaggerated, the flow of theme is generally in unity. Two things are certain.First, King Leopold acquired the Congo State for his personal use (increase his wealth and prestige). Second, his policies led to increased suffering to the Congo people. In any case, one cannot deny the fact that the ravages of European imperialism were also present in other parts of Africa. Only in Congo were the ravages greatly manifested i tself in the policies and directives of the royal governors. This is not a proclaimed hypothesis this is fact a reality that every individual must know.BibliographyHochschild, Adam. King Leopolds Ghost. New York Macmillan Publishing Company, 1998.

Investigate differing learning styles of an AVCE second year student group Essay

1. AbstractThis report investigates differing nurture styles of an AVCE second year assimilator multitude. first the report provides a critical account of the context of the take to the woods its provision and relevant experience about the learners and how well-nigh aspects of erudition possible action dope be applied within the deli rattling of the support Management module. Taking into account the theoretical issues a scheme of subject area, lesson conceptions and t for apiece mavining material was fain for the expulsion instruction module, which I am social unit leader for next semester.The second offset of the report provides a critical review of the scheme of go bad and lesson sees and justifies the encyclopedism strategies used. It explains how respective(prenominal) fatalitys and support issues learn been turn to and considered when mean and delivering a lesson.The report concludes with an evaluation of the strengths and weaknesses of the session s.2.T sufficient of content1. Abstract 12. T able-bodied of Contents 23. Terms of Reference 34. Understanding and Managing the Learning Process 44.1 Introduction 44.2 Factors influencing the competency and desire to learn 44.2.1 The Course Provision and convention Members 44.3 Theories of Learning 54.4 Relevance of Blooms Classification of the cognitive dobriny within the skill process of AVCE students 74.5 Aims, objectives and out semens of the scheme of work, lesson plans and instruction materials in relation to the cognitive schooling taxonomy 104.6 commandment and schooling strategies deployed in the development of the come out management unit 124.7 The magnificence of language, literacy and numeracy 134.8 Evaluation of teaching and learning strategies 134.9 Evaluation of learning materials used 144.10 Evaluation of student Learning 144.11 Strengths and weaknesses of the sessions 155. References 166. Bibliography 17Appendix A Scheme Of Work..18Appendix B Lesson Plans. 19Appendix C instruct materials..21Appendix D Presentation Slides ..223.Terms of ReferenceThis report is intended to satisfy the selectments of an appointment that has been set as part of an In-Service PGCE in Education.A group of learners allow for be selected that I am currently teaching and relevant in formation about these learners testament be provided along with some of the eventors influencing (positively or negatively) their learning.An account ordain be given of the main features of one or more(prenominal) theories of learning, which seem to you to be relevant to these learners. As a result a scheme of work and lesson plans will be prep atomic number 18d and delivered.The report will conclude with an evaluation of the scheme of work and lesson plans and how the experience will affect succeeding(a) utilize.4.Understanding and Managing the Learning Process4.1 IntroductionUnderstanding and managing the learning process is key to enhancing the teaching and learning exp erience. In purchase align to achieve this goal research was undertaken into relevant learning theories and factors that influenced the ability and desire to learn. The familiarity gained was then(prenominal) applied to the planning and delivery of curriculum to students enrolled on the Advanced Vocational Certificate in Education (AVCE) at Wakefield College studying. The report includes a critical review of the scheme of work, lesson plans and learning materials designed to bear upon the learning objectives and outcomes of the course.4.2 Factors influencing the ability and desire to learn nearly of the factors that influence the ability and the desire to learn of a group of students on the second year of an AVCE in ICT at Wakefield College have been examined in order that the learning process fanny be understood and therefore more effectively managed.4.2.1 The Course Provision and Group MembersThe vomit Management module is one of 12 units that be studied as part of the AVC E for students at Wakefield College. scholars on the course be aged between 17 to 19 and most have achieved GCSE results at mainly Grade D and Grade E.The group of consists of 14 students and of these a cross section were selected to talk over their aspirations and motivations. To keep the identities of the following students confidential, students have been addressed A to E respectivelyStudent A came into the college with lamentable GCSE results and had to carry out the foundation course before undertaking the GNVQ median(a) in IT. During this time she was diagnosed dyslexic and since has real support for exams and her dyslexia tendencies argon taken into account during delivery on the units. She contributes well verbally in group discussions, however she is al substances reluctant to type or write down information whilst being notice by some other(prenominal) students or class tutor. Her motivation to succeed is exceptional which has led to outstanding achievements on he r first year of AVCE. She has applied for IT courses at several universities and at one time awaiting offers. She is employed part time at a local solicitors and has been offered sponsorship to continue to study for a degree in computing.Student B is a close friend of Student A and also unblemished a GNVQ Intermediate in IT with above average grades, he now wishes to eventually obtain a degree in a computer colligate subject by studying for his HND in Computing at Wakefield and then topping up to the Sunderland University BSC in Computing. His selectence is to complete a good proportion of work at home, which he does to a high standard, however this often leads to him distracting other members of the group during class time. This impacts on other students who do not have the commitment to work at home for example student C.Student C again started at Intermediate level and achieved adequate grades, however his levels of concentration are poor, he is easily distracted and he often fails to complete his work. This is a concern as he is planning to draw near onto the HND Computing course and will need to prove that he has the motivation and the ability to heading with the workload. He has worked part time in the computing section of Staples and shows a good understanding of hardware issues but struggles with the diligence side of computing and completing course work. He appears to be more manpower on student rather than academic.Student D has chosen to do a computer tie in course to increase his prospects of employment in the computing field. He intends to continue his studies at Wakefield College in order to achieve a BSC in computing. Although not academically brilliant he is a very conscientious and independent worker who tries exceptionally hard to succeed and consequently achieves good grades. He work part time as a window cleaner.Student E is the girlfriend of Student D and ab initio chose to do a computer related course to increase her prospects of employment and has no invention of progressing to University. The fact that she receives Education Maintenance Award (EMA) is the key motivation for attending the course and she gives the impression that doing this course is fracture than doing nothing. She lacks enthusiasm for the subject matter and at times the only thing that keeps her on track is the avail and support she receives from her boyfriend.4.3 Theories of LearningEvidence suggests there are many theories of learning often one theory contradicting another, this is substantiated by Reece (2000, p.69) who claims that for every piece of research that tells us to do something a situation way, there is another piece that suggests, not necessarily the opposite, but a contrasting way. This report quashs on some theories on learning styles and learning taxonomies and how these can be applied to understanding and managing the learning process of a group of AVCE students.4.3.1 Learning StylesThere is strong evidence to suggest that students learn in several different shipway and planning to deliver curriculum to the AVCE group must consider the four main learning styles identified by Honey and Mumford (1986)Activists enjoy the present, like the immediate experience and respond to short-term issues.Reflectors prefer to think about things and explore all aspects before coming to a conclusion.Theorists like principles, theories, models and systems. Logic rulesPragmatists waitress for revolutionary ideas and are keen to experiment.The choice of learning strategies will therefore determine how frequently a student is motivated and a key aim must be to offer all learning styles some element within the lesson that enhances there learning experience.4.3.2 Learning TaxonomiesIn addition to the recognised learning styles, learning can be separated into three main field of honors, psychomotor, cognitive and affective domains. Within each of these domains there are specific levels identified by Honey and Mumford, Bloom and Kolb amongst others. Taxonomies usually refer to the sorting of life into similar groups, but for the purposes of Bloom, a taxonomy was getd by McLeod (p. 1029) asthe science or practice of classification.Cognitive DomainThe Cognitive domain looks at the intellectual skills and abilities, considering knowledge, intuition, industriousness, analysis, synthesis and evaluation with knowledge being the easiest level. The cognitive domain suggests that knowledge allows someone to state something. Moving sequentially through each arcdegree to high levels, allows a student to learn the full range of cognitive skills i.e. to explain, apply, differentiate between, summarise and evaluate. small-minded (1998, p.347) states that it is important to include the higher-order objectives in your teaching or these skills will not be developedsolely gaining knowledge is the first stage of learning and is the building block for the higher cognitive levels, which without such could not be reached. Encouraging the student to comprehend, apply and evaluate, enhances their learning process. For example, a student whitethorn know what a mathematical formulae is, understand that it can be used to solve some mathematical problem, but may be unable to apply it and derive an answer.Affective DomainThe Affective domain is concerned with attitudes and potentiometer with feelings and emotions. Petty (1998) suggested that this means a student has the social skills, is able to listen to, be sure of, or is able to appreciate something.Psychomotor DomainThe Psychomotor domain focuses on a students dexterity, and is predominately physical projections that need practice. It is similar to the cognitive domain in that it progresses from the simple to the complex where physical skills are concerned.Although all three domains could be considered appropriate to the teaching and learning experience of the AVCE group, Blooms taxonomy of the cognitive domain has been ide ntified as the most relevant to the AVCE group and the theory has been studied in much greater detail and then applied to the case study.4.4 Relevance of Blooms Classification of the cognitive domain within the learning process of AVCE studentsBloom defined the following areas in his classification of the cognitive domain, as knowledge, comprehension, operation, analysis, synthesis and evaluation.Knowledge is the ability of a student or person to be able to recall and recognise information. Child (1993) proposed that someone couldnt operate cognitively without a basic sum of money of knowledge.The AVCE students have demonstrated that they have a certain level of knowledge by being original on to the second year of the course. Some students have more knowledge than others, which is likely due to a greater degree of application on the first year and the motivation to work at home. Some of the students appear to have a slightly wider experience of relevant computing knowledge and ar e able to recall and recognise information more readily. Student C who is easily distracted and often fails to complete his work does show he has quite extensive knowledge in specific IT areas that are related to his work at Staples where he deals with the computing hardware side. cellular inclusion is the ability to illustrate, explain or describe the reasons for something. This area of understanding can be fairly basic. solely the students have a generally allude level of comprehension in the subject areas, although Student A has more difficulty explaining reasons in indite report format or under exam conditions.Application is the ability to take the knowledge and comprehension of something and to utilise this in new situations. Using the mathematical formula example, knowledge is where a student is aware of or knows the formula, comprehension is the understanding that the formula can be used to solve a particular problem and application is having the ability to use the formula to actually solve it.There was evidence of preceding learning being applied to a new situation whereby the knowledge gained when produced a user manual for a spreadsheet unit was applied to producing a user manual for the database unit. Also Students explained that the group work undertaken in the multi media unit was a good way of pooling knowledge and comprehension. Consequently, the start management unit I am leading will include a group project to develop a web site. The intention is to team those students who demonstrate good organisational skills with those who show an aptitude for graphical design. Group work has shown that the knowledge, comprehension and application of a group can be higher than the individuals themselves would achieve, as not everyone is a specialist in every field.Analysis is the breaking down of something into its component parts, differentiating between similar items and the ability to compare and contrast. every(prenominal) the students interviewed for this report were able to use the knowledge and comprehension of information they have been given and apply this to new situations.Synthesis is the ability to take the component parts and either rearrange or combine them to form a new or different whole. A particularly relevant example of analysis and synthesis is demonstrated when considering the rescheduling of tasks when a crisis situation arises during the project lifecycle. The project manager can study the critical elbow room of the project and determine where resources can be reallocated or extra resources brought in order to ensure that the project is still delivered on time and to specification. The project plan can then be updated to produce a new schedule, which does not necessarily look like, or work in the same way as, the original.In the undertaking Management unit they are able to look at the scheduling of other Project plans prior to producing their coursework assignment. Synthesis will then allow them to take i ndividual processes from this analysis and combine them as they investigate a business problem and produce a Project Management solution. For the second semester unit students will be shown how to create a project plan for the websites development, and will gain an understanding of the importance of scheduling and resource allocation.Evaluation requires judgements to be made as to what elements of the project went to plan and what lessons can be learned from the overall project experience. For example, the project manager will evaluate the finished growth later implementation. This allows them to see if future projects can be managed more effectively and efficiently.Using the Project Management unit as an example, once the project plan is implemented, an evaluation of the project will allow the students to check if the product they have designed was produced as planned, to specification, within budget and timescale.Word Count 20834.5 Aims, objectives and outcomes of the scheme of work, lesson plans and learning materials in relation to the cognitive learning taxonomyThe evidence gained during the research and interviews carried out facilitated the production of scheme of work, (Appendix A) lesson plans, (Appendix B) and learning materials (Appendix C) for the Project Management unit. The scheme of work identifies how each session builds on the previous session and each lesson plan shows evidence of how Blooms taxonomies has been incorporated into the learning process. The aim and objectives of the unit were to outline how to produce a project plan prior to the student producing their own project plan for the web development.Knowledge all told call down topics have been developed on the basis that students have no prior knowledge of each stage of project management. The only assumption was the students had completed the tasks in the preceding unimaginative session, however, not having completed the tasks should not interfere with their learning of the c all forth topic.The scheme of work has been written in a way that does not penalise a student for not having grasped any particular fragment of the course, being as it is, modular in design. Each lecture consists of a PowerPoint presentation followed by a brief induction on the moveive whiteboard. Each week previous learning is checked prior to and often during the lecture to check the learning. building upon the week before with the subject matter progressively gaining in complexity.Comprehension All the students will be encouraged to ask questions at any point during the presentation/demonstration if they require additional clarification. The intention is to check their comprehension by postulation if they can provide examples to justify a point made and then opening up discussion to the whole group.Application Knowledge and Comprehension will be combined when attempting the task sheets written to accompany each weeks lecture topic. These sheets are not handouts in the usual sense, each one consisting not of information for a student to refer to at a later date, but tasks that will facilitate their learning. The tasks cater for individual interlingual rendition of the problem statements, allowing each student to develop the subject matter with their knowledge and understanding.Analysis, Synthesis and Evaluation Students will be actively encouraged to explore alternative project management software, breaking each one down into specific functions and comparing and contrasting how well they facilitate the task of managing a project and the application limitations. There will be a requirement to evaluate the overall effectiveness of the application.4.6 Teaching and learning strategies deployed in the development of the project management unitThe project management unit was designed in line with the cognitive taxonomy described earlier.Lectures/Group discussionsStudents are given lectures whereby information is presented from which knowledge and comprehens ive can be gained by interaction in group discussion. For Student A and Student B asking questions and providing answers to questions comes naturally as they are both confident members of the group. However Student D is a very quiet member and through a basic lack of confidence always appears reluctant to come forward therefore subtle probing is required to check his learning and ensure that he has richly understood the subject matter.One to one tuitionAlthough Student C is usually willing to interact if directly questioned often, one to one tuition is needed as due to his lack of concentration he often lags behind the rest of the group and needs more thorough recapping of prior sessions. Whilst Student E often shows little interest in group discussions she will ask later in the serviceable session if she has not understood a certain element.TasksIn order to encourage students to apply knowledge and comprehension to a new situation the scheme of work includes a simple task to plan a birthday celebration and consider all the tasks involved, and the sequence with which they undertook the tasks and who would be responsible for each task. Students were then given the opportunity to apply this knowledge by completing the task sheets.DemonstrationIn the later weeks once the basic project management principles have been taught then students progress to using the project management software at this point demonstrations are included in the lesson plan to illustrate the use of the features of the project management tool. Students are at this point encouraged to part take in these demonstrations.One of the main problems is that students progress at varying rates throughout the unit and to ensure that this issue is addressed I have built in further complexity to stretch the more able student by for example introducing more complex scheduling and updating techniques within the project plans. This provides an opportunity for the tutor to concentrate on an individual group member without restricting the progress of others, meaning that all students will be able to feel that they have accomplished something of value in each session.However, the scheme of work does progress through a logical pattern. For example, the principles of project management precede the creation of a project plan. The students will then learn topics of progressive complexity before creating a project plan for a commercially acceptable web site.4.7 The importance of language, literacy and numeracyIn todays environment where employers are increasingly spirit graduates that possess good communication and numeracy skills it is important that these elements of teaching and learning are incorporated into lesson plans and schemes of work.Presentation skills are developed within the project management unit as students are required to present their website to their lymph gland in a professional manner by the use of a PowerPoint presentation.Report writing skills are developed, as the assignment brief requires students to produce their evidence in report format.Students are encouraged to impart both verbally in group discussions and by written communication in the form of agendas and minutes of meeting they have held within their group and with their client. Student A who is dyslexic is supported by trial impression reading her assignment work prior to submission and understanding her anxieties about being watched whilst keying in information.The application of numbers within the project management unit is limited to calculating the estimated duration of a task using the Program Evaluation Review Technique, a formulae that explores the probability, i.e.optimistic duration + pessimistic duration + (3 x most likely duration) divided by 6Other mathematical skills are using when determine the critical path of a project.4.8 Evaluation of teaching and learning strategiesDetailed study has shown that Blooms taxonomy is relevant to all the students I teach. In particul ar, recent experience teaching the AVCE group has highlighted the need for students to have both knowledge and comprehension, and in order to achieve the higher grades students must also possess the ability to apply, analyse, synthesise and evaluate. As is evident in the study, if the lower levels of learning are not achieved i.e. the knowledge and the comprehension then students will be unable to achieve the higher levels such as analysis, synthesis and evaluation.Although these higher levels are not often required to pass the AVCE unit there is an expectation that they will need be achieved if they progress to Higher Education (HE). Student A, Student B and Student D are already showing signs of reaching the higher cognitive levels however in the case of Student C and Student E there will be a strong need to build on their knowledge and subject understanding in order to become proficient in analysing, synthesising and, most importantly, evaluating their work to ensure that they su cceed at any higher education qualifications they undertake.In conclusion the cognitive domain theory can easily applied to the development of the project management unit in order that students can learn to produce good project plans.4.9 Evaluation of learning materials usedAs a result of doing this research, I now ensure that basic knowledge and understanding of subject matter is achieved by recapping both in group discussion and on a one to one basis with individual students. I also plan individual lessons in greater depth and look for new ways to break up the learning process into more manageable chunks, by using tasks sheets and group work and the requesting agendas and minutes are taken.I have explored the use of electronic tools such as Course djinny in order to provide a much interactive way of presenting information. I am now proficient at using the whiteboard and actively encourage students to use it during group discussions.In conclusion I feel that by gaining a good unde rstanding of the individual needs of my student I can adapt lessons to suit. This is substantiated by Stephens and Roderick (1971) who state, that a failure to select methods that are appropriate to the real needs and interests of the students will weaken their educational achievement4.10 Evaluation of Student LearningAssessment of students learning is two fold. Firstly work produced during each practical session, is checked and commented upon. Secondly more formal sagaciousness takes place by marking the three assignments and feeding back on the PowerPoint presentation. As this is the first course for which I have been responsible for the complete management of the learning process, I am as barely unable to critically discuss the effectiveness of the strategies and materials. However, I am confident that the students will learn more effectively from this style of content delivery than they have from the previous project management material that was I asked to deliver last year de livered with the very limited material provided for me by previous unit leader.4.11 Strengths and weaknesses of the sessionsAs the scheme of work and lessons are not planned to be delivered until 24 January 2005 the strengths and weaknesses cannot at this moment in time be reflected upion.15565.ReferencesChild. D., (1993), Psychology and the Teacher, Casell Education Ltd, London.Curzon. LB., (2000), Teaching in promote Education An Outline of Principles and cause, Continum, London.Huddleston. P. & Unwin. L., (1997), Teaching and Learning in Further Education Diversity and Change, Routledge, London.Petty. G., (1998), Teaching Today, Stanley Thornes, Cheltenham.Reece, Ian & Walker, Stephen (2000) Teaching, Training and Learning a practical guide 4th Edition, BEPL, Sunderland.Stephens. MD. & Roderick. GQ., (1971), Teaching Techniques in Adult Education, David & Charles, raw(a)ton Abbot.6.BibliographyBennett. N. & Carre. C., (EDs), (1993), Learning to Teach, Routledge, London.Borg. W R. & Gall. MD., (1983), Educational Research An Introduction, Longman, New York.Broadfoot. PM., (1996), Education Assessment and Society, Open University Press, Buckinghamshire.Castling. A., (1996), Competence based Teaching and Training, Macmillan, Basingstoke.Chitty. C., (ED), (1991), Post 16 Education Studies in Access and Achievement, Kogan Page, London.Cohen. L. & Manion. L., (1983), A Guide to Teaching Practice, Routledge, London.Cohen. L. & Manion. L., (1989), Research Methods in Education, Routledge, London.Cohen. L. & Manion. L., (1996), A Guide to Teaching Practice 4th Edition, Routledge, London.Cosin. B. & Hales. M., (1983), Education Policy and Society Theoretical Perspectives, Routledge, London.Entwistle. N., (ED), 1985, New Directions in Educational Psychology 1 Learning and Teaching, Falmer Press, London.Freeman. R., (1993), Quality Assurance in Training and Education, Kogan Page, London.Jarvis. P., (1995), Adult and Continuing Education Theory and Practice, Routledg e, London.Minton. D., (1991), Teaching Skills in Further and Adult Education, Macmillan, Basingstoke.Murphy. R. & Torrance. H., (EDs), (1987), Evaluating Education Issues and Methods, Open University Press, Buckinghamshire.Reeves. F., (1995), The Modernity of Further Education, Bilston College Publications, Derbyshire.Rogers. J., (1989), Adults Learning, Open University press, Milton Keynes.Stores. E., (1994), Supervision in Teacher Education A Counselling and Pedagogical Approach, Routledge, London.Tansley. P., (1989), Course Teams The Way Forward in Further Education, NFER-Nelson, Windsor.Waddington. DJ., (Ed), (1985), Education Industry and Techniques, Pergamon Press, Oxford.Walklin. L., (1982), Instructional techniques and Practice, Stanley Thornes, Cheltenham

A Theory of Cultural Value Orientations: Explication and Applications.

A Theory of Cultural Value Orientations Explication and Applications. Shalom H. Schwartz, fond psychologist and author ofa theory of cultural value orientations has done research onuniversal valueand how they pull through in a wide variety of contexts. Most of his spurt addressed broad questions to the highest degree values, such as how be individuals priorities affected by social experiences, how do individuals priorities influence their behavior and choices, and, how do value priorities influence ideologies, attitudes, and actions in political, religious, environmental, and other domains.Through his studies, Schwartz concluded that ten types of universal values exist achievement, benevolence, conformity,hedonism, power, security, self-direction, stimulation, tradition, anduniversalism. Schwartz to a fault tested the possibility ofspiritualityas an eleventh universal value, but found that it did not exist in all cultures. Schwartzs value theory and instruments argon part of the biannualEuropean Social Survey.His work presents a theory of seven cultural value orientations that form three cultural value dimensions. applies it to collar relations of culture to significant societal phenomena. In this theory we can find Shwartzs construct of culture, a conception of the normative value system that underlies social practices and institutions. He derived seven value orientations that are useful for describing and comparing societies. His research is based on analyses of data across 75 countries.Using the cultural orientations, Shwartz generated a worldwide empirical mapping of 75 national cultures that identifies 7 transnational cultural groupings West European, English-speaking, Latin American, East European, South Asian, Confucian influenced, and African and Middle Eastern. There are briefly discussed cultural characteristics of these groupings. likewise Ive found the examples of socioeconomic, political, and demographic factors that give rise to national di fferences on the cultural value dimensions, factors that are influenced by culture.

Business Environment Essay Example | Topics and Well Written Essays - 2000 words

Business Environment - Essay ExampleOthers macroeconomic factors like production, inflation, employment, investment, domestic income, worldwide business relationships etc be discussed in Macro Economics (Childs, D, and Deitrich, S. 2003). P4 Economics toilet be described as social science. It is a study of how individuals, households, firms, consumers, nations maximizes there profit with contain visions and availabilities. In economics way we can term it as generating characteristics or optimizing their behaviours. Optimizing or maximizing behaviour means generating more gain for the touch on authorities with limited amount of resources. So in this type of economic social science people came to know how to utilize the limited resources to reach the targeted result. For example for an individual household it is like distri hardlying their limited resource (income) into several household goods and services to gain maximum satisfaction for the all family members. Its very wakele ss for the households to decide (what to buy and how much to buy?) to maximize their satisfaction level. Three economic systems are capitalistic Economy or free commercialise providence, Socialist Economy or state-run saving and merge delivery or public sector economy. Examples of free market economy are United States Economy. For socialist economy or command economy example can be North Korean economy and for complicated economy it can be United Kingdoms Economy. In a free market economy capitalist society runs with the method of free organization net seduce. Governments role in this economy is like- Whenever brass get a chance to promote competition it does that. Clear all the restrictions for the organizations to insure in a free market. To control the free competitions government should intervene with the market time to time. sometimes government interventions motivate free market economy so that other way it wouldnt be possible. In a command economy government role in it is very prominent and strict. For capitalist economy where government had minimum role in the economy but for socialist one government plays a huge role regarding markets rules and regulations. Nations with this system non only dislike free economic systems but also they made strict law against it. In this system all the productions units and natural resource are controlled by government and no private organizations are allowed to do that. Another economic system where simultaneously free economic system and socialist economic system works is known as mixed economy. There two sectors private and public resides simultaneously. Here private sector can work as a free market entity in broader economic and political restrictions. Main four questions for any economy is what to produce, how to produce, when to produce and whom to produce. All the country cannot produce everything by them. Resources are limited and fixed in this world. If a country wants to produce everything by them th en that country will not going to make a single thing perfectly and because of lack of resources in middle of the work everything will be stopped or jeopardise. P5 To acquire certain economic goal government policies regarding taxation, veritable account deficits, subsidiaries and other financial matters which are under government

Upcoming Technological Advances in Nursing Case Study

Upcoming Technological Advances in Nursing - side Study ExampleWith all these related advances in engineering, the professional culture of reflection, profound inquiries, and inter-professional collaborations will string breast feeding as a whole towards success by the year 2025. Therefore, the whole field of nursing will be admirable and appreciable by many as patients will also enthrall the technology by getting the knowhow about various diseases, symptoms, causes and effects, drugs and methods of prevention and curing the diseases. Nurses too will extol many privileges and favors around. applied science has proven to every fundamental in the health c are as a lot is being experienced in nursing. At work, nurses hold technology during care as prospicient as they are within the clinical settings. Such settings where they can employ technology include primitive care, community, acute care, and long-term care so as to improve and come up with their clinical decisions and employ the most viable outcomes for clients they deal with (Huston, 2013). Another great change as far as technology is concerned is the health and wellness records of clients and family. Through technology, they are made to be in a authority of reviewing and contributing positively to their health records, hence taking charge of anything that come about with relation to their wellbeing. Technology is very paramount within the nursing fraternity. When we talk about technology, automation comes in whereby computers and other machines are used in nearly everything that takes displace. From the year 2025 and beyond a lot would have taken place technologically. Benefits will be experienced in staffing offices, census control, patient care, and determination of patients acuity.

Anselm's Cosmological Argument Essay Example | Topics and Well Written Essays - 1000 words

Anselms Cosmological Argument - render ExampleThe above proof is crucial in that ultimately Anselm has to prove that God is the first progress to of each things and of itself. Without the above conclusion, in that respect would be some things that God must not have caused.If there is more than one cause, then a) any things are the one world through which they all exist, or b) all things exist separately severally by virtue of itself or they cause one some other to exist.The next variance of the proof is where Anselm goes back to each of the three parts of statement 5 and disproves each of the three subparts in order to prove in the end that there is only one being that caused the existence of everythingUsing the notion of master and slave, it is impossible for one being to confer existence on the one being that had originally conferred existence on the former. Moreover, all things do not at all exist mutually, which means that it would be impossible that each one would cau se one another, and so there must not be more than one being.Based on statement 6, 7, and 8, and employing elimination in 5, Anselm arrives at the conclusion that there must be only one thing that causes the existence of all things including itself.After Anselm has concluded that there must only be one being that caused the existence of all things including itself, his final task, through the last two paragraphs, was to prove that this one cause was the greatest of all beingssuch(prenominal) an ability to cause itself and others is, therefore, the attribute of the greatest being, while all other things cannot cause themselves. The last part of the proof is the part where Anselm tries to prove that this one being which is the greatest of all is God.